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http://dx.doi.org/10.21796/jse.2018.42.1.66

Effect Analysis of Educational Context Variables on 8th Grade Science Achievement Among Top-performing Countries in TIMSS 2015  

Kwak, Youngsun (Korea National University of Education)
Park, Sangwook (Korea Institute for Curriculum and Evaluation)
Publication Information
Journal of Science Education / v.42, no.1, 2018 , pp. 66-79 More about this Journal
Abstract
The purpose of this study is to compare and analyze the effects of the educational context variables on 8th-grade science achievement of 5 top performing countries(Korea, Singapore, Taiwan, Hong Kong and Japan) in TIMSS 2015. TIMSS 2015 science data and questionnaire results were used for fitting Hierarchical Linear Model (HLM) in this study. According to the results, such student-level variables as home resources for learning, students' interest in science learning, valuing science, Students' Educational Expectations gave significant influence on the science achievement of Korean students. School-level variables including Student Economic Background, and School Emphasis on Academic Success gave significant influence on the science achievement of Korean students. Comparing 5 countries, home resources for learning, students' interest in science learning, Students' Educational Expectations gave significant influence on the science achievement in all 5 countries. At the school level, Student Economic Background is statistically significant in explaining students' science achievement gap in all countries except Japan, and Teaching Limited by Student Needs gave significant influence on the science achievement in all countries except Korea. Discussed in the conclusion are ways to improve middle-school science teaching and learning including reducing the education divide among socioeconomic status, teaching innovation for competency education, inquiry and reinforcement of lab activities in science classes, and so on.
Keywords
TIMSS; Science Achievement; Educational Context Variables; HLM;
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