The Effects of Item Format and Cognitive Domain on Students’ Science Performance in TIMSS 2011

Liou, Pey‐Yan; Bulut, Okan

doi:10.1007/s11165-017-9682-7

Cited by 26 publications

(19 citation statements)

References 63 publications

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“…Although gender differences were not found in students' overall achievement and combined scores of scientific inquiry processes, females tended to perform better on "recognizing questions" and "identifying evidence" items whereas males scored higher on "understanding science concepts" (Yip et al, 2004). The remaining studies (Liou & Bulut, 2017;Ruiz-Primo & Li, 2016) explored the effects of item characteristics (e.g., cognitive demand, item format, item dimension) on the different aspects of students' science performance, including scientific inquiry.…”

Section: Research On Inquiry As An Instructional Outcomementioning

confidence: 80%

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.

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Section: Research On Inquiry As An Instructional Outcomementioning

confidence: 80%

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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“…Ever since the MC format was developed, its pros and cons over the FR format have been discussed and studied empirically (e.g., Kastner and Stangl, 2011;Bonner, 2013;Hudson and Treagust, 2013;Schult and Lindner, 2018;Schult and Sparfeldt, 2018;Liou and Bulut, 2020). Economy and efficiency for administrators of tests emerged as advantages of the MC format (McCoubrie, 2004), with test takers indicating preferences for the MC format as this was rated as easier.…”

Section: Introductionmentioning

confidence: 99%

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

2020

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Reasoning is regarded to be an essential facet of fundamental cognitive abilities. As examinee characteristics may affect performance in Reasoning tests, concern about maintaining fairness is expressed. The purpose of the current study was to examine effects of response format on psychometric properties and fairness of a matrices test according to examinee's sex, risk propensity, and test anxiety. A total of 433 German-speaking pupils (aged 14-20) were randomly assigned to either a multiple choice or a free response version of the same 25-item test. Data analysis yielded Rasch-homogeneous 23-item versions, with higher reliability, but lower criterion validity for the free response test. No interactions between response format and sex, test anxiety, or risk propensity were revealed, but a significant main effect of sex: men out-performed women in reasoning irrespective of response format. Results are discussed with reference to attributes of the test situation and sample characteristics.

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“…However, scientists debate how such easy and fast access to a wide range of information affects people's ability to learn (Lodge & Harrison, 2019). Although many published studies describe the relationship between cognitive abilities and education (Griskevica, 2016(Griskevica, , 2017Liou & Bulut, 2020;Sternberg, 2020), it has been suggested that cognitive functions in the digital environment interact differently with learning processes than in the traditional general environment (Lodge, Kennedy, & Lockyer, 2016;Martin, Sun, & Westine, 2020;Pigott & Polanin, 2020;Sahni et al, 2021). It has been reported that the digital environment can increase the cognitive load and inhibit learniing.…”

Section: Literature Reviewmentioning

confidence: 99%

Relationship Between Academic Self-Efficacy and Cognitive Load for Students in Distance Learning

Griškēviča

Iltners

2021

EID

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The COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.

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The Effects of Item Format and Cognitive Domain on Students’ Science Performance in TIMSS 2011

Cited by 26 publications

References 63 publications

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

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

Effects of Response Format on Psychometric Properties and Fairness of a Matrices Test: Multiple Choice vs. Free Response

Relationship Between Academic Self-Efficacy and Cognitive Load for Students in Distance Learning

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