The Roles of Student Characteristics and Classroom Learning Opportunities in Science Achievement: A Multilevel Approach

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: Science for All: Equitable Science Education for Students With Disabilities

Abstract

Few studies have explored the combined effects of student characteristics and classroom participation in science practices on science achievement in middle school. We used hierarchical linear modeling to examine student-level characteristics (engagement, mastery motivation, self-efficacy) and classroom-level factors (opportunities for participation in investigation, reasoning, prior knowledge, and communication) predicted science achievement (N = 919) in 31 eighth grade classrooms from the western region of the United States. The possible moderating effect of classroom opportunities on the relationship between student characteristics and science achievement was also tested. Results showed that in addition to students’ prior science content knowledge, a drive to deeply understanding the material (student level), and opportunities for active investigation (teacher level) significantly predicted science achievement.

Authors

• Christine Lee Bae, Virginia Commonwealth University

• Kathryn N. Hayes, California State University - East Bay

• Katherine P. Dabney, Virginia Commonwealth University