Exploring Key Predictors Affecting Adolescents’ Reading,
                        Mathematics, and Science Achievement

Chung, Hyewon; Park, Soyoung

doi:10.29221/jce.2022.25.1.223

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Moreover, a necessity to provide a science reading program for students with low-achievement in science has been suggested (Kim, 2021). In addition, Chung and Park (2022) applied random forest analysis to PISA data and empirically showed an effect of reading in science where reading strategy and enjoyment of reading were identified as major indicators of science achievement. Therefore, systematic support is needed to increase the opportunity to access many science books that fit a student's proficiency level and interests from an early age.…”

Section: Student Participation In Science Activitiesmentioning

confidence: 99%

Random Forest Analysis of Factors Predicting Science Achievement Groups: Focusing on Science Activities and Learning in School

Hong

Kim

Hong

2022

Asia-Pac. Sci. Educ.

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This study explored science-related variables that have an impact on the prediction of science achievement groups by applying the educational data mining (EDM) method of the random forest analysis to extract factors associated with students categorized in three different achievement groups (high, moderate, and low) in the Korean data from the 2015 Programme for International Student Assessment (PISA). The 57 variables of science activities and learning in school collected from PISA questionnaires for students and parents were analyzed. Variables related to students’ past science activities, science teaching and learning methods, and environmental awareness were found to played important roles in predicting science achievement. When checking partial dependence plots for major variables, science activities and instructional strategies had a high probability of changing the prediction of an achievement group. This study focused on science-related contextual variables that can be improved through government policies and science teachers’ efforts in the classroom.

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Section: Student Participation In Science Activitiesmentioning

confidence: 99%