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

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - EJ749779

Title: 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)

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	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)
Authors:	House, J. Daniel
Descriptors:	Program Effectiveness; Foreign Countries; Teaching Methods; Student Characteristics; Educational Strategies; Science Tests; Learning Strategies; Correlation; Cooperative Learning; Achievement Tests; Elementary School Students; Questionnaires; Multiple Regression Analysis; Scientific Research
Source:	International Journal of Instructional Media, v33 n2 p217 Spr 2006
More Info: Help Peer Reviewed:	Yes
Publisher:	Westwood Press Inc. 118 Five Mile River Road, Darien, CT 06820-6237. Tel: 202-656-8680; Fax: 203-656-8680; Web site: http://www.adprima.com/ijim.htm
Publication Date:	2006-00-00
Pages:	13
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	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.)
Abstractor:	ERIC
Reference Count:	41

Note:	N/A
Identifiers:	Japan
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0092-1815
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://www.adprima.com/ijim.htm

Back to Search Results