Engagement in Science Lessons and Achievement Test Scores of Eighth-Grade Students in Korea: Findings from the TIMSS 2011 Assessment

Autor/inn/en	House, J. Daniel; Telese, James A.
Titel	Engagement in Science Lessons and Achievement Test Scores of Eighth-Grade Students in Korea: Findings from the TIMSS 2011 Assessment
Quelle	In: Education, 135 (2015) 4, S.435-438 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Foreign Countries; Grade 8; Achievement Tests; Science Tests; International Assessment; Mathematics Achievement; Science Achievement; Mathematics Tests; Elementary Secondary Education; Science Instruction; Science Teachers; Attention; Statistical Analysis; Scores; Teacher Expectations of Students; Student Interests; Student Surveys; Learner Engagement; South Korea; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Aufmerksamkeit; Statistische Analyse; Studieninteresse; Schülerbefragung; Korea; Republik
Abstract	Scientific literacy and student engagement in science are important components of the school curriculum in Korea. In addition, several studies from the Trends in International Mathematics and Science Study (TIMSS) assessments have identified factors associated with the learning outcomes of students in Korea. The purpose of this study was to examine relationships between engagement in science lessons and science test scores for eighth-grade students in Korea using data from the TIMSS 2011 assessment. There were several significant findings from this study. Students who showed high levels of science achievement reported that their teacher was easy to understand and that they understood the teacher's expectations. Conversely, students who frequently thought about things not related to the science lesson tended to earn lower achievement test scores. These findings demonstrate that student engagement in science lessons was significantly related to science achievement test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01