A Holistic Model of Student Science Achievement Using TIMSS Opportunity-to-Learn Variables

• In Event: 77.027 - Authentic, Embedded, and Large-Scale Science Assessment

Abstract

This study examines the relationship between opportunity-to-learn (OTL) variables related to student learning experiences, student attitude, student motivation and teaching practices and students’ attainment of science literacy. Data mining was employed on the 2011 TIMSS Science US sample to create patterns of association between OTL variables and a structural equation model was developed to test overall relationships. The 2015 TIMSS Science US sample validated the SEM model to create a holistic model of science literacy for US students. Results indicate that student learning experiences, student attitudes and student motivation along with teacher teaching practices had statistically significant effects on students’ science achievement levels.

Findings provide empirical support for developing comprehensive science achievement improvement measures that improve student learning experiences

Author

• Melinda M. Whitford, University at Buffalo - SUNY