IMPACT OF INSTRUCTION ON SCIENCE PERFORMANCE: LEARNING INITIATIVE AS A MEDIATOR AND GENDER AS A LIMITED MODERATOR

Tao Jiang; Chen, J.-G.; Yin-yin Wu

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IMPACT OF INSTRUCTION ON SCIENCE PERFORMANCE: LEARNING INITIATIVE AS A MEDIATOR AND GENDER AS A LIMITED MODERATOR

Title	IMPACT OF INSTRUCTION ON SCIENCE PERFORMANCE: LEARNING INITIATIVE AS A MEDIATOR AND GENDER AS A LIMITED MODERATOR
Publication Type	Journal Article
Year of Publication	2021
Authors	Jiang, T, Chen, J.-G., Wu, Y-yin
Journal	Journal of Baltic Science Education
Volume	20
Issue	1
Start Page	50-66
Pagination	Continuous
Date Published	February/2021
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	eighth-grade students, gender difference, mediation analysis, science performance
Abstract	This research explores whether classroom life (CL), textbooks (TE), and learning initiative (LI) are mediators between instruction (P) and science performance, as well as whether these mechanisms are moderated by gender. 484 eighth grade students completed the questionnaire with four subscales of P, LI, TE, and CL. For the needs of triangulation and complementarity, three focus group interviews were conducted later. Based on mediation analysis and multi-group structural equation modeling, it was found that 1) the direct effects of P on LI, P on CL, P on TE, and LI on science performance are significant, while the other direct effects are insignificant; 2) comparing to the male group, the direct effect of P on LI in the female group is larger; 3) characteristics hindering students’ science learning include: the pace of a lesson is too fast, pictures and experiments are less in the textbook, and top students and low proficiency students are uncooperative. Findings expose that instruction significantly influence students’ science performance, and this impact is completely mediated by students’ learning initiatives. The relation between instruction and learning initiative is stronger in the female group. Textbooks can be useless in the context that instruction does not match students' learning ability.
URL	http://oaji.net/articles/2021/987-1611648627.pdf
DOI	10.33225/jbse/21.20.50
Refereed Designation	Refereed
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