Cross-National Comparisons of Students’ Science Success Based on Gender Variability: Evidence From Timss

Aşkın, Öyküm Esra; Öz, Ersoy

doi:10.33225/jbse/20.19.186

Cited by 8 publications

(9 citation statements)

References 47 publications

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“…In the first and second models, we observed that male and female students differed by approximately 1% according to the MAPE value. In the literature, gender is effective on science success (Aşkın & Öz, 2020;Harker, 2000;Kilic Depren, 2020;Kjaernsli & Lie, 2004;Reilly et al, 2019;Torrecilla Sánchez et al, 2019;Yip et al, 2004). In this study, however, gender was not an effective variable on science success and prediction performance.…”

Section: Research Resultscontrasting

confidence: 58%

“…Assessments in international exams help us explore the relationships between student achievement and students themselves, as well as between student achievement and both schools and education systems. By identifying the factors that influence student success, stakeholders can take necessary steps to increase the levels of low achievement in education (Aşkın & Öz, 2020). It is important to determine the functioning or problematic parts of the education system according to scientific data.…”

Section: Introductionmentioning

confidence: 99%

“…However, researchers face difficulty in modeling the complex relationships (Kiray et al, 2015;Lee & Shute, 2010) between the variety of factors that impact success (Martínez Abad & Chaparro Caso López, 2017). Choosing the appropriate modeling strategy ensures that the findings are a source for educational systems (Aşkın & Öz, 2020). Successful modeling results were obtained using EDM.…”

Section: Introductionmentioning

confidence: 99%

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Examining the factors affecting students' science success with Bayesian networks

KARABOĞA,

DEMİR

2023

International Journal of Assessment Tools in Education

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Bayesian Networks (BNs) are probabilistic graphical statistical models that have been widely used in many fields over the last decade. This method, which can also be used for educational data mining (EDM) purposes, is a fairly new method in education literature. This study models students' science success using the BN approach. Science is one of the core areas in the PISA exam. To this end, we used the data set including the most successful 25% and the least successful 25% students from Turkey based on their scores from Program for International Student Assessment (PISA) survey. We also made the feature selection to determine the most effective variables on success. The accuracy value of the BN model created with the variables determined by the feature selection is 86.2%. We classified effective variables on success into three categories; individual, family-related and school-related. Based on the analysis, we found that family-related variables are very effective in science success, and gender is not a discriminant variable in this success. In addition, this is the first study in the literature on the evaluation of complex data made with the BN model. In this respect, it serves as a guide in the evaluation of international exams and in the use of the data obtained.

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Section: Research Resultscontrasting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the factors affecting students' science success with Bayesian networks

KARABOĞA,

DEMİR

2023

International Journal of Assessment Tools in Education

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“…Furthermore, the results of the scientific attitude effect size test for A group and B group are .52, .54 included in moderate effect and science process skills .53, .56 are included in the moderate effect, fulfilling the requirements for the effectiveness of the PbVLab Model. Active participation of students in virtual laboratory, developing scientific attitude, science process skills through VLab activities Topalsan, (2020); Aşkın & Öz, (2020).…”

Section: Discusionmentioning

confidence: 99%

Alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills

Tawil,

Rusli,

Bakkara

et al. 2024

jpppf

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A virtual laboratory is computer software that has the ability to perform mathematical modeling of computer devices presented in the form of simulations. Virtual laboratories are not a substitute for real laboratories, but are used to complement and improve the weaknesses of real laboratories. This research aims to determine the effect of virtual labs on science education students' scientific attitude abilities and science process skills in science courses. The design of this research is a repeated pre-experiment without a control class, with a one-group and pretest-posttest design. The sample in this study was 60 students of the science education study program at Makassar State University, Indonesia, used as experiment 1 group A (n = 30), experiment 2 group B (n = 30). Two groups (experiment 1 and experiment 2) were tested with a pretest and posttest. Each group uses a virtual lab-based practical model (PbVLab). Scientific attitudes and scientific skills were measured using multiple choice tests before and after treatment. The mixed method ANOVA statistical test was used to determine how effective the use of PbVLab was in improving scientific attitudes and science process skills. The results of testing research based on Within-Subjects Effects showed that there was no difference between the pretest-posttest scores for scientific attitudes and scientific skills (F = 0.00; p < 0.05) in each group. The results of the pairwise comparison showed a significance value of <0.05, and there was a significant increase in the pretest-posttest scores for scientific attitudes and science process skills in each group. The effect size results (partial eta squared) show that experimental group 1 experienced an increase in scientific attitudes by 52%; science process skills 53%, experimental group 2 scientific attitudes 54% and science process skills 56%. So, it can be concluded that experimental group 1 and experimental group 2 (PbVab model) provide the most effective contribution to improving scientific attitudes and science process skills.

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“…PISA 2018 results again reported that 'girls outperformed boys in science by two score points on average across OECD countries' (OECD, 2019b). Nevertheless, by analyzing the "Trends in International Mathematics and Science Study" (TIMSS) 2015 data, Aşkın and Öz (2020) argued though girls outperformed boys in science in 5 Asian countries, the opposite side was true for Georgia, Italy, Lithuania, and the United States. In a global view, girls have progressed in their science performance, both boys and girls can be successful in learning science.…”

Section: Factors Influencing Students' Science Performance In School Contextmentioning

confidence: 99%

Impact of Instruction on Science Performance: Learning Initiative as a Mediator and Gender as a Limited Moderator

Tao

Chen

2021

JBSE

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This research explores whether classroom life (CL), textbooks (TE), and learning initiative (LI) are mediators between instruction (P) and science performance, as well as whether these mechanisms are moderated by gender. 484 eighth grade students completed the questionnaire with four subscales of P, LI, TE, and CL. For the needs of triangulation and complementarity, three focus group interviews were conducted later. Based on mediation analysis and multi-group structural equation modeling, it was found that 1) the direct effects of P on LI, P on CL, P on TE, and LI on science performance are significant, while the other direct effects are insignificant; 2) comparing to the male group, the direct effect of P on LI in the female group is larger; 3) characteristics hindering students’ science learning include: the pace of a lesson is too fast, pictures and experiments are less in the textbook, and top students and low proficiency students are uncooperative. Findings expose that instruction significantly influence students’ science performance, and this impact is completely mediated by students’ learning initiatives. The relation between instruction and learning initiative is stronger in the female group. Textbooks can be useless in the context that instruction does not match students' learning ability. Keywords: eighth-grade students, gender difference, mediation analysis, science performance

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Cross-National Comparisons of Students’ Science Success Based on Gender Variability: Evidence From Timss

Cited by 8 publications

References 47 publications

Examining the factors affecting students' science success with Bayesian networks

Examining the factors affecting students' science success with Bayesian networks

Alternative Virtual Lab-Based Practical Learning Model to Improve Scientific Attitude and Science Process Skills

Impact of Instruction on Science Performance: Learning Initiative as a Mediator and Gender as a Limited Moderator

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