INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS’ SCIENCE ACHIEVEMENTS ON TIMSS

TitleINVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS’ SCIENCE ACHIEVEMENTS ON TIMSS
Publication TypeJournal Article
Year of Publication2012
AuthorsAtar, HY, Atar, B
JournalJournal of Baltic Science Education
Volume11
Issue2
Start Page115-126
Date PublishedJune/2012
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1001971
KeywordsHLM, 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.

URLhttp://journals.indexcopernicus.com/abstracted.php?level=5&icid=1001971
Refereed DesignationRefereed
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