Exploring Differential Science Performance in Korea and South Africa: A Multilevel Analysis

Autor/inn/en	Cho, Mee-Ok; Scherman, Vanessa; Gaigher, Estelle
Titel	Exploring Differential Science Performance in Korea and South Africa: A Multilevel Analysis
Quelle	In: Perspectives in Education, 32 (2014) 4, S.21-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Correlation; School Size; Science Achievement; School Safety; School Effectiveness; Predictor Variables; Student Attitudes; Hierarchical Linear Modeling; Educational Resources; Extracurricular Activities; Faculty Development; Ethnicity; Socioeconomic Status; Textbooks; Teacher Qualifications; Class Size; Time on Task; Science Curriculum; Educational Environment; Cross Cultural Studies; Factor Analysis; South Africa; South Korea; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Korrelation; Schuleffizienz; Prädiktor; Schülerverhalten; Bildungsmittel; Außerunterrichtliche Aktivität; Ethnizität; Socio-economic status; Sozioökonomischer Status; Textbook; Text book; Schulbuch; Lehrbuch; Lehrqualifikation; Klassengröße; Zeitaufwand; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural comparison; Kulturvergleich; Faktorenanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Korea; Republik
Abstract	This paper reports on secondary analysis of TIMSS 2003 data with the aim of explaining the difference in science achievement of Korean and South African learners. The question asked by this research, i.e. which factors at various educational levels influence science achievement in Korea and South Africa respectively, is addressed from the perspective of school effectiveness. Data from Korea included 5,300 learners from 151 schools, while approximately 9,000 learners from 265 schools were tested in South Africa. The background data were analysed in conjunction with the achievement data by means of factor, reliability, correlation and multilevel analysis. The multilevel analysis revealed that the strongest predictor of science achievement is attitudes towards science in both countries at learner level while, at classroom/ school level, the strongest predictors are learner background in Korea and safety in school in South Africa respectively. In addition, factors specifically significant in Korea included educational resources, out-of-school activities, high expectation, professional development, and school size, while South Africa showed factors such as ethnicity and SES-related factors, textbook use, teacher age, teacher qualification, STS-based teaching, physical resources, and class size. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01