INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS’ SCIENCE ACHIEVEMENTS ON TIMSS
Title | INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS’ SCIENCE ACHIEVEMENTS ON TIMSS |
Publication Type | Journal Article |
Year of Publication | 2012 |
Authors | Atar, HY, Atar, B |
Journal | Journal of Baltic Science Education |
Volume | 11 |
Issue | 2 |
Start Page | 115-126 |
Date Published | June/2012 |
Type of Article | Original article |
ISSN | 1648-3898 |
Other Numbers | ICID: 1001971 |
Keywords | HLM, inquiry learning, Science Achievement, TIMSS |
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’ 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’ 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. |
URL | http://oaji.net/articles/2014/987-1419167414.pdf |
DOI | 10.33225/jbse/12.11.115 |
Refereed Designation | Refereed |
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