Relationship Between Science Teaching Practices and Students' Achievement in Singapore, Chinese Taipei, and the United States

• In Event: 52.085 - Poster Session 10
  In Poster Session: 52.085-5 - Division L Section 3 Poster Session

Abstract

The assumption that classroom teaching is a central factor in influencing student science achievement drives science education reform during the past decades in many countries. Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, using a two-level hierarchical linear modeling (HLM) approach and simultaneous multiple regression, this study examines the above assumption in Singapore, Chinese Taipei, and US based on TIMSS 2011 eighth-grade dataset. Results from the study indicated that students with the low performance across three countries responded differently to the inquiry-based instruction and traditional didactic science teaching practices while for student with medium and high performance, almost none of these science teaching practices were found to be a good predictor for their science performance.

Authors

• Su Gao, University of Central Florida

• Jian Wang, Texas Tech University