The role of anxiety and motivation in students’ maths and science achievement

2019 ◽  
pp. 59-70
Keyword(s):  
Science Achievement

Closing Achievement Gaps: Examining the Roles of School Background and Process

2021 ◽  
pp. 001312452198944
Author(s):  
Huang Wu ◽  
Jianping Shen ◽  
Jessaca Spybrook ◽  
Xingyuan Gao
Keyword(s):  
Achievement Gap ◽  
Teacher Collaboration ◽  
White Students ◽  
Science Achievement ◽  
Linear Models ◽  
Achievement Gaps ◽  
School Level ◽  
Academic Learning ◽  
Closing Achievement Gaps

The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

Knowing “What Is Science” Boosts Students’ Science Learning Globally

2020 ◽  
Author(s):  
Jiesi Guo ◽  
Xiang HU ◽  
Herb Marsh ◽  
Reinhard Pekrun
Keyword(s):  
Nature Of Science ◽  
21St Century ◽  
Scientific Knowledge ◽  
Science Achievement ◽  
Science Learning ◽  
Policy And Practice

Proliferating information and viewpoints in the 21st century require an educated citizenry with the ability to understand scientific knowledge but also to comprehend “what is science” - nature of science (NOS). We present a global investigation of how NOS views are associated with science learning across 72 countries for 514,119 adolescents. Adolescents who view that knowledge is changeable and comes from experimentation are: more likely to show high science achievement, feel more self-efficacious, more intrinsically and extrinsically motivated to engage in science learning, and aspire more to pursue a STEM-related career. Critically, NOS views are more strongly linked to science achievement than motivation. Consistent patterns across countries suggest the important role of NOS views in science learning and have significant policy and practice implications globally.

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