Relationship of Teachers' Collaboration, Teaching Approaches, and Student Self-Efficacy to Student Science Achievement

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-8 - Science Teaching and Learning SIG Poster Session

Abstract

The assumptions that teacher collaboration leads to improvement of science teaching and science teaching influences their students’ science achievement have played an important role in shaping science education reform over the past decades. Using a multilevel structural equation modeling approach and TIMSS 2011 eighth-grade datasets from the US, this study examines these assumptions and found that 1) teacher collaboration was not significantly associated with any teaching approach; 2) science engagement was significantly positively related to student science achievement while traditional didactic teaching significantly negatively related with student science achievement; 3) general engagement was not directly associated with student science achievement but significant indirect association was found between general engagement and student science achievement through student self-efficacy in science.

Authors

• Su Gao, University of Central Florida

• Dan Li, University of Iowa