The influence of school entry skills in literacy and numeracy on the science achievement of fourth grade students and schools in Asian regions

Yu CHEN, Chorng-Jee GUO, Kam Ming LIM, Kong-Ju MUN, Hisashi OTSUJI, Young-Shin PARK, David SORRELL, Wing Mui Winnie SO

Research output: Contribution to journalArticles

Abstract

This study examined the associations between school entry skills and science achievement at both the student and school levels among fourth-grade students in South Korea, Singapore, Japan, Chinese Taipei, and Hong Kong. Data of the five Asian regions in the 2015 Trends in International Mathematics and Science Study (TIMSS) were analysed. Variables included Interest, Self-concept, School entry skills - reported by parents, Cognitive activities, Parent attitudes toward mathematics and science, Home educational resources, and Gender, all at the student level, and Emphasis on academic success, Discipline problems, and School entry skills – reported by principals at the school level. Results of the multilevel path analysis indicated that School entry skills positively and directly influenced science achievement, and simultaneously mediated the influence from cognitive activities to science achievement at the student level. These findings were consistent among the five Asian regions. At the school level, it was found that compared to School entry skills, School emphasis on academic success was the stronger predictor of science achievement among students for most Asian regions. Implications for improving primary school students' science learning are discussed. Copyright © 2020 by the authors; licensee Modestum.
Original languageEnglish
Article numberem1877
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume16
Issue number9
DOIs
Publication statusPublished - Jul 2020

Citation

Chen, Y., Guo, C.-J., Lim, K. M., Mun, K.-J., Otsuji, H., Park, Y.-S., . . . So, W. M. W. (2020). The influence of school entry skills in literacy and numeracy on the science achievement of fourth grade students and schools in Asian regions. Eurasia Journal of Mathematics, Science and Technology Education, 16(9). Retrieved from https://doi.org/10.29333/ejmste/8385

Keywords

  • Science achievement
  • School entry skills
  • Multilevel path analysis

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