Student Performance In Science Research Articles

The Influence of Play Based Learning Project on Learner Performance in Science and Elementary Technology and English Language Subjects

This study investigated the effects of Play-Based Learning (PBL) on student performance in Science and Elementary Technology (SET) and English language subjects at primary schools in Ruhango Sector, Ruhango District. The main objective of this study was to investigate the effects of play based learning on student performance of SET and English language subjects in Ruhango Sector, specifically the study focused on the effect of play based learning project, perception regarding the teacher’s roles on learner performance of SET and English language and establish the relationship between play-based learning project and learners’ performance of SET and English language subjects in primary school of Ruhango sector. The theories that guided research were Theory of Constraints (TOC) is a process designed to identify and eliminate constraints in organizational processes that hinder the achievement of organizational goals and Social Cognitive Theory is based on his central concept of self-efficacy. This study used a descriptive and correlational research designs. The target population was 150 people including headteachers and teachers. The sample size of was 96 teachers with backgrounds in SET and English language subjects and 12 headtechers. This study used questionnaire as a primary data source. The questionnaire involved written questions to which the teachers were required to write answers individually and interview guides were used to collect information from headteachers. Microsoft Office Excel was used for analyzing the results from the questionnaire and interview. The Pearson Correlation was used to test one hypothesis. The study concluded that Play Based Learning played an importance role in learner performance of Science and Elementary Technology and English language subjects through play-based activities. The research revealed a strong positive correlation between Project-Based Learning (PBL) initiatives and students' academic achievement in English language courses (r=.9650*, p=0.001). Similarly, a significant positive association was observed between Project-Based Learning (PBL) endeavours and learners' performance in Science, Elementary and Technology (SET) subjects (r=.9836*, p=0.001). The study recommends that teachers should regularly monitor content and adjust settings for individual learners. Finally, teachers should apply practices associated with engagement by determining if learner enjoy the game or want to play.

Motivation and Opportunities-to-Learn in Science as Predictors of Student Science Performance

In this study, we investigated the relationships between three pivotal factors that influence student performance, including opportunity-to-learn (OTL) factors, which included proximal indicators that represent science-specific learning opportunities, student motivation (propensity factor), and crucial student and teacher antecedent factors by using Trends in International Mathematics and Science Study dataset. Results showed that student propensity factors, particularly self-concept in science, and family socioeconomic status were the two strongest and positive, significant predictors of student science performance. However, the link between OTL and science performance was mixed. Additionally, OTL had less predictive power than propensity factors on science performance, but the relationship between OTL and propensity factors were strong. Implications for the examination on the opportunity-propensity model and science education are discussed.

Science Performance of Indigenous Students: A Study from Mahiyanganaya Zone of Education, Sri Lanka

Science education is a vital component for the well-being of individuals and entire nations in the current world. Contemporary research has paid greater attention to the science education of indigenous people. Sri Lanka is home to a longstanding indigenous population called Vedda people and Vedda children learn science alongside with mainstream children at schools. However, research on their science education is scarce. Hence, this study aimed to examine the science performance of Vedda students. This study was conducted in two selected schools (school “A” and school “B”) with secondary-level (Grades 6 to 11) Vedda students in Mahiyanganaya Zone of Education, Sri Lanka. The term test science marks (2018 and 2019) and General Certificate of Examination (Ordinary Level) or G.C.E. (O/L) science results (2018, 2019, and 2020) were analyzed descriptively to measure science performance of Vedda students. Results depicted poor science performance of Vedda students and their mainstream counterparts. However, science performance of Vedda students was even lower than that of the mainstream students. Science performance of the students could be affected by different factors related to the schools, curriculum, teachers, students, parents, etc. Hence, it is crucial to investigate the factors that impede science performance of students in the above schools, especially paying attention to Vedda students as they learn alongside with mainstream students.

Effects of I-Do-We-Do-You-Do Instructional Strategy on The Academic Performance of Students in Physics Practical in Ondo State, Nigeria

Teaching is an essential tool to bring about desired learning outcomes from the learners, so the need to package it with essentials is imperative. However, many researchers have contributed to different innovative and interactive teaching strategies that are effective to enhance the performance of students in science. It was from this perspective that this study sought to investigate the effects of I-Do-We-Do-You-Do Instructional Strategy (IWYIS) and Conventional Instructional Strategy (CIS) on the academic performance and retention of secondary school students in Physics practical in Ondo state, Nigeria. The study further sought to clarify gender differences on physics students’ retention. This was a view to ascertain the effect of (IWYIS). The study adopted the pretest posttest non-equivalent control group quasi-experimental research design. The population for the study comprised of Physics students in Ondo State, Nigeria. The sample for the study was fifty-five SSS 2 physics students drawn through multi-stage sampling procedure from four public secondary schools in the state. A self-developed Practical Physics Test (PPT)) was validated by three experts and used for the study. The reliability of the instrument was established using Kuder-Richardson 21 which yielded a reliability index of 0.85. The hypotheses were tested at 0.05 alpha level using Analysis of Covariance (ANCOVA) and independent sample t-test. The findings of the study showed that there were significant differences between the effect of IWYIS and CIS on the academic performance and retention of senior secondary school students in Physics practical at [F (1, 52) =19.07, p=0.000,] and [F (1, 52) =5.423, p=0.024,]respectively . IWYIS had more effect on the performance and retention of the students in Physics practical than the CIS. The findings further showed no significant difference in the mean score of male and female students in the Physics retention ability when exposed to I-Do-We-Do-You-Do Instructional Strategy. Based on the findings, recommendations made which included among others, I-Do-We-Do-You-Do Instructional Strategy, being gender friendly, should be used in the teaching of Physics, in Nigerian secondary schools. Keywords: Effects, I-Do-We-Do-You-Do Instructional Strategy, Academic Performance, Students, Physics Practical DOI: 10.7176/JEP/14-15-09 Publication date: May 31 st 2023

IMPACT OF SOCIAL MEDIA ADDICTION ON THE SCHOLASTIC PERFORMANCE OF HIGH SCHOOL STUDENTS IN SCIENCE

Social media has been widely accessible to all with the advent of new technology specifically with the emergence of mobile devices. Many researchers are now studying related to the effects of social media on the different walks and aspects of life. This study aims at correlating the effects of addiction to social media on the academic performance of grade 9 and 10 students in science. In doing so, the study identified all social media activities for the school year 2015-2016. The identified respondents constitute 65 % or 139 students of the total enrolment of grade 9 and 10 students. These respondents are made to answer a survey questionnaire and an adapted tool called Bergen Facebook Addition Scale (BFAS) to gather necessary data. Findings revealed that social media addiction alone is insignificantly related to students’ scholastic performance thus, cannot safely attribute the low performance of students in science.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0800/a.php" alt="Hit counter" /></p>

Exploring the Relationship between Class Participation and Student Performance in Science

This study is a cross-sectional study and finds out class participation as an essential indicator in elevating the performance of the students. It explored the factors affecting the degree of class participation and its effect on science performance. Students of grade IX were selected as the sample for the study. In addition to a structured, self-administered questionnaire, the mid-term exam result was taken as an academic performance of the students. Appropriate inferential statistical tests, like the t-test and Pearson’s Product Moment Correlation, were computed to find the gender differences in-class participation and academic performances of the students and their relationships respectively. Further, an Exploratory Factor Analysis (EFA) was performed to explore factors affecting class participation. The inferential statistics results indicated that while there is no statistically significant difference between class participation and academic performance in science by gender, there does exist a positive association between class participation and academic performance. The EFA results revealed three principal factors responsible for varying degrees of class participation, namely the students’ affective traits, students’ cognitive traits and teachers’ traits.

Exploring the Implementation of Teaching and Learning Using Virtual Learning Among Elementary School Science Teachers in Malaysia

This paper discusses the implementation of Interactive Virtual Learning (VL) among elementary school teachers in Malaysia. The qualitative method of unstructured interviews and observation was chosen as the way for gathering information to discover the existing challenge that teachers confront in excelling in science, as well as the necessity for any new instructional tactics. Two primary school science teachers from two different schools were selected to participate in this interview. The results of this preliminary investigation confirm that modern science teachers confront challenges in their classrooms. The findings suggest a scarcity of high-quality learning materials on which they may rely. Furthermore, a lack of time for revision and exploration of each topic is a problem that must be addressed to improve student performance in science. Finally, the integration of VL with various learning strategies must be designed and developed to facilitate and boost students' learning abilities in the topic of science.

Developing A Conceptual Framework for Science Teaching at Colleges of Education in Ghana

This paper looks at Science taught in Ghana generally. It defines Science and science education fundamentally, as the methodical observation, conception, analysis, and exhibition of patterns to understand what exist in the physical universe which is evidence-based and their interactions with each other. The understanding of these processes keeps changing as new relationships and explanations emerge. The motion and interactivity with materials employed by the pedagogies become key elements for creating exciting, dynamic and captivating experiences that motivate students to learn and pursue a science course with a greater sense of purpose. Science education is the teaching and learning of science to non-scientists, such as school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. However, the employ of inappropriate teaching methodologies is one of the factors that contribute to the low participation and performance of students in science. Little effort is made to relate the concepts learnt and the examples/illustrations used to real life, especially within the context of the students' own lives and environment. This article attempts to proffer a concise definition to merge the ideas from some scholars for a better understanding of science; meaning of Science Education; relevance of the study of science (or science education); problems of science teaching in Ghana and the effects and propounds a challenging model for implementation for effective science teaching in Colleges of Education in Ghana.

Factors Influencing the Learning of Class XII Science: A Perspectives of Students

The purpose of this study is to investigate the factors influencing students’ higher secondary level science performance in one of the higher secondary schools of Bhutan. A total of 150 students were selected through purposive sampling. The sample includes both current classes XI and XII and former class XII graduates of the school. Through the use of mixed method research design, the data were collected using survey questionaries and interview in focus group. The quantitative data were analysed using descriptive statistics techniques and qualitative based on themes. The result of the study showed that the science performance of students were negatively affected by the inadequate support from school administration, lack of experienced and dedicated teachers and, poor supports from parents and relatives of the students. Thus, this study recommends school administration to take extra initiative towards improving students’ academic performance and teachers to explore different teaching pedagogies that can stimulate students’ interest towards learning science.

Factors affecting student performance in science at G.C.E. (A/L): A case study from newly upgraded secondary schools in the Kurunegala educational zone

The Ceylon Journal of Science is published by the University of Peradeniya, Sri Lanka. Full text available. The journal also has its own website. The Ceylon Journal of Science is a continuation of the Ceylon Journal of Science (Biological Sciences) which is no longer being published as a separate journal. The history of the journal can be found here.From May 2020, Ceylon Journal of Science is indexed in DOAJ.

Distributed leadership practices and student science performance through the four-path model: examining failure in underprivileged schools

PurposeAs a failure analysis emphasizing school leadership in underprivileged schools serving socioeconomically disadvantaged and minority students, the study is interested in determining whether and to what extent variations in distributed leadership (DL) practices are related to student performance through the mediating effects of four-path variables.Design/methodology/approachThis research conducted secondary data analysis using the 2015 PISA American data. The study employed factor analysis and structural equation models (SEMs) to investigate multidimensional associations among a set of variables, including school socioeconomic status (SES), student composition, DL practices, school four-path factors and student performance. The research used a design-based resampling approach with balanced repeated replication (BRR) weights to analyze the complex survey data.FindingsThe results indicate that, within a DL framework, teacher leadership in instructional management is positively and directly related to student performance. Governing board leadership in school administration is indirectly related to student performance through four-path variables' mediating effects. Importantly, though the two leadership sources help improve student performance, they are less prevalent in underprivileged schools with disproportional minority and socioeconomically disadvantaged students.Originality/valueThis research is a failure analysis through the lens of DL for underprivileged schools. The study used rigorous quantitative approaches and examined multidimensional associations among school socioeconomic status (SES), DL, school factors that school leaders could maneuver and student performance. The evidence sheds light on remedial actions in failed schools to focus on improving teacher leadership and organizational capacity.

Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis

This study aimed to compare student science performance between hands-on and traditional item types by investigating the item type effect and the interaction effect between item type and science content domain. In Shanghai, China, 2404 ninth-graders from six urban junior high schools took part in the study. The partial credit many-facet Rasch measurement analysis was used to examine the instrument's quality and investigate the item type effect and the interaction effect. The results showed that the traditional item type was significantly more difficult for participants than the hands-on item type, exhibiting a moderate-to-large effect size. Moderate or large interaction effects of an item type with a specific content domain on student science performance were also detected. Students performed better on some science content domains with a particular item type (either hands-on or traditional). Implications for assessment developers and science instructors were also discussed.

Mode of Response Students’ Engagement (MORSE): Basis for Improving Science Performance of Students

In educational system, just like in a classroom setting, there is a degree or sense of uncertainty or ambiguity on how teaching-learning process will take place. It is the duty and responsibility of the teacher to structure the classroom in maximizing students learning by engaging in all modalities such as hearing, visual, olfactory, kinesthetic and gustatory. Moreover, by bringing students together in the classroom to produce group interaction that facilitates learning in different individuals. I, the Researcher, had facilitated an active learning through the use of Mode of Response for Students Engagement (MORSE). Intervention was the use of personalized card, dyad, work cell group and random calling conducted twice a week for the duration of the 1st grading period. The 29 respondents from experimental group were subjected to MORSE and 29 respondents from control group were given traditional classroom engagement. The proponent sought to answer the following research questions: What was the effect on the academic performance of the students who were subjected to MORSE? Was there a significant difference in the pre-test and post-test result using the traditional method and of the MORSE method? Lastly, what was the implication of MORSE method in teaching Earth Science among grade 10 students? The collected data of pre-test and post-test results were gathered and treated using paired sample t-test of difference and mean. Sample paired t-test result showed that the computed t value of 7.45 is greater than the t critical value of 1.701 at level of significance of 0.05. There is significant difference on the post test result between the control group and experimental group. The Experimental group, who were subjected to MORSE techniques achieved higher post-test than the control group. Based from the analysis gathered, MORSE methods is highly effective as means of engaging students to actively participate and improve academic performance in Earth Science. Therefore, I, the proponent recommended the use of MORSE in classroom activities. Likewise, teachers can make use other MORSE techniques or devices to facilitate active learning in the classroom for whole class engagement.

Development and validation of grade 10 science learning materials in selected secondary schools in district III, division of Puerto princesa city, Philippines

Introduction: With the recent implementation of the K-12 curriculum in the Philippines, teachers are challenged to develop relevant, research-based, and responsive instructional materials. Purpose: The main purpose of this study was to develop and validate learning material in physics based on selected least mastered competencies for tenth grades. The researcher developed a set of learning material which covers the topic mirror and lenses. Methodology: This study utilized the descriptive-developmental research focus on the development of instructional material. Mean and Mean Percentage Score (MPS) used to analyse descriptive data. Instructional materials support learning content, allow students to engage in the concepts application and provide an opportunity for evaluation. They are developed to help teachers facilitate learner’s prior knowledge, assist them to process and understand the new learning, and eventually aid them apply newly acquired knowledge to their practical lives. Results: The result of the study showed that students has low mastery in the topic light, specifically in mirror and lenses. The developed set of learning materials was anchored to the ADDIE model: the Analysis, Design, Development, Implementation, and Evaluation. Recommendations/Classroom Implications: Teachers should develop learning materials based on the least mastered competencies of the students. The proposed learning materials is recommended for use in Grade 10 Physics classes. Further, the proposed learning materials should be subjected for further research to determine its effectiveness in improving the performance of students in science 10 Physics.

The effect of science social capital on student science performance: Evidence from PISA 2015

Using data from PISA 2015, this study examined the effect of science social capital within the family on student science performance, and the moderating influence of student gender on this relationship. The results from a pooled sample of 15 countries/regions revealed a negative relationship between parental support for learning and student science performance. However, parental attitudes toward science, family members with a science-related career, and parental science-related career expectations had positive effects on student science performance. In addition, gender moderated the association between science social capital within the family and student science performance. Our results shed light on the connections between different dimensions of science social capital and science performance, and the moderating role of student gender in these connections.

Development of Active-Learning Units in Nuclear Engineering

Active learning engages students in activities that could enhance their ability to analyze, synthesize, and evaluate the material being learned. Evidence-based studies have shown that active learning increases student performance in Science, Technology, Engineering, and Mathematics (STEM) courses. This paper presents the design of active learning units in nuclear engineering. The goal is to enhance students learning and technical skills, thereby improving their preparation for success in pursuing STEM graduate programs and careers in nuclear engineering. Three modes of active learning that are of interest are problem-solving, lab-based hands-on activities, and simulation. The active learning units are aimed at using interactive mode to provide students with the mastering of fundamental principles and concepts, and better understanding of how equations translate and apply to real-life engineering situations. The introductory nuclear engineering topics to be covered include radioactivity and half-life, binding energy, atom density, radiation interactions, radiation dose, radiation shielding, stopping power, and fission. An assessment plan for the effectiveness of the active-learnings units is also presented.

Does Online Education Widen the Gap between Students with Different Family Conditions? A Quasi-natural Experiment Based on Covid-19

Online education has been adopted nationwide due to the sudden break of Covid-19. Compared to the traditional education method, online education not only relies on good network condition, but also requires higher standard of home environment. Therefore, the learning outcomes of students with different family conditions may differ after the online education period. This paper takes the Covid-19 as an exogenous shock and discusses equity issues of online education under a quasi-natural experiment. Considering the internet penetration is relatively lower in middle and western areas, this paper uses a sample of students in the twelfth grade and ninth grade from certain schools in a city of middle areas, and explores the impact of family conditions including poverty, rural and only-child family on the quality of online education.Based on the estimation using the DID method, scores of poor and rural students in the twelfth grade, as well as poor students in the ninth grade have declined after the Covid-19. In the perspective of discipline difference, the performance of science students in the twelfth grade is mainly influenced by poverty and the only-child condition, while liberal students are more sensitive to rural conditions. The gender gap in Math scores of the ninth grade widens after the Covid-19, while students in non-only child family experience improvement in Chinese scores. The paper further makes robust checks based on the parallel trend hypothesis and the bootstrap method. Although online education has been proved as an effective way to break the regional education monopolization and improve education equity, it also brings financial burdens to students and their families, and in that case, it may not be able to narrow the gap between students in the same region.The marginal contribution and significance of this research are as follows: Firstly, this paper takes the break of Covid-19 as an exogenous shock and solves the endogeneity problem caused by sample selection under this quasi-experimental analysis. Secondly, this paper uses micro-level data of students and objective indicators as exam scores and family conditions to avoid subjectivity in personal evaluation. Finally, this paper not only supplements the research on the social socioeconomic influence of Covid-19, but also has practical significance on the further promotion of online education under educational informationization plan. Based on the preliminary study in this paper, there is still enough space for further study on the extension of samples and indicators, the long-term performance of education and employment after the Covid-19, as well as the comparison of impacts among different regions.

TEACHERS PERCEPTION OF THE USE OF ICT AS AN INSTRUCTIONAL TOOL IN SCIENCE AND MATHEMATICS IN NIGERIA SECONDARY EDUCATION

The lagging performance of students in science and mathematics in West African Senior School Certificate Examination (WASSCE) points to a serious challenge requiring the intervention of the government, as we know; education is the bedrock of any nation. The application of ICT tools in teaching science and mathematics in Nigeria can be said to have minimally improved student performance in recent times. Though the government of Nigeria has made a laudable effort in these regards; it has little or no impact in teaching science and mathematics in Nigeria secondary education. Thus, this study aimed at examining the perception of teachers towards the use of ICT as an instructional tool in science and mathematics within Nigeria secondary education. The research employs a quantitative research design in which a sample of sixty-three (63) science and forty (40) mathematics teachers from government secondary schools in Abuja, Nigeria were interviewed. The instrument for data collection was a semi-structured questionnaire titled “Teacher’s Perception on ICT Use Model (TPIUM)” based on the Technology Acceptance Model (TAM) by Davis, 1989. Statistical analysis of the data obtained showed that Perceived usefulness (PU) had the strongest impact on Behavioral intention (BI) and Attitude toward use (AT) of ICT tools by teachers. The findings of this study also revealed that outdated government policies to support ICT use in science and mathematics posed a big challenge and more consequential is the inadequate skills of teachers in using ICT tools. The study therefore recommends that the government should endeavor to put in place adequate training and retraining of teachers on how to effectively fuse and use ICT tools in teaching mathematics and other science subjects in Nigeria.
 Ebire F. A. | Department of Global ICT Policy, Pusan National University, Busan South Korea.

How Schools Affect Student Well-Being: A Cross-Cultural Approach in 35 OECD Countries.

A common approach for measuring the effectiveness of an education system or a school is the estimation of the impact that school interventions have on students’ academic performance. However, the latest trends aim to extend the focus beyond students’ acquisition of knowledge and skills, and to consider aspects such as well-being in the academic context. For this reason, the 2015 edition of the international assessment system Programme for International Student Assessment (PISA) incorporated a new tool aimed at evaluating the socio-emotional variables related to the well-being of students. It is based on a definition focused on the five dimensions proposed in the PISA theoretical framework: cognitive, psychological, social, physical, and material. The main purpose of this study is to identify the well-being components that significantly affect student academic performance and to estimate the magnitude of school effects on the well-being of students in OECD countries, the school effect being understood as the ability of schools to increase subjective student well-being. To achieve this goal, we analyzed the responses of 248,620 students from 35 OECD countries to PISA 2015 questionnaires. Specifically, we considered non-cognitive variables in the questionnaires and student performance in science. The results indicated that the cognitive well-being dimension, composed of enjoyment of science, self-efficacy, and instrumental motivation, as well as test anxiety all had a consistent relationship with student performance across countries. In addition, the school effect, estimated through a two-level hierarchical linear model, in terms of student well-being was systematically low. While the school effect accounted for approximately 25% of the variance in the results for the cognitive dimension, only 5–9% of variance in well-being indicators was attributable to it. This suggests that the influence of school on student welfare is weak, and the effect is similar across countries. The present study contributes to the general discussion currently underway about the definition of well-being and the connection between well-being and achievement. The results highlighted two complementary concerns: there is a clear need to promote socio-emotional education in schools, and it is important to develop a rigorous framework for well-being assessment. The implications of the results and proposals for future studies are discussed.

Self-Efficacy, Study Habits and Teaching Strategies and It’s Influence on Student Science Performance: A Cross-Sectional Study

Various studies have found that several factors affect student academic performance. The focus of this study was to determine influence of self-efficacy, study habits and teaching strategies to student performance in science of the Junior High School students. The study utilized descriptive research design examining the relationship of self-efficacy, study habits and teaching strategies to Science performance across grade levels. The results revealed that the overall Science performance of the 323 sample respondents from Grades 7 to 10 is satisfactory. Varied teaching strategies in teaching Science were experienced about half of the lessons by the students. Significant differences in student’s performance in science and teaching strategies experienced among grade levels while no significant difference was found in the students study habits and self-efficacy. The overall rating on the study habits of the students is moderately good, and among the three variables, only self-efficacy can significantly influence the academic performance in Science of the Junior High School students. It is recommended that in-depth study to qualitatively determine the relationship of variables studied in this research.