Science Achievement Scores Research Articles

The Impact of a Multiyear Systemic Reform Effort on Rural Elementary School Students' Science Achievement

This paper is a report of the impact of an externally funded, multiyear systemic reform project on students' science achievement on a modified version of the Third International Mathematics and Science Study (TIMSS) test in 33 small, rural school districts in two Midwest states. The systemic reform effort utilized a cascading leadership strategy of professional development delivered at summer workshops and through distance technologies and local leadership groups that focused on helping teachers work in communities of practice to adapt science inquiry lessons to teach and reinforce strategies and skills in language arts in the lessons. Science achievement scores of Grade 3 and Grade 6 student cohorts on the two forms of the TIMSS administered at the beginning, middle, and end of the professional development effort revealed a V‐shaped pattern of scores, suggesting that teachers struggled with the newly adapted science inquiries at first but then became more effective in their use. The impact of the adaptation strategy on the students' achievement, questions about the time needed for new instructional strategies to be embraced by teachers, and the wisdom of using “low stakes” achievement tests in studies are discussed.

A three-level multilevel analysis of Singaporean eighth-graders science achievement

This study explores the sources of variability in achievement in science for Singaporean students as a function of student-, classroom, and school-level factors. Using the 2007 Trends in the International Mathematics and Science Study (TIMSS) dataset, the science achievement scores and questionnaire responses of 4599 eighth-graders from 326 classrooms of 164 schools were analysed. A three-level multilevel linear modelling was employed; the results indicate that the student- and school-level differences, equally, accounted for about one-fifth of the total variance in science achievement. In contrast, more than one-half of the total variance was accounted for by the classroom-level differences. Science self-concept, teaching limitations, and school climate as perceived by the school principals were the strongest predictors of science achievement at the student, classroom, and school levels, respectively.

Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006

This study investigated how affective factors like attitude and motivation contribute to science achievement in PISA 2006 using linear structural modeling. The data set of PISA 2006 collected from 4942 fifteen-year-old Turkish students (2290 females, 2652 males) was used for the statistical analyses. A total of 42 selected items on a four point Likert-type scale were initially subjected to Exploratory Factor Analysis (EFA) resulting in seven factors with total variance of 64.82%. Confirmatory Factor Analysis (CFA) was later performed for cross-validation of factor structures of PISA 2006 data. Furthermore, Structural Equation Modeling (SEM) was also utilized to test the proposed model representing the relationship among affective factors and Turkish students' science achievement scores in PISA 2006. The results indicated that the hypothesized model fits data well. The results also revealed that, in general, affective factors contributed significantly either positively or negatively to 15year-old students' science achievement. In addition, affective factors were observed to be predictors of the science achievement based on PISA 2006 Turkish data set, but they are not good predictors due to their low magnitude. In light of the findings, implications are presented for further studies.

An Exploration of Teachers’ Efforts to Understand Identity Work and its Relevance to Science Instruction

US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders’ scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students’ developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students’ identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers’ online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

The Mediation Effect of Cognitive Self-Regulated Learning Strategy in the Relationships between Self-Efficacy and Achievement in Science

The purpose of this study is to investigate relationships among scientific self-efficacy, achievement in science and cognitive self-regulation learning strategy. The subjects were composed of 158 elementary school students. Data of students' self-efficacy related to science and cognitive self-regulation learning strategy measured by questionnaire were analyzed. Science achievement scores were also collected. The results indicated that self-efficacy and cognitive self-regulation learning strategy predicted science scores. The findings showed that cognitive selfregulation learning strategy mediated the relation between self-efficacy and achievement in science. Memory learning strategy, considered a cognitive self-regulation learning strategy, did not mediate the relation between self-efficacy and science scores. The implications of science education to develop students' science achievement in the classroom and the suggestions for future researchers are discussed.

Inquiry science teaching in Portugal and some other countries as measured by PISA 2006

Constructivism and social development theories of learning and teaching emphasize students centered approaches. Inquiry is one of these approaches. Many authors maintain that inquiry leads to better student performance in science. Others limit the importance of inquiry to the more talented students; still others relate negative effects of inquiry approaches based on the absence of pre-requisites for such a demanding strategy. What does PISA 2006 show in terms of achievement in science and the use of inquiry approaches? The study analyses the impact, on achievement, of the four clusters of teaching and learning strategies, as defined by PISA 2006, which are the use of applications and models, hands-on-activities, interaction, and student investigations The study also compares the impact in Spain, France, United Kingdom, Turkey, USA, Greece and Finland. A secondary analysis using a hierarchical linear model (HLM) was performed to answer our research questions. Within the included countries, students reporting higher frequency of student investigations in science teaching and learning, tend, on average, to have lower achievement in science. On the other hand, within these countries, students who report higher frequencies of teacher emphasis on use of applications in the science classroom tend to have, on average, higher PISA 2006 science achievement scores. At first glance, the findings imply that we cannot expect better performance based on high-level use of student investigations.

The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study

AbstractThis study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data for 8,642 children from the Early Childhood Longitudinal Study‐Kindergarten cohort (ECLS‐K). A theoretical model that depicts the relationships between the study variables was developed and tested using structural equation modeling. Results demonstrated that availability of science materials in kindergarten classrooms facilitated teachers' teaching of science and children's participation in science activities. Likewise, the frequency and the duration of kindergarten science teaching was a significant predictor of children's science activities but not of the children's end of kindergarten science achievement scores. Children's engagement with science activities that involved using science equipment also was not a significant predictor of their end of kindergarten science achievement. However, children's participation in cooking activities was. Children's prior knowledge, motivation, socio‐economic status, and gender were all statistically significant predictors of their science achievement at the end of kindergarten and end of third grade. Results of this study indicate that early science experiences provided in kindergarten are not strong predictors of children's immediate and later science achievement. Findings of the study suggest that the limited time and nature of science instruction might be related to the limited effect of the science experiences. Implications for teacher education programs and educational policy development are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 217–235, 2011

Illustrating Probability in Genetics with Hands-On Learning: Making the Math Real

Probability is an essential tool of genetics, and basic concepts of probability are usually included in introductory biology and beginning genetics courses. In spite of the central importance of probability for understanding and analyzing heredity, many students have difficulty with the subject. Part of this difficulty arises out of the quantitative nature of probability and the general problem that many students experience with quantification. Compounding the problem is the abstract nature of probability and statistics. In teaching introductory genetics to large numbers of college undergraduate students (200-250 per semester), we found that largely lecture-based instruction of probability concepts was ineffective; many students were disinterested in the topic and failed to understand and retain important concepts. McManus, Dunn, and Denig (2003) found that biology students who learned using hands-on manipulative activities had higher science achievement and science attitude scores than students who learned using traditional lecture, reading, and discussion activities. Considerable educational research demonstrates that cooperative learning within small groups leads to clear improvements in academic achievement, attitudes towards learning, and persistence compared with more traditional teaching methods in undergraduate science, math, engineering, and technology courses (Springer, Stanne & Donovan, 1999; Tanner, Chatman & Allen, 2003). To facilitate learning of probability for general genetics, we developed hands-on activities in which students in small groups actively and cooperatively learn probability. Teaching probability also can be facilitated through the use of electronic simulations of random events, which allow students to quickly collect large sets of empirical data to illustrate the predications of probability theory. A number of accessible and user-friendly Web-based tools are now available to simulate random events, such as tossing coins, rolling dice, and drawing cards from a deck (Table 1). Simulations of random events can also be produced through simple calculations performed by spreadsheets that are available on most personal computers. We have created four such spreadsheet-based simulation programs to accompany the probability exercises outlined in this article (Table 1, Figure 1); these are available free from the authors upon request. We believe that this combination of cooperative learning in small groups, with manipulative activities, and student-collected simulation data greatly enhances student interest in and understanding of basic concepts of probability. After we developed a laboratory exercise in probability based on manipulative activities and small group learning, approximately 70% of our students in an in-house survey agreed that this exercise was helpful in understanding concepts taught in the lecture portion of the course. The following laboratory exercise is appropriate for high school biology or advanced placement biology classes, as well as introductory college biology or genetics courses. Goals & Background We had four primary objectives for our students: 1. to understand the nature of probability and how it can be used to make predictions about the outcomes of genetic crosses 2. to understand and be able to apply the addition and multiplication rules of probability 3. to understand and be able to apply the binomial expansion to problems involving multiple outcomes 4. to know how to interpret probabilities associated with the chi-square test. [FIGURE 1 OMITTED] The addition and multiplication rules of probability are useful for calculating risk of inheriting genetic diseases as well as predicting the outcome of Mendelian crosses. For example, consider the following cross: AaBb x AaBb. One can quickly determine the probability of obtaining progeny with genotype aabb by using the multiplication rule. …

How American Middle Schools Differ From Schools of Five Asian Countries: Based on cross-national data from TIMSS 1999

Using multivariate discriminant analysis and the data from the Third International Mathematics and Science Study (TIMSS) 1999, this paper made 5 individual comparisons between the U.S. middle school system and 5 Asian middle school systems, which have typically been top ranked in mathematics and science achievement scores. The discriminant analysis was based on variables related to school and classroom environment as well as students' out-of-school life, home background, and self-perceptions about mathematics and science. The results reveal significant differences between American schools and their Asian counterparts. The author explains these differences in terms of the societal difference in the position of schooling in the lives of American adolescents versus the more central position of schooling in the lives of their East Asian counterparts.

Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students

Science achievement of third, fourth, and fifth grade elementary students was studied using a sample of 647 students from seven elementary schools in Temple, Texas. Students in the experimental group participated in school gardening activities as part of their science curriculum in addition to using traditional classroom-based methods. In contrast, students in the control group were taught science using traditional classroom-based methods only. Students in the experimental group scored significantly higher on the science achievement test compared to the students in the control group. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective at teaching science for both genders. After separating the data into the grade levels, the garden curriculum was more effective as a teaching method in raising science achievement scores for boys in third and fifth grades, and for girls in the fifth grade compared to traditional classroom-based methods alone.

The Concept of Aptitude and Multidimensional Validity Revisited

Richard E. Snow, reasoning from his new conception of aptitude, advocated a multidimensional approach to validating the construct of academic achievement. We briefly overview Snow's approach and then summarize evidence from this special issue in 3 themes: (a) the multidimensional structure of science achievement, (b) the incremental predictive validity provided when both cognitive and motivational (affective and conative) constructs are used to model individual differences in achievement, and (c) the co-contributions of ability, motivational orientations, and characteristics of achievement test situations to performance differences. Overall, our studies confirmed or established (a) a multidimensional structure of science achievement scores, (b) the validity of several key motivational constructs for predicting science achievement among high school students, (c) systematic variation in relations between motivational and general-ability constructs and science reasoning dimensions, assessment type, and achievement behavior (performance and anticipated choice), and (d) how alternative assessment methods (constructed response and performance assessment) shed light on the notion of multidimensional validity.

The Relationship between the Number of Students per Computer and Educational Outcomes

The purpose of this study was to determine if there is a relationship between the number of students per computer in schools and traditional educational outcomes. The educational outcomes of four comparable groups of school districts with different numbers of students per computer were compared. The analysis found no statistically significant differences among the mean reading/language arts, mathematics, science, and social studies achievement scores among the four groups of schools. Likewise, there were no differences among the mean attendance and high school dropout rates. This implies that the allocation of class time and resources to educational computing is not associated with a loss in traditional outcome measures while the students are accumulating computer experience and skills.

Human capital and economic growth Tests based on the international evaluation of educational achievement

Using the secondary school science achievement scores obtained by the International Association for the Evaluation of Educational Achievement, this paper provides more direct tests than others on the effect of human capital on economic growth, bearing important implications for theory and olicy.

Toy‐playing behavior, sex‐role orientation, spatial ability, and science achievement

AbstractThe purpose of this correlational study was to examine the possible relationships among children's extracurricular toy‐playing habits, sex‐role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth‐grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex‐role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex‐role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two‐dimensional, gross‐body‐movement, and proportional‐arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex‐role and toy‐playing behavior.

Science, mathematics, and national welfare: Retrospective and prospective achievements

To test the widely-asserted hypothesis that national welfare depends on human capital, economic growth for the period 1977–1982 was regressed on science achievement scores obtained about a decade earlier. For a sample of 16 countries, other indexes of human capital were also compiled and correlated. The results support but do not prove the hypothesis that achievement scores (but not indexes of college enrollments and Nobel prize winning) predict economic growth and other indexes of national welfare. Since the correlations are consistent with achievement-growth causation, the very low science and mathematics scores of U.S. students in the most recent international comparisons may portend undesirable economic and cultural consequences.

Antecedents affecting science achievement scores in classrooms in Trinidad and Tobago

This paper initially notes the role of scientific education in a developing country and the need to enhance scientific education among the school population. Enhancement of science education for all pupils is dependent on the distribution of schools, quality of schools and pupil participation in any country. To understand how science education is advanced in a developing country it is also important to know who is currently succeeding in science education in schools and to understand how this success is distributed amongst the school population. Thus, this paper questions whether school-based science achievement may be predetermined by antecedent factors or whether there is an equal opportunity of success amongst all pupil participants. A review of the literature has found that many antecedent factors affect school and science achievement, and these factors may be more important than within-school processes thought to enhance science education. The antecedent factors refer to: social/home background; age, religion and sex of the pupil; school class level and size; type of school attended and its locality. This study assesses how antecedent factors affect science performance in a representative sample of pupils in primary and secondary schools throughout Trinidad and Tobago. The representative sample totalled 1998 children, aged 6–10 years. Pupils were selected from a geographic transect of Trinidad and Tobago, which fulfilled demographic criteria. Once pupils were selected, biographic data were obtained for each child. Science achievement was measured by an end-of-term science examination designed for each class by the class teacher and graded on a 100% scale (within each class). Within class pupil scores were ‘standardized’ for comparisons between classes, schools, etc. Results from the analyses are summarized as: science achievement scores decrease as pupils increase in age. Girls perform consistently better than boys, with a slight variation in the sex by religion by school level interaction. Pupils in private schools score higher than pupils in similar levels of state schools. Pupils from a middle class background perform better than pupils from a working class background. Differences in performance relate to the religion of the child, with Muslim pupils scoring higher than Hindu or Christian pupils. Pupils in single-sex schools perform at higher levels than pupils in co-educational schools, and this is true for girls-only and boys-only schools. At the secondary school level the type of school attended is related to science achievement performance with pupils in prestige (usually church controlled) schools performing better than pupils in the comprehensive (state controlled) schools. The results support, develop and refine the previous literature on school and science achievement. Unusually, girls are at the forefront of science achievement in both primary and secondary schools. Also, traditional prejudices of social class, school status and location are confirmed within the school system in Trinidad and Tobago. A number of directions for future research and classroom action studies are indicated which focus on the existence of these inequalities.

Matthew Effects in Education

To test the hypothesized cumulative advantages of educative factors, the science-achievement scores on a 69-item test of science knowledge of 1,284 young adults, ages 26 to 35, surveyed by the National Assessment of Educational Progress (NAEP) in 1977, were regressed on three composite independent variables: motivation and prior and current educative experiences. The test scores were related significantly to prior experience-embodied variables, such as parental socioeconomic status, respondent education, and specific scientific training, as well as to motivation to learn and current amount and intensity of information acquisition, such as news media exposure and reading. Early educative experience predicts current educative activities and motivation; and all three factors contribute significantly and independently to the prediction of achievement.

Probing a Model of Educational Productivity in Science with National Assessment Samples of Early Adolescents

To test a psychological theory of educational productivity and to explore the usefulness of the National Assessment of Educational Progress data for secondary analysis for policy purposes, the science achievement scores of 2,346 13-year-old students were regressed on indexes of their Socio-economic Status, Motivation, Quality (of instruction), Class (social psychological environment), and Home conditions. All these productivity factors are significant in the ordinary multiple regressions when controlled for one another and Race and Gender, and the equation coefficients conform closely in sign and magnitude to theoretical values derived from the Cobb-Douglas theory of national economic productivity. Under a stringent probe, however, the Class social-psychological environment appears as the only unequivocal cause of science learning in the data.