Investigation of the science achievement models for low and high achieving schools and gender differences in Turkey

Abstract

A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student‐level variables that were under investigation for multiple regression analyses include attitudes toward science, epistemological beliefs, metacognition, views on science teaching, and socioeconomic status (SES). The science achievement scores of students on a nationwide exam were used to measure science achievement. Both for LAS and HAS, two schools were selected. Results were reported for 241 and 320 students in LAS and HAS, respectively. According to the results, self‐concept in science, knowledge of cognition, SES, importance of science, gradual learning, and views on lab work significantly contributed to the science achievement model in LAS. On the other hand, self‐concept in science, SES, gradual learning, studying, and learning science in school significantly contributed to the science achievement model in HAS. Results also revealed that girls outperformed boys on knowledge of cognition and importance of science in LAS. Moreover, girls scored higher than boys on gradual learning and studying in HAS. According to these findings, implications for science education were discussed.

Epidemiologic assessment of self-concept and academic self-efficacy in Iranian high school students: Multilevel analysis

“…Previous studies had indicated the association between academic achievement with self-efficacy and SC. [ 16 17 28 ] It is emphasis high level of self-efficacy can decrease the educational burnout and cause ability in the adolescents’ education. [ 29 30 ]…”

Metacognitively ALERT In Science

“…There has been broad agreement on what comprises core components of metacognition including across school and university study (Lai, 2011). In general terms, metacognition is the form of cognition whose subject is cognition (Acar, 2019). Ongoing agreement concurs with Flavell's (1976) early characterization that metacognition consists of metacognitive knowledge and metacognitive experiences and that metacognition 'regulates any aspect of any cognitive endeavor' (p. 906).…”

Is science really for me? Gender differences in student attitudes toward science

“…Gender differences in students' attitudes toward science have been observed in various continents, including Africa by Reddy (2017), America by Pahlke et al (2014), Europe by Tytler and Osborne (2012), Asia by Fulmer et al (2019), and Australia and other parts of the world by UNICEF (2020), with some studies attempting to establish the differences with respect to school type (Acar, 2017). According to research evidence reported by the Programme for International Student Assessment (PISA, 2015), not only are fewer girls than boys performing at or above Level 5 in science in countries such as Australia, Canada, Germany, Hungary, Singapore, Spain, and Sweden, but girls are also less likely than boys to expect to advance their career in a STEM field (UNESCO, 2020).…”