Investigation of the Variables Affecting the Students’ Science Achievement with Multilevel Regression Model

Ulutan, Ezgi; Aktan, Derya Çobanoğlu

doi:10.21031/epod.533713

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Another limitation to this study was the limited set of study features that we examined as potential moderator variables (i.e., publication year, publication type, grade, geographical region, type of attitude, measures of achievement). There could be other factors (e.g., teaching experience of teachers, sampling method) that could affect the attitude toward science and science learning (Mohammadpour, 2012 ; Ulutan and Aktan, 2019 ). Future research on attitude toward science and science learning achievement may consider such and other relevant variables that may influence the constructs under study.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

Mao

Cai

et al. 2021

Front. Psychol.

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Science education is attracting increasing attention and many researchers focus on the issue about the attitude-achievement relationship in science, but there is still no consistent conclusion. By using a three-level meta-analytic approach, the aim of the current study was to investigate the relationship between attitude toward science and academic achievement in learning science among primary and secondary school students, and to explore if some study characteristics could have contributed to the inconsistent findings with regard to this relationship as observed in the research literature. A total of 37 studies with 132 effect sizes involving a total of 1,042,537 participants were identified. The meta-analytic results revealed that there was an overall positive and moderate relationship between attitude toward science and learning achievement in science (r = 0.248, p < 0.001). The results further found that this association was moderated by the type of attitude and larger effect sizes were shown in self-efficacy than in interest, societal relevance of attitude toward science, and mixed attitude. Moreover, the effect sizes of studies with unstandardized measure to assess science achievement were larger than those with standardized measure. Possible explanations for these findings and its implications for future research directions were also discussed in this review.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

Mao

Cai

et al. 2021

Front. Psychol.

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show abstract

“…When the literature is reviewed, it is possible to find studies examining the TIMSS (Thomson, Wernert, O'Grady, & Rodrigues, 2017;Yildirim, Yildirim, & Ceylan, 2017) or the factors affecting science success in HSEs (Akay, 2017;Ulutan, 2018). Furthermore, there are also studies analyzing the course books according to TIMSS cognitive domains (Pektas, Incikabi & Yaz, 2015), the curriculum/national examinations (Afacan & Nuhoglu, 2008;Boyuk, 2017;Delil & Yolcu-Tetik, 2015;Delil, 2019) or HSEs (Arikan, 2018;Cepni, Ayvaci, & Keles, 2001).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Science Course Curriculum Objectives and High School Entrance Examination Questions According to TIMSS Framework

Peduk¹,

Ateş²

2019

INT J EDUC METHODOL

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The aim of this study is to compare 2018 Science Course Curriculum (SCC), 2015 Trends in International Mathematics and Science Study (TIMSS) and 2018 High School Entrance Examination (HSE) in terms of content domains, cognitive domains and learning objectives. Qualitative research method, was used in this study. Data were analyzed using document review matrices to determine the similarities and differences between the objectives of SCC, TIMSS and HSE. SCC outcomes and HSE science questions were also classified according to TIMSS cognitive domains. Results show that the learning objectives of the fields of Physics, Biology and Earth Sciences of TIMSS are compatible with those of all grade levels of SCC and that the objectives of Chemistry are compatible with those of the seventh and eighth grades. Most of HSE questions are compatible with the objectives of SCC, however, the latest revision in the curriculum has introduced some eighth grade objectives to other grade levels. HSE science questions measure higherlevel skills than TIMSS science questions. The subject domain of the "Organisms and Life" of SCC has the most learning objectives in the levels of "knowing" and "reasoning" while the subject domain of the "Physical Events" has the most learning objectives in the levels of "applying." Besides, the seventh-, fifth-and eighth-graders have the most objectives in the levels of "knowing," "applying," and "reasoning," respectively. It is hoped that the results will contribute the literature in improvement of science curricula and interpretation of national and international exams.

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Towards Multilevel Logistic Regression and Cluster Analysis for Academic Performance Examination and Prediction

de Oliveira,

de Paula,

Barbosa

2024

2024 IEEE 48th Annual Computers, Software, and Applications Conference (COMPSAC)

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Investigation of the Variables Affecting the Students’ Science Achievement with Multilevel Regression Model

Abstract: Bu makale ilk yazarın ikinci yazar danışmanlığında hazırladığı yüksek lisans tezinden üretilmiştir.

Cited by 3 publications

References 12 publications

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

The Relationship Between Attitude Toward Science and Academic Achievement in Science: A Three-Level Meta-Analysis

Analysis of the Science Course Curriculum Objectives and High School Entrance Examination Questions According to TIMSS Framework

Towards Multilevel Logistic Regression and Cluster Analysis for Academic Performance Examination and Prediction

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