@article {248,
	title = {INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS{\textquoteright} SCIENCE ACHIEVEMENTS ON TIMSS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {115-126 },
	abstract = {Two-level hierarchical linear modelling was used to analyse data obtained from TIMSS 1999 database to examine the effect of inquiry-based learning on science achievement of eighth-grade students in Turkey. The influence of teachers{\textquoteright} emphasis on scientific reasoning and problem solving and availability of school resources for science instruction on inquiry-based learning and science achievement slopes were also examined. At the student-level, overall plausible values were used as the outcome variable whereas gender, availability of home educational resources, attitude toward science, and inquiry-based learning were predictor variables. At the school level, there were two predictor variables: teachers{\textquoteright} emphasis on scientific reasoning and problem solving and availability of school resources for science instruction. While statistically significant and negative relationship was found between inquiry-based learning and within-school science achievement, there were nonsignificant effects of school-level predictors on inquiry-based learning and science achievement slopes.},
	keywords = {HLM, inquiry learning, Science Achievement, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.115},
	url = {http://oaji.net/articles/2014/987-1419167414.pdf},
	author = {Hakan Y. Atar and Burcu Atar}
}
