Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006

Özel, Murat; Caglak, Serdar; Erdoğan, Mehmet

doi:10.1016/j.lindif.2012.09.006

Cited by 63 publications

(51 citation statements)

References 27 publications

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“…Further studies are required to report the effects of hands-on on academic achievement through those variables. Since it has been indicated by several studies (Holstermann et al, 2010;Ozel, Caglak, & Erdogan, 2013;Randler & Hulde, 2007) that students` interest in science is an important factor that affects their achievement and sciencerelated future career plans, the use of hands-on activities may help to increase students` interests in subject matters. As for the student group, even though variety of student group was included in the selected studies, no study was observed undertaken with the elementary school students.…”

Section: Discussionmentioning

confidence: 99%

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Caglak¹

2016

Journal of Education in Science, Environment and Health

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This study aimed to investigate to what extent the use of hands-on science activities influences on students" academic achievement in science. Review of literature revealed several research studies focusing upon such aim and thus, a meta-analysis of these researches was carried out to obtain an overall effect size estimate of hands-on science activities on science achievement. Of the available studies, 15 with multiple outcomes satisfied the pre-determined inclusion criteria. In addition to the estimation of overall effect size using fixed-and random-effects models, subgroup analyses were also run through a mixed-effect model to determine whether heterogeneity in effect size estimates is due to the influence of moderator variables. Results showed that the estimated effect size was statistically significant (Z=8.57, p < .01). The magnitude of the overall effect size estimate indicated that the hands-on activities had a very large impact on students" science achievement (Hedge`s g = 1.55, 95% CI= [1.20-1.91]). The effect size estimates for each moderator variable was also statistically significant at alpha level of .01, but no difference was found within sub-categories of moderator variables.

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Section: Discussionmentioning

confidence: 99%

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Caglak¹

2016

Journal of Education in Science, Environment and Health

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“…Por ello, estimamos necesario, para un futuro, considerar cómo incide el riesgo de bajo rendimiento en función de otras variables relacionadas con el escuela (por ejemplo, concentración de escolares inmigrantes en centros educativos) (ver Carabaña, 2012) y con la propia familia (por ejemplo, estatus ocupacional de los progenitores) que pueden estar asociadas con el rendimiento en las competencias evaluadas en PISA 2012 y que cobran especial importancia en escolares inmigrantes (Ozel, Caglak & Erdogan, 2013).…”

Section: Limitaciones Y Líneas De Investigación Futurasunclassified

PISA 2012: Inmigración y etapa de llegada al Sistema Educativo Español

Herreras

2017

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ResumenIntroducción. Las evidencias empíricas muestran que hay diferencias en el rendimiento entre escolares inmigrantes que puede ser atribuido a diferentes variables, entre ellas la etapa de llegada al Sistema Educativo Español. Objetivo. Analizar el riesgo y/o probabilidad que escolares inmigrantes de la muestra española tienen de tener bajo rendimiento en las competencias evaluadas en PISA 2012, considerando la etapa de llegada al Sistema Educativo como variable predictora del riesgo. Metodología. No experimental o ex-post facto, diseño comparativo -causal. Análisis de datos. Análisis de regresión logística binaria. Resultados. En relación a la etapa de llegada al Sistema Educativo Español, es en la etapa de Educación Infantil donde se registra mayor riesgo de bajo de rendimiento en comparación con Educación Infantil: Lectura, Matemáticas y Ciencias. Respecto a las competencias, es en la competencia matemática donde se registra mayor riesgo en comparación con el resto de competencias evaluadas (Lectura y Ciencias). Conclusiones. El riesgo de tener bajo rendimiento varía según la etapa de llegada al Sistema Educativo. La llegada de escolares inmigrantes en Educación Infantil es un factor de riesgo. Es necesario desarrollar políticas educativas (programas lingüísticos, programas de acogida, por ejemplo) que minimicen el impacto y reduzcan el riesgo con el abandono y fracaso escolar en etapas posteriores.Palabras clave: competencia, educación infantil, edad de llegada, inmigración, educación secundaria, Sistema Educativo Español, PISA 2012 AbstractIntroduction. Immigrants arriving at school at younger ages have lower educational achievement than those who arrive at adolescence. Aims. Analyze risk and / or probability of immigrant students having low performance in skills assessed in PISA 2012, considering their age of arrival into the Education System. Methodology. Non-experimental or ex post facto, comparative design -causal. Data Analysis: Binary logistic regression analysis. Outcomes. In relation to the age at entrance into the Spanish Education System, the stage of Early Childhood Education increases the risk of a diminished performance in Reading, Mathematics and Science. With respect to PISA 2012 skills assessment, it varies in stages: Kindergarten, Primary Education y Secondary Education. Conclusions. The risk of low performance varies with the educational stage at arrival. The arrival of immigrant students at Primary Education is a risk factor. We need to develop educational policies (e.g., language programs, host programs) that minimize the impact and reduce the risk of subsequent abandonment.

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“…Certainly, students' academic performance is a fundamental indicator to be considered when defining and planning educational intervention both at nationwide level (e.g., curriculum definition) and at classroom level (e.g., teaching strategy). However, although it is well established that academic performance is a complex and multivariate issue with numerous variables contributing simultaneously as predictors for its' explanation most researchers tend to analyze each variable separately (Ozel et al, 2013), preventing them from getting a full picture of the situation (Byrnes & Miller, 2007).…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning Impact on Students’ Performance in Mechanics

Villonez¹

2018

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Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006

Cited by 63 publications

References 27 publications

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

PISA 2012: Inmigración y etapa de llegada al Sistema Educativo Español

Collaborative Learning Impact on Students’ Performance in Mechanics

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