[KSCI] Korea Science Citation Index Service

http://dx.doi.org/10.21796/jse.2018.42.2.165

The analysis of characteristics and effects of contextual variables in terms of student achievement levels and gender based on the results of PISA 2015 science domain

Ku, Jaok (Korea Institute for Curriculum and Evaluation)
Koo, Namwook (Korea Institute for Curriculum and Evaluation)

Publication Information

Journal of Science Education / v.42, no.2, 2018 , pp. 165-181 More about this Journal

Abstract

This study compares and analyzes the characteristics and effects of various educational contextual variables according to students' achievement level and gender groups based on the results of PISA 2015 science domain. PISA 2015 included additional variables about teaching-learning and affective characteristics in the field of science, because science was the main domain of PISA 2015. The results of the mediation analysis using a multiple group structural equation model showed that the environment and strategy for the teaching and learning had a positive effect on the affective characteristics, and also positively affected science achievement through the mediator of the affective characteristics. Particularly, the environment and strategy for the teaching and learning was the most effective in improving the affective characteristics for the low achievement group. It was found that the difference of the mediated effect between achievement level groups was statistically significant, but that between male and female students was not. Therefore, the appropriate the environment and strategy for the teaching and learning will need to be emphasized consistently to improve students' cognitive and affective achievement. The implications and suggestions of these results were discussed.

Keywords

PISA 2015; context variables; science achievement; innovative teaching and learning; affective dimension of learning science;

Citations & Related Records

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