Relationships among instructional practices, students’ motivational beliefs and science achievement in Taiwan using hierarchical linear modelling

Liou, Pey‐Yan; Ho, Hsin-Ning Jessie

doi:10.1080/02671522.2016.1236832

Cited by 21 publications

(19 citation statements)

References 52 publications

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“…Some treated the PISA inquiry scale as a single index and found that higher frequencies of inquiry activities was related with lower science literacy (Cairns & Areepattamannil, 2017;Chi et al, 2018). A study using the TIMSS 2007 data also reported that "student-oriented instruction", which reflect planning and conducting observations and investigations, was negatively associated with science achievement (Liou & Jessie Ho, 2018).…”

Section: Prior Ilsa Studiesmentioning

confidence: 99%

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

Aditomo

Klieme

2020

International Journal of Science Education

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Section: Prior Ilsa Studiesmentioning

confidence: 99%

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

Aditomo

Klieme

2020

International Journal of Science Education

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“…Many studies based on small‐scale experimental designs in the field of science education have shown that inquiry‐based instructional practices positively influence students' science achievement (see Furtak, Seidel, Iverson, & Briggs, 2012 as well as Minner et al, 2010 for reviews). Recently, however, correlational studies based on ILSA data (Cairns & Areepattamannil, 2019; Jiang & McComas, 2015; Liou & Ho, 2018; McConney, Oliver, Woods‐McConney, Schibei, & Maor, 2014; Mostafa, Echazarra, & Guillou, 2018; Teig, Scherer, & Nilsen, 2018) have documented counter‐intuitive findings. The frequent use of inquiry‐based instructional practices was found to be negatively associated with students' science achievement.…”

Section: Introductionmentioning

confidence: 99%

“…As for the inter‐relationships among instructional practices, attitudes toward science and science achievement, it seems that only a few studies have examined such patterns (Areepattamannil, Freeman, & Klinger, 2011; Kang & Keinonen, 2018; Liou & Ho, 2018). Areepattamannil et al's and Kang and Keinonen's studies analyzed PISA 2006 data, hence no items surveying teacher‐directed instructional practices were included in those studies.…”

Section: Introductionmentioning

confidence: 99%

Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices

Liou

2020

J Res Sci Teach

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The purpose of this study was to examine the predictive effects of inquiry‐based and teacher‐directed instructional practices on students' attitudes toward science and science achievement in a nationally representative sample of 7,708 15‐year‐old‐students from Taiwan who took part in the sixth cycle of the Program for International Student Assessment (PISA). The results of structural equation modeling analyses, after accounting for student demographic and socioeconomic characteristics, revealed that teacher‐directed instructional practices had a significant positive effect on students' science achievement, whereas inquiry‐based instructional practices had a significant negative effect on students' science achievement. Moreover, the results of the study indicated that inquiry‐based instructional practices had greater positive predictive power than teacher‐directed instructional practices for students' attitudes toward science. The inverse relations between inquiry‐based science instructional practices and student science achievement contradicts the popular belief that inquiry‐based science instructional practices help improve student science achievement. However, the results of the current study underscore the positive effects of inquiry‐based instructional practices on students' attitudes toward science. Indeed, optimizing the frequency of instructional practices in science classrooms to promote the desired educational outcomes deserves further discussion.

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“…Some of these studies have analyzed TIMSS and PISA data to examine inquiry in science education. For instance, some researchers have focused on the factors influencing students' achievement and motivation in science (e.g., Liou & Ho, 2018), the importance of teacher beliefs and collaboration in fostering inquiry teaching (e.g., Kang & Keinonen, 2016;Pongsophon & Herman, 2017), and students' mastery of scientific inquiry skills (Kabiri, Ghazi-Tabatabaei, Bazargan, Shokoohi-Yekta, & Kharrazi, 2017;Yip, Chiu, & Ho, 2004). Indeed, these studies provide high-quality data that can be used to analyze various aspects of inquiry including the trend results across cycles and offer potential generalizability of the research findings and conclusions.…”

Section: Introduction To the Configurative Reviewmentioning

confidence: 99%

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Teig

Scherer

Nilsen

2018

Learning and Instruction

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Considerable research has demonstrated that teachers' self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers' self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers' self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers' competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.

show abstract

Relationships among instructional practices, students’ motivational beliefs and science achievement in Taiwan using hierarchical linear modelling

Cited by 21 publications

References 52 publications

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems

Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

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