Journal Article10.1080/09500693.2012.708063
A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample
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TL;DR: In this paper, a multilevel model was used to examine the factors from both student and school perspectives to investigate the factors that impact the science achievement of 15-year-old students.
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Abstract: This study utilized data from the 2006 Programme for International Student Assessment Hong Kong sample to investigate the factors that impact the science achievement of 15-year-old students. A multilevel model was used to examine the factors from both student and school perspectives. At the student level, the results indicated that male students, students from high socioeconomic status (SES) families, students with higher motivation and higher self-efficacy, and students whose parents highly value science are more likely to demonstrate achievement in science. At the school level, the results showed school science achievement differences can be explained by school enrolment size, school SES composition, and instruction time per week. Contrary to the negative influence of school size that was reported in previous studies, our findings suggested a positive relationship between school enrolment size and science achievement. This finding leads to an international discussion of school size.
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Citations
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities
TL;DR: The results show that an increase in the use of ICT at school in an Autonomous Community does not render positive effects on PISA scores in maths and reading, whilst a positive effect on Pisa scores in science is found.
178
Parents' Attitudes Towards Science and their Children's Science Achievement
TL;DR: This paper examined whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. But, despite the importance of science education for technological development and global economic competition, the results of such actions have been poor.
115
Discrimination of the Contextual Features of Top Performers in Scientific Literacy Using a Machine Learning Approach
TL;DR: In this article, the authors identify the most important contextual characteristics of top performers in scientific literacy, by simultaneously considering factors at the PISA questionnaire-based student, family, and school levels.
81
Relationship among school socioeconomic status, teacher-student relationship, and middle school students' academic achievement in China: Using the multilevel mediation model.
TL;DR: It is indicated that school SES can influence individual student’s academic achievement via their perception of teacher-student relationship, and low SES schools should receive more attention from policymakers to improve teaching quality and school climate.
References
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Xin Ma,Jessie L. M. Wilkins +1 more
TL;DR: Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school, showing significant growth across all areas.
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School Size and the Influence of Socioeconomic Status on Student Achievement:Confronting the Threat of Size Bias in National Data Sets
Craig B. Howley,Aimee Howley +1 more
TL;DR: This paper found that the smallest national decile of size maximizes the achievement of the poorest quartile of students, and that appropriate size is shown to vary by student socioeconomic status, when aggregated to schools attended by nationally representative students, the result cannot be a nationally representative set of schools.
Sex differences in science learning: Closing the gap through animations
TL;DR: For instance, this paper found that while males outperformed females on both the visuospatial measure and overall science learning, the presence of animations effectively eliminated performance differences for this science topic, suggesting that sex differences in learning outcomes can be overcome by supporting the visualization of scientific phenomena.
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TL;DR: The authors examined the relationship between school size and achievement and found that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools.