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ERIC Number: EJ749779
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: ERIC
ISSN: ISSN-0092-1815
The Effects of Classroom Instructional Strategies on Science Achievement of Elementary-School Students in Japan: Findings from the Third International Mathematics and Science Study (TIMSS)
House, J. Daniel
International Journal of Instructional Media, v33 n2 p217 Spr 2006
This article deals with the Third International Mathematics and Science Study (TIMSS). TIMSS has provided a comprehensive assessment of educational contexts and mathematics and science achievement (National Research Council, 1999). The initial TIMSS assessment was conducted in 1995 (TIMSS 1995) and several studies have examined factors related to science achievement. Several types of data were collected on the TIMSS student questionnaire, including information regarding instructional activities, student characteristics, out-of-school activities, learning resources, and science achievement. Students included in these analyses were from the TIMSS Population 1 International Sample (9-year-olds) from Japan. There were 7,941 students (3,946 females and 3,995 males) who completed all of the measures used in this study. This study examined the effects of several classroom instructional strategies. Several procedures were used in this study, such as: (1) jackknife variance estimation procedure; (2) computation of correlation coefficients; and (3) multiple regression procedures. There were several significant findings from this study. Students who more frequently did an experiment in class also tended to earn higher science achievement test scores. In addition, students who more frequently used cooperative learning strategies (we work together in pairs or small groups) during their science lessons also showed higher science test scores. Among other things, this study presents a number of directions for additional research. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan