The Impact of Home Resources, Students' Attitudes toward Learning, and Instructional Strategies on Science Achievement

Autor/inn/en	Ker, Hsiang-Wei; Lee, Ying-Haur; Ho, Shu-Meei
Titel	The Impact of Home Resources, Students' Attitudes toward Learning, and Instructional Strategies on Science Achievement
Quelle	In: Science Education, 107 (2023) 6, S.1383-1398 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ker, Hsiang-Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21804
Schlagwörter	Students; Grade 8; Student Attitudes; Learning; Educational Strategies; Science Achievement; Elementary Secondary Education; Achievement Tests; Foreign Countries; International Assessment; Self Esteem; Self Efficacy; Computer Use; Educational Resources; Teaching Methods; Learning Motivation; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Lernen; Lehrstrategie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation
Abstract	Science achievements of individuals play a crucial role when students aim to pursue highly demanded occupations and advanced academic degrees. Enhancing science attainment is crucial in improving the effectiveness of science education. This study investigates the impact of home educational resources, students' attitudes toward learning, instructional practices and strategies, and school factors on science achievement. This investigation utilizes Trends in International Mathematics and Science Study 2019 eighth-grade science data from the United States. The technique of hierarchal linear models is employed to find the effects of the multilevel factors on science achievements. Results of fixed effects show that science achievement is primarily affected by home educational resources, attitude toward learning, and school composition by student background. Of the four attitudinal predictors, students' confidence in science is most correlated to their achievements. Home educational resources, students like learning science, and self-efficacy for computer use predictors, have significant random effects on science achievement. This study finds that ensuring adequate resources and employing appropriate instructional methodologies to reinforce students' motivation in learning are two major priorities in improving science achievement. The limitations of this research and suggestions for future work are also discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01