Science Test Scores Research Articles

Enhancing Students’ Science Literacy through Megedong-Gedongan: A Balinese Local Culture-based Flipbook

This study investigates the effectiveness of the Balinese megedong-gedongan local culture-based flipbook in enhancing science literacy among students. This research aims to increase scientific literacy through flipbooks based on Balinese culture, especially megedong-gedongan. Mastery of scientific literacy opens the door to various job opportunities in science, technology, and innovation. In the digital and knowledge-based era, the demand for human resources with a strong understanding of science and technology continues to increase. Employing a classroom action research methodology, the study involved 47 Biology and Marine Affairs students at the Ganesha University of Education, Indonesia. The study used a valid and reliable scientific literacy test as an instrument. The results reveal that the Bali megedong-gedongan flipbook effectively improved science literacy. This is evidenced by a significant increase in student science test scores after using the flipbook. The data analysis results show that using megedong-gedongan Balinese culture-based flipbooks can significantly increase student scientific literacy. In addition, students more easily relate learning material to their daily lives, which impacts increasing scientific literacy. This research suggests that integrating local culture into science teaching materials can effectively increase scientific literacy among students.

Nurturing Childhood Curiosity to Enhance Learning: Evidence from a Randomized Pedagogical Intervention

We evaluate a pedagogical intervention aimed at improving learning in elementary school children by fostering their curiosity. We test the effectiveness of the pedagogy using achievement scores and a novel measure of curiosity. The latter involves creating a sense of information deprivation and quantifying the urge to acquire information and retention ability. The intervention increases curiosity, knowledge retention, and science test scores, with the effects persisting into middle school years. It also leads to more information sharing and peer learning in the classroom. The evidence can help design better pedagogical tools to increase pupil engagement and the quality of learning. (JEL D83, I21, I26, J13, O15)

Examining the Effects of Language Competencies on Academic Achievements of Special Needs Students and Their Peers Using Standardized Test Scores

The purpose of this study is to investigate the impact of academic language on the standardized test scores of special needs students and their peers in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. Several univariate (ANOVA) and multivariate (MANOVA) analyses of variance are conducted on student classification (English language learners “ELL”, non-ELL, students with disabilities “SWD,” non-SWD, economically disadvantaged students “EDA”, and non-EDA) and student test scores in ELA, math, science, and social studies. Univariate (ANCOVA) and multivariate (MANCOVA) analyses of covariance are also conducted where ELA is treated as a predictor of students’ test scores in math, science, and social studies. MANOVA results reveal that the combined-subjects modeling of student test scores is significantly different by student classification with relatively large effect sizes (0.44 to 0.63) for all grade levels. Follow-up ANOVAs indicate that individual modeling of core subjects is significantly different by student classification, with effect sizes between 0.37 and 0.61. The results of ANCOVA and MANCOVA suggest a statistically significant effect of ELA on student test scores results. SWD and ELL groups benefit the most when controlling ELA test scores.

Investigating the Role of Augmented Reality in Supporting Collaborative Learning in Science Education: A Case Study

This study investigates the application of augmented reality (AR) technology to facilitate collaborative learning in science education. The study involved 30 secondary school students in Kazakhstan, who were divided into an experimental group and a control group. The experimental group utilized an AR platform to facilitate collaborative learning during their science lessons, while the control group received traditional teaching methods. The study aimed to investigate the impact of AR on students’ learning outcomes, communication and collaboration skills, and overall satisfaction with science education. The research design involved pre- and post-tests, as well as a survey of students’ perceptions of the AR experience. The results indicated that the experimental group demonstrated statistically significant improvement in their science test scores compared to the control group. Furthermore, the students in the experimental group reported a high level of engagement and satisfaction with the AR platform, along with enhanced communication and collaboration skills. The study suggests that AR technology has the potential to improve collaborative learning in science education and provides new opportunities for engaging students and enhancing their learning outcomes. The findings have significant implications for educators interested in integrating AR technology into their teaching practices as well as for researchers exploring the use of AR in education. Further research is necessary to investigate the long-term effects of AR on learning outcomes and to determine the most effective methods for incorporating AR technology into science education.

Reclassification and Multilingual Learners' Science Achievement

AbstractThis study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period using the nationally‐representative Early Childhood Longitudinal Study of 2010–11 (ECLS‐K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs’ science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual‐language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.

A Comparison of Covariates, Equating Designs, and Methods in Equating TIMSS 2019 Science Tests

This research aimed to compare the equated scores by the methods based on classical test theory (CTT) and kernel equating, using covariates design (NEC) and anchor test design (NEAT). TIMSS 2019 science test scores equated by both Tucker, Levine true score, Levine observed score, equipercentile equating (pre-smoothing and post-smoothing) methods in CTT, and linear and equipercentile methods in kernel equating. Additionally, the covariates in NEC design were “home resources for learning,” “student confidence in science and mathematics,” “like learning science,” “instructional clarity in science lessons,” “math achievement,” “sex,” and “speaking the language of the test at home”. The equating results in NEC were compared with those in NEAT and EG. The participants comprised 1699 4th-grade students who attended the e-TIMSS 2019 in Canada, Singapore, and Chile. Results were analyzed according to equating errors and differences between equated scores. The research concluded that math achievement and home resources for learning could be used as covariates in NEC to equate the science test in case equating could not be done in the NEAT. However, when the other variables were used as covariates in NEC, the equated scores were very similar to the EG. Also, Tucker (CTT) and post-stratification (kernel) yielded similar equated scores in linear equating, and these methods were similarly different from kernel linear equating in EG. In equipercentile equating, the equated scores obtained from the post-smoothing (CTT) and EG were close to each other but slightly differed from post-stratification.

Digital Resources’ Availability, Usage, and Sufficiency: Insights from Filipino Scientific Literacy Scores

This study examined how the Filipino science test scores in the Programme for International Student Assessment last 2018 are predicted by (a) gender and type of school as covariates, (b) availability of digital resources in school, and support for teachers’ digital instruction; and (c) availability and sufficiency of digital resources at learner’s home. These objectives are attained by following a descriptive-correlational design that utilized publicly accessible data of the PISA 2018 results on the OECD website. Findings of the regression analysis unveiled that sex did not conclusively predict the scores while learners from private institutions perform better. Additionally, the availability of digital resources in school and their sufficiency at home positively predicted the science scores, whereas the school’s support for teachers’ digital instruction and the availability of digital resources at home negatively predicted science scores. The availability and sufficiency of such digital devices for students at home were seemingly contradicting, hence, requiring further investigation in future studies. Keywords: Filipino learners, OECD, PISA 2018, science achievement, science learning

Digital Resources’ Availability, Usage, and Sufficiency: Insights from Filipino Scientific Literacy Scores

This study examined how the Filipino science test scores in the Programme for International Student Assessment last 2018 are predicted by (a) gender and type of school as covariates, (b) availability of digital resources in school, and support for teachers’ digital instruction; and (c) availability and sufficiency of digital resources at learner’s home. These objectives are attained by following a descriptive-correlational design that utilized publicly accessible data of the PISA 2018 results on the OECD website. Findings of the regression analysis unveiled that sex did not conclusively predict the scores while learners from private institutions perform better. Additionally, the availability of digital resources in school and their sufficiency at home positively predicted the science scores, whereas the school’s support for teachers’ digital instruction and the availability of digital resources at home negatively predicted science scores. The availability and sufficiency of such digital devices for students at home were seemingly contradicting, hence, requiring further investigation in future studies. Keywords: Filipino learners, OECD, PISA 2018, science achievement, science learning

Ocean Discovery Institute’s Model for Empowering Underrepresented Students in STEM: Community-Based, Continuous Belief

Across the United States, there is increasing concern about the poor performance of American students in science and our country’s position as a world leader in innovation (National Science Board, 2022). Furthermore, young people are inequitably prepared to fulfill our nation's workforce needs as educational resources and achievement disparities are magnified in youth from diverse racial and ethnic backgrounds who live in poverty (National Science Board, 2022). Science test scores for students of color who reside in low socioeconomic status communities lag far behind those of Caucasian students and students from more affluent areas (Irwin et al., 2022). These students are also less likely to pursue the higher education necessary for science- and technology-based careers (Fry et al., 2021). As a result, the United States’ scientific workforce does not reflect the population of the nation as a whole; for example, Hispanic individuals represent 18.9% of the US population, but only 8% of jobs in science, technology, engineering, and math (STEM) fields (Fry et al., 2021). The Ocean Discovery Institute, a 501(c)(3) organization, was founded in 1999 to address this problem. Here, we describe Ocean Discovery’s unique model for empowering underrepresented students. It includes (1) embedding students within the community served, (2) reaching all students in a single cluster of schools (a “school-shed”), and (3) a program structure that emphasizes science identity (“belief”) and reinforces it through intentional mentorship.

Sistem Pengambilan Keputusan Penentuan Jurusan Pada Jenjang Sekolah Menengah Atas Menggunakan Model Yager

Education is very important in supporting the intelligence of each individual, from an early age it starts to recognize many things in each level of education. Knowledge and abilities continue to develop until determining interest in the right major according to the values, abilities, desires and character of each individual student. In reality, the process of determining majors, especially at the high school level, is carried out in grade X, but this process can be done when students register, for example at Dharma Praja Denpasar High School. There are assessment criteria used in the process of determining students' major interests, namely the Average Report Card Score (C1), Science Test Score (C2), Social Science Test Score (C3) and Psychological Test Score. Applying the Yager model so that the process of determining the weight of the criteria can be done with the concept of a pairwise comparison matrix, another advantage is the process of calculating the intersection of alternative values on each alternative so that it can produce suggestions for majoring interests. The study used 5 alternative students with suggestions for majoring in science and social studies. The results showed that the Yager model could provide recommendations for the best majoring options for 5 alternatives, namely alternative A1 for science majors with a value of 2.19067, while alternatives A2, A3, A4 and A5 obtained recommendations for social studies majors. Features of the web-based major determination decision support system produce the ability to manage alternative data, criteria, alternative values, majoring processes, final results and there are test features that students can do on the system, making it easier for students to make majors and schools to recapitulate the process of determining majors. The results of blackbox testing for a total of 8 scenarios show that the system functionality is running well.

Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education: a multilevel perspective

The role of epistemic beliefs in science (EBS) and socio-economic status (SES) on mathematics and science test results on both student- and school-level data was investigated via a secondary analysis of Estonian Programme for International Student Assessment (PISA) 2015 survey data. The effective sample comprised 3991 students (52% girls, 48% boys) from 81 schools. Complementing bivariate correlation analysis, two-level regression models were computed where mathematics and science test scores were predicted from student- and school-level EBS as well as SES. Mathematics and science test scores had a medium-sized correlation with both EBS as well as SES on the student-level data. These correlations were larger on the school-level data. Multilevel analyses showed that both higher mathematics and science scores were predicted by male gender, higher student-level SES and EBS, and higher school-level SES. Higher school-level EBS significantly predicted better science test scores, but this was not the case with mathematics.

Predictive validity of admission criteria in predicting academic performance of medical students: A retrospective cohort study.

IntroductionAdmission to medical school is one of the most competitive entry points in higher education. Medical school admissions committees need accurate and precise screening tools to select among well-qualified applicants. This study explores data from a cohort of graduated medical students over 6 years to offer a critical perspective on predictive validity in medical school admissions.MethodsA retrospective cohort study of 160 students was performed to identify the predictive validity of admission criteria for medical students to predict academic performance over 6 years for a cohort of all students enrolled in the medical program during the academic year 2013–2014.ResultsThe main results indicated that there was a statistically significant positive correlation between the admission criteria and Students’ performance in Year 1, Year 4, B.Sc. (Bachelor of Medical Science) exam, and Medical Doctor (MD) exam across the 6 years of the medical program, except for the English Test, which showed that there was no significant correlation with average MD exam scores for students who enrolled directly in Year 1. The results related to students who were admitted to the Foundation Program showed that there was no significant correlation between high school Grade Point Average (HSGPA) and their academic performance in Year 1, Year 4, B.Sc. exam, and MD exam. The overall results related to all study samples indicated that all predictor variables correlate significantly with all outcome variables (academic performance), and the results showed that Science test scores demonstrated 27.7, 15.0, 19.7, and 12.6% of variation in Students’ performance in Year 1, Year 4, B.Sc. exam, and MD exam, respectively.ConclusionScience test scores were found to be more predictive of academic performance compared to other predictors. Not all the admission criteria used for student selection are good indicators of their achievement in the medical program. It is recommended that other valid and reliable admission tools, such as the multiple mini-interviews and the questionnaire for a candidate’s suitability to follow a problem-based learning curriculum, should be considered.

Analisis Kemandirian Belajar Siswa Madrasah Tsanawiyah Negeri di Kota Pontianak pada Mata Pelajaran IPA

The Covid-19 pandemic has led to the emergence of a prototype curriculum that focuses on inculcating the character of Pancasila students, one of which is independent. This study aims to describe the learning independence of students at MTs Negeri 2 Pontianak in the even semester of the 2020/2021 academic year (online) and the odd semester of the 2021/2022 academic year (offline). The method in this study is a descriptive method with a quantitative approach. The subjects in this study were students of one class at MTs Negeri 2 Pontianak, totaling 27 students. Data collection techniques in this study used indirect communication techniques of a student learning independence questionnaire consisting of 30 statements with six aspects, documentation study techniques in the form of even and odd semester science test scores, and direct communication in the form of unstructured interviews with students to support research data. The data analysis technique used is descriptive statistics. The results showed that in the even semester of the 2020/2021 academic year (online) and the odd semester of the 2021/2022 academic year (offline) students of MTs Negeri 2 Pontianak had independent learning in the independent category. There is no significant difference between online and offline learning independence. And There is no significant correlation between student learning independence and the science test results of MTs Negeri 2 Pontianak students in the even semester of the 2020/2021 (online) and the odd semester of the 2021/2022 (offline), but students have independence.

Hubungan Motivasi dengan Hasil Belajar IPA Siswa Selama Pembelajaran Tatap Muka Terbatas

Limited face-to-face learning (PTMT) has been carried out but the implementation of the learning process which lasts 30 minutes for one meeting in learning makes the teacher only convey essential material. Face-to-face learning is more effective than online learning. Motivation is one of the important factors in the success of a learning. This study aims (1) to determine the science learning motivation of class VIII students of SMPN 4 Pontianak even semester 2021-2022 during PTMT, (2) to determine the relationship between learning motivation and science learning outcomes for class VIII students at SMPN 4 Pontianak even semester 2021-2022 during PTMT. The research subjects were students of class VIII SMPN 4 Pontianak. The research method is descriptive with a quantitative approach. Science learning outcomes are obtained from the average daily science test scores of students. This research is a descriptive research with a quantitative approach. Data collection techniques use direct, indirect, and documentation communication. Descriptive statistics were used as a data analysis technique. The results showed that the average learning motivation was 70.81% while the percentage of learning outcomes was 81.4%. Both motivation and learning outcomes are included in the high category. The results of the Spearman's Rho test between science learning motivation and science learning outcomes obtained (r = 0.019) < ( r = 0.05) which means that there is a relationship between motivation and science learning outcomes for SMPN 4 Pontianak students, namely the higher the motivation, the higher the student learning outcomes. the higher it is. The results of this study can be concluded that the science learning motivation of SMPN 4 Pontianak students in the even semester of 2021-2022 is high with a percentage of 70.81%. There is a significant and positive relationship between learning motivation and learning outcomes for science students of class VIII SMPN 4 Pontianak even semester 2021-2022 during PTMT.

Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not

Using two RCTs in middle schools in Pakistan, we show that brief, expert-led, curriculum-based videos integrated into the classroom experience improved teaching effectiveness: student test scores in math and science increased by 0.3 standard deviations, 60 percent more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the high-stakes government exams. By contrast, providing similar content to students on personal tablets decreased student scores by 0.4 SD. The contrast between the two effects shows the importance of engaging teachers and the potential for technology to do so. (JEL I21, I28, J45, O15, O30)

The role of teachers and schools in explaining STEM outcome gaps

We develop a novel methodology to explore the extent to which teacher and school assignments between fourth and eighth grade contribute to inequalities between advantaged and disadvantaged students—as defined by underrepresented minority (URM) status and eligibility for free or reduced-price lunch (FRL)—in their eighth-grade math and science test scores and high school math and science course-taking. We find that differences between advantaged and disadvantaged students in teacher and school assignments predict about 25% of the eighth-grade math test gaps, 10% of the eighth-grade science test gaps, and 35% of the gaps in advanced math course-taking. For science course-taking, school and teacher assignments predict about 20% of the URM gap and 10% of the FRL gap. While this methodology does not permit causal conclusions, the results are robust to analyses of a subsample in which students do not appear to be assigned to teachers based on prior test achievement.

Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018

Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.

Efficiency of secondary schools in Ecuador: A value based DEA approach

This paper proposes a novel Value-Based Data Envelopment Analysis model which specifically tackles non-discretionary data to assess the performance of 159 secondary schools from Ecuador by employing data from the Programme for International Student Assessment for Development. When contrasted with traditional Data Envelopment Analysis models, the Value-Based Data Envelopment Analysis model has several innovative characteristics that can be particularly convenient not only for including the preferences (generally not incorporated) of the decision-makers, but because it easily handles negative or null data. In addition, this methodology also employs a procedure that allows performing the robustness assessment (rarely employed in similar studies) of the results obtained. The factors considered to perform the efficiency assessment of each school include indexes, which reflect the quality of both basic school infrastructures and instructional resources, the economic, social, and cultural level index of students, the student-teacher ratio, and test scores in maths, reading and science. Our findings suggest that the average efficient school has mean scores across all competencies below the average of Latin American and Caribbean countries. Besides, inefficient schools need to make a greater effort to improve results in maths when compared to reading and science competencies. Finally, it can be concluded that inefficient schools can improve students’ achievements by about 11%–12%, with almost the same instructional resources and with a ratio of students per teacher 23% higher but requiring an enhancement of the basic school infrastructure by about 7%.

How integration of information and communication technologies impact academic achievement? An empirical study on Sindh education foundation

PurposeThe purpose of the study was to evaluate the impact of Introduction of Smart Teaching and Learning (INSTAL) project on students' academic achievements in terms of students' science scores. Information and communication technologies (ICT)-based initiative was introduced in Sindh Education Foundation (SEF) schools at District Khairpur, Sindh, Pakistan. The aim of the study was to identify whether science test scores of students have been improved with the use of INSTAL facility at schools or remained the same at SEF-supported schools.Design/methodology/approachThe quantitative research approach has been used in the current study, and within it a quasi-experimental research design was employed. The descriptive (mean, standard deviation) and inferential statistics (independent sample t-test and paired sample t-test) were computed to find the pre- and post-difference in science scores of students. Both primary and secondary data were used. The primary data were gathered through questionnaire from 48 science teachers. Whereas, secondary data of 382 students who used ICT-based facility under INSATL project for two academic years were taken from quality assessment test (QAT) scores conducted by third party in SEF-assisted schools in District Khairpur.FindingsThe findings of the study revealed that the students' science scores improved by 10% in one year and 23% in two years with the use of ICT-based facilities under INSTAL project. Also, it can be concluded from the results that ICT has a positive as well as statistically significant impact on students' science learning by using INSTAL facility in schools. Results of the study show that students' level of interest toward learning science has been enhanced by the use of ICT.Practical implicationsAs the world is rapidly moving toward digitalization, the modes of teaching and learning have been changing. ICT plays a very significant role in the betterment of education. ICT helps to achieve socio-economic development of a country. However, Pakistan, being a developing country, has not that much resources, and ICT-based learning is not common in Pakistan. Therefore, it is very important to be aware people about the usage of technology in teaching and learning. The present study is an attempt to create such type of awareness. Moreover, the current study may be the first kind of study in the context of Pakistan which used TPACK as theoretical framework, and this study may contribute to the body of knowledge in the context of ICT.Originality/valueImplementing ICT-based software for teaching and learning in rural context of Pakistan was a challenging task, but it has brought positive results in terms of student's achievement. This may be the first study that has been conducted in the context of adopted schools of SEF.

Characterizing academic performance in pediatric acute lymphoblastic leukemia with population‐based achievement tests

BackgroundRecent shifts from radiation to chemotherapy‐based treatment for acute lymphoblastic leukemia (ALL) have contributed to reduced long‐term morbidity. Despite this, ALL survivors remain at increased risk for long‐term cognitive impairments.AimTo identify demographic and treatment factors associated with school performance in pediatric survivors of ALL.MethodsWe collected standardized test scores for reading, math, and science obtained in a school setting from grades 3–11 in 63 ALL survivors (46.0% boys). Most participants were assessed across multiple grades (median number of grades n = 5, range 1–7), and 269 observations were considered in the analyses. Treatment exposures were extracted from medical records. Socio‐economic status was estimated using participation in free/reduced lunch programs at school. Mixed effects linear regression models were conducted to determine factors associated with school performance.ResultsALL survivors' scores were comparable to state norms on reading, math, and science performances. On multivariable analysis, participation in free/reduced lunch programs was significantly associated with lower reading scores (β = −12.52; 95% CI −22.26:−2.77, p = .01). Exposure to radiation during treatment was also associated with lower reading test scores (β = −30.81, 95% CI −52.00:−9.62, p = .01). No significant associations between demographics and treatment parameters were observed for math and science test scores.ConclusionsWe utilized population‐based achievement tests conducted from grades 3–11 to characterize school performance in ALL survivors. Our results imply that survivors with low socio‐economic status and those exposed to radiation during treatment could benefit from early monitoring and intervention to maximize academic success.