IMPACT OF THE SOCIO-CULTURAL CONTEXT ON STUDENT SCIENCE PERFORMANCE AND ATTITUDES: THE CASE OF ESTONIA

TitleIMPACT OF THE SOCIO-CULTURAL CONTEXT ON STUDENT SCIENCE PERFORMANCE AND ATTITUDES: THE CASE OF ESTONIA
Publication TypeJournal Article
Year of Publication2013
AuthorsHenno, I, Reiska, P
JournalJournal of Baltic Science Education
Volume12
Issue4
Start Page465-481
Date PublishedDecember/2013
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1067194
KeywordsPISA, socioeconomic background of students and schools, students’ science performance and attitudes, Teaching practices
Abstract

This study analysed how to explain the statistically significant differences between the science mean scores and attitudes of students in different language instruction schools. Estonian schools were grouped according to their socioeconomic intake relative to the national average into three categories: advantaged, disadvantaged and mixed schools. The analysis of the socioeconomic composition of different language instruction schools showed that the Estonian and Russian language instruction schools are mostly mixed schools. The results did not support the assertion that weaker performance is connected with disadvantaged background of students or schools either. Although students in Russian language instruction schools reported higher levels of motivation, more innovative classroom activities and they were more informed about science-related careers, the students in Estonian language instruction schools outperformed the Russian-speaking students in science. The results support an opinion that the students’ performance and engagement differences are rather connected with classroom level instructional approaches and learning culture.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1067194
Refereed DesignationRefereed
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