ERIC Number: EJ1095402
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Engagement in Science Lessons and Achievement Test Scores of Eighth-Grade Students in Korea: Findings from the TIMSS 2011 Assessment
House, J. Daniel; Telese, James A.
Education, v135 n4 p435-438 Sum 2015
Scientific literacy and student engagement in science are important components of the school curriculum in Korea. In addition, several studies from the Trends in International Mathematics and Science Study (TIMSS) assessments have identified factors associated with the learning outcomes of students in Korea. The purpose of this study was to examine relationships between engagement in science lessons and science test scores for eighth-grade students in Korea using data from the TIMSS 2011 assessment. There were several significant findings from this study. Students who showed high levels of science achievement reported that their teacher was easy to understand and that they understood the teacher's expectations. Conversely, students who frequently thought about things not related to the science lesson tended to earn lower achievement test scores. These findings demonstrate that student engagement in science lessons was significantly related to science achievement test scores.
Descriptors: Foreign Countries, Grade 8, Achievement Tests, Science Tests, International Assessment, Mathematics Achievement, Science Achievement, Mathematics Tests, Elementary Secondary Education, Science Instruction, Science Teachers, Attention, Statistical Analysis, Scores, Teacher Expectations of Students, Student Interests, Student Surveys, Learner Engagement
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: South Korea
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study