The Relationship among socioeconomic status, attitude towards science, school climate and students' science achievement: A cross-country comparison of TIMSS: A cross-country comparison of TIMSS 2019

Science Education International Pub Date : 2022-12-01 DOI:10.33828/sei.v33.i4.3

Metin Kaya

{"title":"The Relationship among socioeconomic status, attitude towards science, school climate and students' science achievement: A cross-country comparison of TIMSS: A cross-country comparison of TIMSS 2019","authors":"Metin Kaya","doi":"10.33828/sei.v33.i4.3","DOIUrl":null,"url":null,"abstract":"Students’ socioeconomic status, school climate, and students’ attitudes stand out as important factors that determine academic achievement. The current study investigated the relationship among socioeconomic status, attitude towards science, school climate, and academic achievement comparatively in terms of countries. Trends in International Mathematics and Science Study (TIMSS) 2019 data from Turkey, United Kingdom, and Singapore were used for comparison. The study adopted a correlation design for each comparison. The participants were eighth grade students from these three countries. The data were analyzed with Pearson product-moment correlation coefficient and hierarchical multiple regression. The Singapore sample had an auto-correlation problem, so it was not included in the regression analysis. Socioeconomic status explained 16.6% and attitude towards science explained 9.8% of the change in the academic achievement in the United Kingdom sample while these values were 21.9% and 14.4% for the Turkey sample, respectively. The sub-dimensions of the independent variable were also examined in the study. One the most important factors associated with students’ academic achievement in Turkey is their socioeconomic status. In this sense, the limitations of students in their access to home resources for learning are reflected negatively to their academic performance.","PeriodicalId":156311,"journal":{"name":"Science Education International","volume":"64 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science Education International","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33828/sei.v33.i4.3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

Abstract

Students’ socioeconomic status, school climate, and students’ attitudes stand out as important factors that determine academic achievement. The current study investigated the relationship among socioeconomic status, attitude towards science, school climate, and academic achievement comparatively in terms of countries. Trends in International Mathematics and Science Study (TIMSS) 2019 data from Turkey, United Kingdom, and Singapore were used for comparison. The study adopted a correlation design for each comparison. The participants were eighth grade students from these three countries. The data were analyzed with Pearson product-moment correlation coefficient and hierarchical multiple regression. The Singapore sample had an auto-correlation problem, so it was not included in the regression analysis. Socioeconomic status explained 16.6% and attitude towards science explained 9.8% of the change in the academic achievement in the United Kingdom sample while these values were 21.9% and 14.4% for the Turkey sample, respectively. The sub-dimensions of the independent variable were also examined in the study. One the most important factors associated with students’ academic achievement in Turkey is their socioeconomic status. In this sense, the limitations of students in their access to home resources for learning are reflected negatively to their academic performance.

查看原文本刊更多论文

社会经济地位、科学态度、学校氛围与学生科学成就的关系:TIMSS的跨国比较

学生的社会经济地位、学校氛围和学生的态度是决定学业成绩的重要因素。本研究比较考察了不同国家学生社会经济地位、科学态度、学校氛围与学业成绩之间的关系。使用来自土耳其、英国和新加坡的2019年国际数学与科学趋势研究(TIMSS)数据进行比较。本研究对每项比较采用相关设计。参与者是来自这三个国家的八年级学生。采用Pearson积差相关系数和层次多元回归对数据进行分析。新加坡样本存在自相关问题，因此不包括在回归分析中。在英国样本中，社会经济地位解释了16.6%，对科学的态度解释了9.8%的学术成就变化，而在土耳其样本中，这些值分别为21.9%和14.4%。自变量的子维度也在研究中进行了检验。在土耳其，与学生学业成绩相关的最重要因素之一是他们的社会经济地位。从这个意义上说，学生在获得家庭学习资源方面的限制对他们的学习成绩产生了负面影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Science Education International

自引率

0.00%

发文量