Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Abstract

The purpose of this study is to examine the extent to which home context, classroom context and school context influence students' science achievement in Trends in International Mathematics and Science Study (TIMSS) 2011. This study involved a total of 5733 respondents from 180 secondary schools in Malaysia based on TIMSS 2011 data. Random sampling using two stage stratified cluster sampling technique was done in selecting the sample. This study also proposes a model containing two exogenous constructs which are parental involvement and school discipline as well as two endogenous constructs which are attitudes towards science and science achievement. This study used structural equation modeling (SEM) technique to test the direct model, indirect model and to determine the strength of the relationship between one variable with another variable. The findings showed that parental involvement has a direct effect on students' attitudes toward science and students' science achievement while the student attitudes towards science have a negative relationship towards students' science achievement.

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

“…A review of the literature points to several factors that contributed to the poor science performance in TIMSS among Malaysian students, such as the inferiority of science teaching (Azian, 2015), lack of home educational resources (Mohshein, 2012), lack of parental support, involvement, and engagement in learning activities at home (Ismail, Samsudin, Mohd Amin, Kamarudin, Mat Daud, & Halim, 2018), and the phenomenon where science is not adequately being valued by the students (Mokshein, 2012). Another contributing factor is that there is minimal interaction between the Malaysian science teachers and their students.…”

Non-Cognitive Factors Influencing Science Achievement in Malaysia and Japan: An Analysis of TIMSS 2015

“…Normally, students who will sit for TIMSS will definitely be under pressure and thus students may have negative attitude towards science and thus may have negative influence on their science achievement. As shown by Ismail et al (2017;2018) the Malaysian students who sat for TIMSS in 2011 showed a negative correlation with science achievement. However, according to Osborne et al (2003), the attitude towards science that has formed will remain and difficult to change.…”

The Influence of Mathematics Score and Student Factors on Science Achievement Using TIMSS Data

“…Earlier studies involving TIMSS data mostly concentrated on separate examination of the factors influencing mathematics achievement or science achievement (Caponera & Losito, 2016;Eriksson, Helenius & Ryve, 2019;Geesa et al, 2019;Henry, Nistor, & Baltes, 2014;Ismail et al, 2018;Lay & Chandrasegaran, 2016;Mohtar et al, 2019;Mokshein, 2012;Mubarak & Abdul Razak, 2017;Saleh & Abdul Rahman, 2016). For example, Geesa et al (2019) explored the influence of home resources and attitudes towards mathematics and mathematics achievement in South Korea, Turkey, and the United States while Saleh and Abdul Rahman (2016) examined the effects of gender and school type on students' achievement in algebra.…”

“…For example, Geesa et al (2019) explored the influence of home resources and attitudes towards mathematics and mathematics achievement in South Korea, Turkey, and the United States while Saleh and Abdul Rahman (2016) examined the effects of gender and school type on students' achievement in algebra. Contributing factors of science achievement using TIMSS data were studied by Mokshein (2012), Lay and Chandrasegaran (2016), Mubarak andAbdul Razak (2017), andIsmail et al (2018). Both Ismail et al (2018), and Lay and Chandrasegaran (2016) did their studies on the determining factors of science achievement among Malaysian eighth graders using TIMSS 2011.…”

“…Contributing factors of science achievement using TIMSS data were studied by Mokshein (2012), Lay and Chandrasegaran (2016), Mubarak andAbdul Razak (2017), andIsmail et al (2018). Both Ismail et al (2018), and Lay and Chandrasegaran (2016) did their studies on the determining factors of science achievement among Malaysian eighth graders using TIMSS 2011.…”