Factors influencing scientific reasoning ability in junior secondary students: Examining gender and grade-level predictive differences

Abstract

Scientific reasoning ability (SRA) plays a critical role in advancing science education and cultivating analytical skills among junior secondary students. This study investigates the extent to which five key factors—science achievement, mathematics achievement, spatial ability, reading comprehension skills, and interest in science—predict students' SRA. A sample of 2261 junior secondary students was assessed, and multiple regression analyses revealed that all variables, except mathematics achievement, were significant predictiors of SRA. The strength of these predictive relationships varied across grade levels and gender groups. Stepwise regression analysis further indicated that gender and grade level interactively impacted the predictive strength of these factors. Across the overall sample and subgroup analyses, science achievement consistently emerged as the strongest predictor, followed by spatial ability. Our findings are discussed within the broader literature and offer important implications for science education.