Students’ science achievement in cognitive domains: Effects of practical work and clarity of instruction

Students’ science achievement in cognitive domains: Effects of practical work and clarity of instruction

• Cheung, Ka Ching University of Oxford
• Sonkqayi, Gift

Research in Science and Technological Education, 2023

Routledge

2023

• G 課程與教學:個別教學範疇
  • GD 科學及科技
    • GDC 教學方法與效果
• F 教與學
  • FC 批判思考、學習技巧、時間

Practical Work TIMSS Data Attitudes Toward Science Science Achievement Clarity of Instruction

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

Background: Different instructional factors are related to students’ achievement in different cognitive domains. Most research studies on large-scale assessment focus on science achievement as an entire variable, without considering science achievement in different cognitive domains. Purpose: This study investigates the predictive effects of the frequency of teachers’ using practical work and clarity of instruction on students’ achievement in different cognitive domains. Sample: A regional representative sample of 3265 Hong Kong students who took part in Trends in International Mathematics and Science Study (TIMSS) 2019 was used in this study. Design and Method: In order to disentangle the interrelationships between science instructional factors, attitudes toward science and students’ achievement in different cognitive domains, we carried out structural equation modelling to explore the responses by 3265 Hong Kong students to TIMSS 2019 surveys. Results: Frequency of teachers’ use of practical work had a significant positive impact on students’ achievement in the domains of knowing, applying, and reasoning, while clarity of instruction had a significantly negative impact on students’ achievement in the domains of knowing and applying. Enjoyment of science mediates the relationship between the relationships between frequency of practical work and achievement in three cognitive domains. Conclusion: This informs how teachers use practical work to enhance students’ enjoyment of science, intrinsic motivation and self-concept, in order to improve their achievement in knowing, applying and reasoning science. Implications contribute to future research on how best to improve students’ achievement in all three cognitive domains are discussed. Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

• 英文

期刊論文

• 02635143

• 10.1080/02635143.2023.2261014

https://bibliography.lib.eduhk.hk/tc/bibs/72b654be

2025-01-07