Science Learning Dynamics Between the United States and Its Competitive Countries: Multilevel Multigroup Path Analysis

• In Event: Effect Sizes, Multilevel Models, and Causal inference

Abstract

Using data drawn from the 2015 Program for International Student Assessment (PISA) science performance assessment, this study compared various science learning factors’ effects on student science achievement scores and science self-efficacy between the US and its competitive countries’ 18 education systems in which 15-year old students outperform US students significantly. Multilevel multi-group path analysis showed somewhat mixed patterns with respect to the relationships between the dependent variables—science self-efficacy and achievement scores—and the selected independent variables—teacher support and direct science pedagogy, inquiry-based pedagogy, and students’ awareness of environmental matters. A significant difference existed between the US and its competitive countries’ models.

Author

• Ahlam Lee, Xavier University