A Cross-grade Comparison to Examine the Context Effect on the Relationships Among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan

This research examines the effect of gender and family resources on success in multiple areas of science. Science experiences are measured using longitudinal science trajectories. Findings show that young women are less likely than young men to persist in science, whether it is science achievement, access, or attitudes. Large numbers of women permanently exit the science pipeline after their sophomore year of high school. However, results from the science trajectory models show that among men and women who are equally qualified, women are not necessarily less likely to persist in science. Results also show that young men have more family resources than young women and some of the total effect of gender on science experiences involves an indirect effect through family resources. In addition, gender interacts with family resources with the effects of many resources being stronger for women than for men.

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Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015

International Journal of STEM Education ◽

10.1186/s40594-020-00240-5 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Ricardo L. Gómez ◽

Ana María Suárez

Keyword(s):

Critical Thinking ◽

School Climate ◽

Science Achievement

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A meta-analysis of the relationship between science achievement and science attitude: Kindergarten through college

Journal of Research in Science Teaching ◽

10.1002/tea.3660200906 ◽

1983 ◽

Vol 20 (9) ◽

pp. 839-850 ◽

Cited By ~ 51

Author(s):

Victor L. Willson

Keyword(s):

Science Achievement ◽

Meta Analysis ◽

Science Attitude ◽

The Relationship

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The Impact of Contextual Variables on Science Achievement in Arab Countries: Results from Timss 2003

The World of Science Education ◽

10.1163/9789460910470_004 ◽

2009 ◽

pp. 27-40 ◽

Cited By ~ 1

Keyword(s):

Science Achievement ◽

Arab Countries ◽

Contextual Variables ◽

Timss 2003 ◽

The Impact

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A Comparative Study On The Effect Of Students Related Factors (Self–Confidence, Attitude And Family Background) On Science Achievement Of Malaysian & Singaporean Students

Jurnal Teknologi ◽

10.11113/jt.v54.96 ◽

2012 ◽

Author(s):

Ebrahim Mohammadpour ◽

Mohamed Najib Abdul Ghafar

Keyword(s):

Comparative Study ◽

Science Achievement ◽

Family Background ◽

Principal Component ◽

Related Factor ◽

Related Factors ◽

Self Confidence ◽

Eighth Grade Students ◽

Timss 2003 ◽

Malaysian Students

This study is a cross–national comparative study to assess the effects of student related factor (students’ self–confidence in learning science, attitude toward science, family background and being safe in school) on science achievement of students of Malaysia and Singapore. A total of 5314 eighth–grade students (3071 girls and 2243 boys) from Malaysia and 6018 students (2938 girls and 3080 boys) from Singapore who participated in Trends in International Mathematics and Science Study (TIMSS) 2003 were studied. The Principal Component Analysis (PCA) was performed to examine the underlying constructs among the Students’ Questionnaire items. Subsequently, Multiple Regression technique was employed to explain the variance of science achievement. The results of (PCA) showed 23 items from the questionnaire distributed among six factors for both sets of the data. The results of (PCA) showed 23 items from the questionnaire distributed among six factors for both sets of the data. The regression results revealed that 26% of the variance of science achievement of Malaysian students were accounted for by the selected factors. In addition, 33% of the variance of science achievement of Singaporean contributed by the selected factors. Key words: Achievement; attitude; factors; family background; self-confidence; science; TIMSS

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