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ERIC Number: EJ1412486
Record Type: Journal
Publication Date: 2024
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: EISSN-1464-5289
Multi-Level Structural Equation Modelling for Factors Affecting Science Achievement of Korean Middle School Students before and after COVID-19: Based on 2018-2020 National Assessment of Educational Achievement Data
Gyeong-Geon Lee; Heesoo Ha
International Journal of Science Education, v46 n3 p281-312 2024
Science academic achievement is a key construct for examining students' science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This study utilises multi-level structural equation modelling to examine the factors affecting science achievement among Korean middle school students. By analysing data from the National Assessment of Educational Achievement (NAEA), we identify individual- and school-level variables that affect student science achievement. The model fitting results were compared before (2018--2019; N = 5771 and N = 5614) and after (2020; N = 4,623) the COVID-19 outbreak. The analysis results reveal that individual-level factors, such as self-efficacy, affective domain of science learning, and self-studying time had significant effects on science achievement consistently throughout years. School-level factors, including principal's supervision, school climate, and science teacher's efficacy, demonstrated significantly positive effects on science achievement only in 2020 following the COVID-19 outbreak. This study enhances our understanding of the characteristics of high-achieving Korean middle school students and highlights the role of school community in supporting student learning during uncertain circumstances like the COVID-19 pandemic.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A