Student Performance In Science Research Articles

The Relationship between Students’ Perception of Being Safe in School, Principals’ Perception of School Climate and Science Achievement in TIMSS 2007: A Comparison between Urban and Rural Public School

This study concerns the assessment of the effects of Index of Principals’ Perception of School Climate (PPSC), intimidation of students and gender in Moroccan public schools on student performance in science. The study focused on fourth grade students who participated in the TIMSS 2007. The objective of this study is to answer the following research questions: (1) Do schools make a difference in science achievement? (2) What is the effect of the index of principals’ perception of school climate (PPSC) on student achievement? (3) What is the impact of intimidation by other students and gender on student achievement? What is the difference between urban and rural schools in science achievement? The results of the multilevel analysis show that the total variance situated at the school level is 24% in urban school, 50% in rural school and 42% in urban and rural together. Also, they affirm as the intimidation penalizes students’ performances in sciences, the PPSC index is negatively correlated with the students’ performances and the urban schools are favored compared to those in the rural areas.

Recent research in science teaching and learning.

Recent research in science teaching and learning.

Relationship between Science Teaching Practices and Students’ Achievement in Singapore, Chinese Taipei, and the US: An Analysis Using TIMSS 2011 Data

The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries. However, the empirical relationship between these two kinds of science teaching and student science performance is not soundly established, which is worth a careful examination. Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, using a two-level hierarchical linear modeling (HLM) approach and simultaneous multiple regression, this study examines the above relationship using the Trends in International Mathematics and Science Study (TIMSS) 2011 8th grade dataset from Singapore, Chinese Taipei, and the US. The study found that for the low-performing students, none of the inquiry-based teaching practice items measured had a significant relationship with the science achievements at any performance levels of students in any country/region except for the case of two inquiry-based teaching practice items that were positively related to Chinese Taipei students’ achievements. No didactic teaching practice items were associated with the Singapore students’ science achievement, three of these practice items were found negatively related to Chinese Taipei students’ science achievement, and one traditional didactic teaching practice was negatively related to the science achievement of U.S. students. However, for medium- and high-performing students, none of these inquiry-based or traditional didactic science-teaching practices were found to be positive predictors of science performance in all three countries/regions. However, in the case of Chinese Taipei, one didactic teaching practice item was negatively related with the medium level performing students’ achievement and two didactic teaching practices were found to hinder high-performing students’ science achievements.

The Effect of a Horseshoe Crab Citizen Science Program on Middle School Student Science Performance and STEM Career Motivation

The purpose of the present quasi‐experimental study was to examine the impact of a horseshoe crab citizen science program on student achievement and science, technology, engineering, and mathematics (STEM) career motivation with 86 (n = 86) eighth‐grade students. The treatment group conducted fieldwork with naturalists and collected data for a professional biologist studying horseshoe crab speciation and a mock survey. The comparison group studied curriculum related to horseshoe crabs in the science classroom. A series of measures related to self‐efficacy, interest, outcome expectations, choice goals, and content knowledge were given to participants before and after the intervention. It was hypothesized that students would report higher motivational beliefs regarding science and show higher levels of achievement following the intervention than the comparison group. Support was shown for most of the hypotheses. In addition, path analyses indicated that students' motivational beliefs influence content knowledge and outcome expectations, which in turn affect their career goals. These results have implications for incorporating authentic fieldwork within a formal school structure as an effective method for promoting student achievement and STEM career motivation.

Visiting Science Museums During Middle and High School: A Longitudinal Analysis of Student Performance in Science

This exploratory analysis of student attendance at science museums finds that student achievement in science and mathematics is somewhat higher for those students who visited science museums frequently during the school year or summer. The strength of the association with cognitive achievement is sufficiently noteworthy to encourage further analysis of the role of informal activities such as museum attendance on cognitive learning. The association of cognitive performance with science museum visiting was found to be only partially a product of student selectivity of parents with higher educational levels or prior achievement at earlier grades. However, student attitudes of science efficacy, utility, and anxiety in middle school were not found to be predictive or a result of frequent science museum attendance or achievement in later high school years, although attitudes and cognitive achievement did become more aligned by the 12th grade. But, no evidence is found in the analysis of the Longitudinal Study of American Youth (1987–1993) and the 2009 High School Longitudinal Survey that visiting science museums was associated with reversing the typical trend of decline in student reports of science self-efficacy or beliefs in the utility of science during high school years.

Using Decision Tree Analysis to Understand Foundation Science Student Performance. Insight Gained at One South African University

The Foundation Programme of the Centre for Science Access at the University of KwaZulu-Natal, South Africa provides access to tertiary science studies to educationally disadvantaged students who do not meet formal faculty entrance requirements. The low number of students proceeding from the programme into mainstream is of concern, particularly given the national imperative to increase participation and levels of performance in tertiary-level science. An attempt was made to understand foundation student performance in a campus of this university, with the view to identifying challenges and opportunities for remediation in the curriculum and processes of selection into the programme. A classification and regression tree analysis was used to identify which variables best described student performance. The explanatory variables included biographical and school-history data, performance in selection tests, and socio-economic data pertaining to their year in the programme. The results illustrate the prognostic reliability of the model used to select students, raise concerns about the inefficiency of school performance indicators as a measure of students' academic potential in the Foundation Programme, and highlight the importance of accommodation arrangements and financial support for student success in their access year.

Active learning increases student performance in science, engineering, and mathematics.

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Students’ Proficiency in English Language Relationship with Academic Performance in Science and Technical Education

This is a descriptive research of a correlation type where 120 students were sampled from a college of education to find out the relationship between proficiency in English language and academic performance among students of science and technical education. Findings revealed that there is correlation between proficiency in English language and academic performance of students in science and technical education; students in technical education performed better than their counterpart in science education; students who passed English language performed better than those who failed both in science and technical education. Some recommendations were suggested at the end of the study.

Game-Based Learning: A Panacea for Better Attitude and Academic Achievement in Basic Science

Science is a very potent tool for the development of every nation. Consequently, poor attitude and performance of science students over the years have been a major concern to science educators in Nigeria. This paper reviews the potency of Game-based learning as a tool in enhancing attitude and performance of science students. Research studies reporting poor performance of students and efficacy of game-Based learning are reported. The paper discusses vital aspects of Game-Based learning; such as its rules, importance and guidelines. Some examples of useful games in science are given as well as the website for details. Recommendations are made among which is the need to encourage science teachers to use games in science teaching. DOI: 10.5901/jesr.2013.v3n8p91

Perbandingan Pola Pembelajaran Kontekstual dan Tahap Pemahaman Konsep Sains Pelajar Sekolah Menengah Rendah di Malaysia dan Singapura

In order to produce world class human model, science education that is able to provide individuals who are innovative, creative and productive was the main focus of the education system in Malaysia. Malaysian student science performance deteriorating sharply against other Asian countries (TIMSS 2007) has resulted in our country is falling behind. Failure to relate the lesson content with real-life context of a major source of students are not interested and thus not able to capture the knowledge of good science. Contextual learning approach to build a concrete relationship between the content of science education in the context of the day has become the main approach outlined in the syllabus of Science in Malaysia and also in many countries. Thus contextual learning pattern also focus on the survey. This study examined the differences contextual learning pattern and level of understanding of science concepts junior high school students in Malaysia and Singapore. Data were collected from the Trends in International Mathematics Program and Science Study 2007 (TIMSS), the sample consisted of 4,466 students of Malaysia and 4,599 students of Singapore. The results showed that there were significant differences between the patterns of contextual learning and students' level of understanding of the concept of Sciences Malaysia and Singapore. Singapore students showed a higher level of understanding of Malaysian students in all domains, especially in the understanding and application domains. The results also showed a significant relationship between contextual learning pattern with students' understanding of Science concepts, but the regression of these two variables is very low.

School effectiveness in science in Sweden and Norway viewed from a TIMSS perspective

Declining achievement in various core subjects has led to a debate on strat egies to enhance student achievement. Identifying factors in the school environment that affect student performance in science, are therefore, of vital importance. The aim of this study is to identify school-level factors that are associated with eighth-grade students’ achievement in science based on results from TIMSS (Trends in International Mathematics and Science Study) 2003 and 2007. Because the TIMSS data includes schoollevel factors at two different time points, we expected to find factors that influence science performance by Swedish and Norwegian students. Multilevel analysis was used, and this framework allowed us to account for the influence of the students’ home backgrounds. After controlling for student background, our results show that there are only a few school-level factors that are associated with student achievement in science, and the influence of these factors differ between Sweden and Norway.

Impact of Teachers’ Motivational Indices on Science Students’ Academic Performance in Nigerian Senior Secondary Schools

The impact of science teachers’ motivation on science students’ academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population of the study was all public Secondary Schools (science teachers and students) in Ekiti and Ondo States, Nigeria. A stratified random sampling was used to select a total of five hundred and ten (510) science teachers (male and female) from Ekiti and Ondo States from the selected schools for the study. And a total six thousand eight hundred (6,800) Science Students (male and female) from the selected schools was also considered in the study. In each of the school selected for the study, only teachers of Biology, Chemistry and Physics were involved in the sample and the students that registered and wrote Biology, Chemistry and Physics WAEC examination of May/June 2008 and 2009 in Ekiti and Ondo states of Nigeria. The data collected for the study were analyzed using descriptive analysis, Multiple Regression analysis and Pearson Product Moment Correlation. All the hypotheses were tested at 5 % level of significance. Among others, the study revealed that; there was significant relationship between regular payment of science teachers’ allowance and academic performance of science students; there was significant relationship between regular teachers’ participation in seminars/ workshops and academic performance of science students. Also, there exist statistical significant relationship between granting of study leave with pay to science teachers and academic performance of science students. As a result of the findings, it was recommended that the adequate science allowance should be regularly paid to the science teachers to enhance their excellent performance.

Young Norwegian students’ preferences for learning activities and the influence of these activities on the students’ attitudes to and performance in science

This study focuses on the use and effects of “Student-active teaching practice” in science in Norwegian schools. In a quantitative study we have collected data on teaching activities, student attitudes and student performance in science. We see that the students clearly prefer teaching activities in which they can take part actively. Separating the classes in four groups according to teaching practice, we find that different practice has significant influence on the students’ attitude to science and to their science teacher. The student’s performance in science does not relate in the same way to teaching practice.

ICT Integration into Chemistry-Physics Classes In Middle Schools Through A Participatory Pilot Project Approach

Information and Communication Technology (ICT) based education was examined, through an integrated project, to experimentally determine how such technology could influence the motivation and performance of students in science (Chemistry-Physics, Mathematics, and Life-Earth sciences) in Morocco. The experiment was deliberately run at middle school level (age 12-14) as it constitutes the best stage in student life to influence their choice for the field of study. Two schools were selected based on their location and environment; one in a semi-rural area of Ifrane, and the other in the large city of Fes. The present study focuses more on the physical sciences (Chemistry-Physics), as they are taught together by the same teacher and represent a structural template of what was carried out within the framework of the pilot project.The project was the first of its kind in Morocco since it permitted decent usage of ICT in classroom sittings and allowed integral participation of middle school teachers in the elaboration of ICT pedagogical teaching resources using Arabic as teaching language. Control (standard) and experimental (ICT-based) classes were both taught by the same teachers and all the experiments were carried out in close collaboration between the authors and the teachers, with assistance from ICT engineers and technicians.Quantitative evaluation of the experimental data based on general balanced 3-stage nested design, together with qualitative assessment show a positive impact on the performance and motivation of students as well as their teachers.The project established successful practice guidelines and has set a promising roadmap for extending it at a larger scale to the rest of the country.As expected, this project encountered obstacles and limitations. Lessons learnt as well as suggestions are presented in this paper.

Would Science Background Be a Factor in Parents Helping Students Establish a Match between School Science and Home Activities?

This study was designed to investigate parental influence as a factor in helping students establish a match between science concepts learn in schools and the activities they carry out daily at home. Studies have revealed that tension that exists between these two experiences is one of the major factors of poor performance of students in science. One hundred and ten male and female (48 and 62) parents, 67 with science background and 43 without, constituted the sample. A self-constructed, validated questionnaire consisting of four parts, that sought parents’ responses on what home activities they engaged their children in, what science concepts they taught through them, readiness and barriers to their involvement, was used to generate data. The results show that both categories of parents saw science as very important for science and technological advancement. They did not see the engagement of their children in household chores, as a hindrance, rather an opportunity to get involved, as such is a vital ingredient to children’s success. However, there are limitations to their involvement. Lack of literacy and proficiency in science and not being able to see the relationship between school science and home activities are some of them. It is recommended that every school child should be exposed to ample science courses, even when such child has other options, since he or she will grow to become a parent in future. Teachers too should try as much as possible to relate science teaching to what the child does daily at home.

Higher Order Concept Activities (HOCA) enhances non science student performance in Biology course

This study explored the effectiveness of HOCA to improve student learning and retention by comparing improvement and retention of biological concepts in an introductory non science majors biology course taught to three different classes at San Diego State University: 50 students class (HOCAc) that was given HOCA throughout the term, online/lecture (250 students) (HB) or solely online (250 students) (OL). Previous to registration, students answered questions in BioChemistry, Cell Metabolism, DNA and Physiology. Student demographics were similar between the classes and the HB and OL groups did not receive HOCA during the term. Analysis of the grades at midterm demonstrated that 49% of the students of the HOCAc received an 80% or above whereas 33.5% of the students in the HB (*p<0.05) and OL (*p<0.05) groups performed at that level. The DOCAc demonstrated a significantly greater improvement in precourse questions than the HB and OL groups. Although the overall median grade in all three classes was approximately the same, the data suggests that HOCA approach may contribute to the number who excel in the course. (Supported by NIH IRACDA #GM06852)

A Comparative Study of Science Achievement and Self-concept during a Historical Transition

Cross-cultural changes were accompanied by the sovereignty transition of Hong Kong during the TIMSS data collection, which triggered migration of intellectual families between Hong Kong and other places. To enhance comparability of the urban setting, this investigation focuses on Singapore and Hong Kong for having similar Chinese majority and colonial history. As both cities were reported having high student performance in science, student self-concept is articulated to examine its reciprocal relationship with science achievement under the context of non-monotonic population transition. The perspectives of comparative education have been gained through the cross-cultural understanding of empirical findings from the trend data analysis.

Mathematics And Science Performance Of Persian And Non–Persian Language Students

This study examined mathematics and science performance of students who frequently, sometimes or never spoke Persian at home. The data were obtained from 1914 Iranian fourth–grade students who participated in TIMSS 2003. One–way ANOVA and Kruskal–Wallis statistical tests were used to analyze the data. The results showed mathematics and science performance differs significantly among students who frequently, sometimes or never spoke Persian at home. Students who frequently spoke Persian achieved higher scores in both subjects than those who sometimes or never spoke the language at home. In addition, students who sometimes spoke Persian achieved higher scores in both subjects than those who never spoke it. Furthermore, the results indicated that having access to home educational resources, doing homework on mathematics and science, students’ self–confidence in learning mathematics and science were significantly different among the three groups and the differences were in favour of students who frequently and sometimes spoke Persian respectively. Key words: Mathematics; performance; Persian; science; students; TIMSS

How the Outside School Environment Affects Students’ Learning

AbstractMost of the assessment activities in the past have been project driven in Pakistan. There is little institutional base either at the Federal or Provincial level to sustain assessment activities beyond the project timelines. Neither the traditional school examinations nor the external public examinations and selection tests for admission to institutions of higher education sufficiently fulfill the criteria of standardization and comparability required for a monitoring indicator. Punjab Education Assessment System (PEAS), Education Department, Govt. of the Punjab is responsible for conducting assessment tests for national and provincial purposes. Central to these efforts is the development of institutional capacity of the Departments of Education at the provincial and area levels to monitor standards of education. In 2008, PEAS conducted a large scale assessment in the subjects of math, science, Urdu, and social studies. 222 schools were included in the sample. 20 students participated in the large scale assessment. It was found that girl students’ learning achievement in Science and Social Studies was higher than boy students, which shows that girl students are more hardworking and eager to learn. A comparison of different grouped family strength shows that as the number of kids increases, the performance of students in Science and Social Studies decreases, which creates a scientific attitude and makes them think they perform better in all subjects. Whereas, on the other side, it appears that students who like Social Studies didn’t show good achievement in Social Studies. Those students who need tuition are weak in learning, and this can be viewed through their low performance in both subjects.

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.