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

Hakan Y. Atar; Burcu Atar

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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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