Factors related with students' science achievement: A modeling study

Ceylan, Eren
Berberoglu, Giray
The present study investigated the factors related to students' science achievement in the Third International Mathematics and Science Study (TIMMS 1999) using Linear Structural Modeling. The results suggest that there were negative relationships between students' perception of failure in science, student-centered activities, and students' attitudes toward science with students' science achievement measures. Similarly, positive relationship was found between teacher centered activities and students' science achievement. Based on the result of this study, the issues that need to be scrutinized in the Turkish educational system, especially in the line with the new science curriculum, have been discussed.


Modeling of the factors affecting science achievement of eighth grade Turkish students based on the Third International Mathematics and Science Study - Repeat (TIMSS - R) data
Özdemir, Ertuğrul; Berberoğlu, Halil Giray; Department of Secondary Science and Mathematics Education (2003)
The purpose of this study is to investigate the factors that are related to students̕ science achievement in TIMSS-R. Basically instructional activities, affective characteristics of students and socioeconomic status (SES) were taken as the variables of the model proposed within the Linear Structural Modeling (LSM) framework. This study examined the TIMSS data for Turkish students with the sample size of 7841 through the analysis of Structural Equation Modeling (SEM). Resulting path diagram showed that the ...
Use of self-determination theory to support basic psychological needs of preservice science teachers in an environmental science course
Karaarslan, Guliz; Ertepinar, Hamide; Sungur, Semra (2013-06-01)
In this paper, we examine how the basic psychological needs of preservice science teachers (PSTs) were supported in a series of environmental science course activities informed by self-determination theory (SDT). We collected qualitative data about the PSTs' sense of competence, autonomy, and relatedness through interviews, group discussions, assignments, and reflection papers. Data were analyzed in relation to the instructional design features of the course; namely, collective construction of ideas, studen...
Investigating the effects of science writing heuristic approach on eight grade students’ achievement, metacognition and epistemological beliefs
Tucel, Sabahat Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2016)
The aim of this study was investigating the effects of Science Writing Heuristic (SWH) approach on 8th grade students' science achievement, metacognition and scientific epistemological beliefs when compared to traditional instruction. For this purpose, a non-equivalent control group post-test only design was employed. Two 8th grade classes from a public elementary school were selected for the study. One class was assigned as experimental group and the other class was assigned as the comparison group. Studen...
The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science
Koksal, Ela Ayse; Berberoglu, Giray (2014-01-02)
The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and co...
The relationship of freshmen's physics achievement and their related affective characteristics
GUNGOR, Almer (Abak); Eryılmaz, Ali; Fakioglu, TURGUT (2007-10-01)
The purpose of this study was to determine the best-fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of physics, importance of electricity, physics course anxiety, physics test anxiety, physics achievement motivation, student motivation in physics, self-efficacy in phy...
Citation Formats
E. Ceylan and G. Berberoglu, “Factors related with students’ science achievement: A modeling study,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 36–48, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/65772.