WHAT FACTORS AFFECT SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN SCIENCE IN THE DEVELOPING COUNTRIES? A CONCEPTUAL MODEL FOR AN EXPLORATION
Abstract
This paper develops a conceptual framework to explore the factors affecting secondary school students’ performance in science in the developing countries. While the various factors are related to the increased academic performance, the specific mechanisms through which those factors exert their influence on a child's academic performance are not yet fully understood. Based on both sociological and psychological theories and empirical studies, socioeconomic status, parental involvement, school resources and teacher quality as independent variables and motivation towards learning science as a mediating variable were incorporated into the proposed framework. Appropriate instruments for the exploration are suggested. While the conceptual framework developed in the present study lessening the knowledge gap pertaining to the factors affecting students’ performance in science, especially in the developing countries, it paves a path to explore the effect of those factors on students’ performance.
Article visualizations:
Keywords
Full Text:
PDFReferences
Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors contributing to the students’ academic performance: A case study of Islamia University Sub-Campus. American journal of educational research, 1(8), 283-289.
Alivernini, F., Palmerio, L., Vinci, E., & Di Leo, I. (2010). An analysis of factors affecting pupils’ science achievement in Italy. 4th IEA International Research Conference, Gothenburg, Germany.
Alrehaly, E.D. (2011). Parental Attitudes and the Effects of Ethnicity: How they Influence Children’s Attitudes toward Science Education. The University of Arkansas.
Ak, L., & Sayil, M. (2006). Three different types of elementary school students’ school achievements, perceived social support, school attitudes and behavior-adjustment problems. Educational Sciences: Theory & Practice, 6(2), 293-300.
Atta, M. A., & Jamil, A. (2012). Effects of motivation and parental influence on the educational attainments of students at secondary level. Academic Research International, 2(3), 427-431.
Atar, H. Y., & Atar, B. (2012). Examining the Effects of Turkish Education Reform on Students' TIMSS 2007 Science Achievements. Educational Sciences: Theory and Practice, 12(4), 2632-2636.
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol.6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.
Bandura, A. (2001). Social cognitive theory: An agentive perspective. Annual Review of Psychology, 52, 1-26.
Bandura, A. (2006). Going global with social cognitive theory: From prospect to paydirt. In S. I. Donaldson, D. E. Berger, & K. Pezdek (Eds.), The rise of applied psychology: New frontiers and rewarding careers (pp. 53-70). Mahwah, NJ: Erlbaum.
Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International journal of science education, 30(8), 1075-1093.
Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students’ self-determination: Effects on students’ analytic problem-solving skills. Motivation and Emotion, 17(4), 319–336.
Borg, J. R., Borg, M. O., & Stranahan, H. A. (2012). Closing the achievement gap between high-poverty schools and low-poverty schools. Research in Business and Economics Journal, 5,1.
Britner, S. L., & Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of research in science teaching, 43(5), 485-499.
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-1065.
Burkhalter, N. (1995). A Vygotsky-based curriculum for teaching persuasive writing in the elementary grades. Language Arts, 72(3), 192-199.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295. doi:10.1006/ceps.2001.1094
Cavas, P. (2011). Factors Affecting the Motivation of Turkish Primary Students for Science Learning. Science Education International, 22(1), 31-42.
Chang, M., Singh, K., & Mo, Y. (2007). Science engagement and science achievement: Longitudinal models using NELS data. Educational Research and Evaluation. 13(4), 349-371.
Chapell, M. S., Blanding, Z. B, Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & Mccann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97, 268-274. doi:10.1037/0022-0663.97.2.268
Chow, S. J., & Yong, B. C. S. (2013). Secondary School Students' Motivation and Achievement in Combined Science. Online Submission, 3(4), 213-228.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673-682.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.
Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of education, 78(3), 233-249.
Dudaitė, J. (2016). Impact of socio-economic home environment on student learning achievement. Independent Journal of Management & Production, 7(3), 854-871.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking science to school. Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: a case of secondary school level. Journal of quality and technology management, 7(2), 1-14.
Fuller, B. (1987). What school factors raise achievement in the Third World?. Review of educational research, 57(3), 255-292.
Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarum, 8, 9–20.
Gillies, J., & Quijada, J. (2008). Opportunity to learn: A high impact strategy for improving educational outcomes in developing countries. USAID Educational Quality Improvement Program (EQUIP2).
Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of research in science teaching, 48(10), 1159-1176.
Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088-1107.
Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146.
Glynn, S.M., & Koballa, T.R., Jr. (2006). Motivation to learn in college science. In J. Mintzes & W.H. Leonard (Eds.), Handbook of college science teaching (pp. 25–32). Arlington, VA: National Science Teachers Association Press.
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
Goe, L., & Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research (TQ Research and Policy Brief). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.tqsource.org/publications/March 2008Brief.pdf
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational psychology review, 17(2), 99-123.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2009). A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. Journal of educational psychology, 101(3), 729.
Graddy, K., & Stevens, M. (2003). The Impact of School Inputs on Student Performance: An Empirical Study of Private Schools in the United Kingdom, Industrial and Labor Relations Review, 58, 435-51.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: the role of self-determination in education. Canadian Psychology/Psychologie canadienne, 49(3), 233.
Güçlüer, E., & Kesercioğlu, T. (2012). The effect of using activities improving scientific literacy on students’ achievement in science and technology lesson. International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X, 1(1).
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7), 798-812.
Hayenga, A. O., & Corpus, J. H. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34(4), 371-383.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental psychology, 45(3), 740.
Holbrook, J., Rannikmäe, M., Yager, R., & De Vreese, P. (2003, March). Increasing the relevance of science education. In NARST 2003 Annual International Conference. Conference Paper.
Hong, S., & Ho, H. Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. Journal of Educational Psychology, 97(1), 32.
Jensen, A.R. (1998). The g factor and the design of education. In R.J. Sternberg & W.M. Williams (Eds.) Intelligence, Instruction, and Assessment, (pp. 111- 131). New Jersey: Lawrence Erlbaum Associates.
Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and instruction, 35, 94-103.
Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2013). How motivation affects academic performance: a structural equation modeling analysis. Advances in Health Sciences Education, 18(1), 57-69.
Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students' situational engagement and achievement in science. Educational Assessment, 8(2), 139-162.
Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in education: A self-determination theory approach. European Journal of Psychology of Education, 22, 351-369.
Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2002). College student intrinsic and/or extrinsic motivation and learning. Learning and individual differences, 13 (3), 251-258.
Martin, M. O., Mullis, I. V., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 International Results in Science. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
McKenzie, K., & Schweitzer, R. (2001). Who succeeds at university? Factors predicting academic performance in first year Australian university students. Higher education research and development, 20(1), 21-33.
McNeal, R. B. (2001). Differential effects of parental involvement on cognitive and behavioral outcomes by socioeconomic status. The Journal of Socio-Economics, 30(2), 171-179.
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annu. Rev. Psychol., 57, 487-503.
Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for research in Mathematics Education, 65-88.
Mo, Y. (2008). Opportunity to Learn, Engagement, and Science Achievement: Evidence from TIMSS 2003 Data (Doctoral dissertation, Virginia Polytechnic Institute and State University).
Mubeen, S., & Reid, N. (2014). The Measurement of Motivation with Science Students. European Journal of Educational Research, 3(3), 129-144.
Mushtaq, I. & Khan, S. N. (2012). Factors Affecting Students’ Academic Performance, Journal of Management and Business Research, 12(9), 16-22.
Nyarko, K. (2011). Parental school involvement: The case of Ghana. Journal of Emerging Trends in Educational Research and Policy Studies, 2(5), 378-381.
Obrentz, S. B. (2012). Predictors of science success: The impact of motivation and learning strategies on college chemistry performance. Educational Psychology and Special Education Dissertations. Paper 77. Retrieved from http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1078&context=epse_diss
Ogunshola, F., & Adewale, A. M. (2012). The Effects of Parental Socio-Economic Status on Academic Performance of Students in Selected Schools in Edu Lga of Kwara State Nigeria'. International Journal of Academic Research and Social Sciences, 2(7), 230-239.
Olatoye, R. A. (2009). Students’ test anxiety, motivation for examinations and science achievement in junior secondary schools in Ogun State, Nigeria. International Journal of Psychology and Counselling, 1(10), 194-198.
Olatoye, R. A., & Ogunkola, B. J. (2008). Parental involvement, interest in schooling and science achievement of junior secondary school students in Ogun State, Nigeria. College Teaching Methods & Styles Journal, 4(8), 33-40.
Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children's School Achievements. Procedia-Social and Behavioral Sciences, 76, 706-710.
Rana, R. A., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bull. Educ. Res. 32, 63–74.
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252.
Schunk, D.H. (2001). Social cognitive theory and self-regulated learning. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125–151). Mahwah, NJ: Erlbaum.
Schunk, D.H., & Pajares, F. (2001). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego: American Press.
Seashore L. K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School effectiveness and school improvement, 21(3), 315-336.
Shah, M. A. A., & Anwar, M. (2014). Impact of Parent’s Education and Involvement on Children Performance in Southern Punjab Pakistan. International Journal of Research, 1(5), 173-180.
Shen, C. (2001) Social values associated with cross-national differences in mathematics and science achievement: a cross-national analysis. Assessment in Education, 8 (2), 193 - 223.
Shute, V., Hansen, E., Underwood, J., & Razzouk, R. (2011). A review of the relationship between parental involvement and secondary school students’ academic achievement. Educational Research International. http://dx.doi.org/10.1155/2011/915326
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323-332.
Snow, R. E., Corno, L., & Jackson III, D. (1996). Individual differences in affective and conative functions. InD. C. Berliner& RC Calfee (Eds.), Handbook of educational psychology (pp. 243-310).
Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589–604.
Soldat, S. C. (2009). Investigating the impact of a pre-service programme on beliefs about science teaching and learning. Retrieved from http://ir.uiowa.edu/etd/438
Steinmayr, R., Meißner, A., Weidinger, A. F., & Wirthwein, L. (2014). Academic achievement. Oxford Bibliographies. doi, 10, 9780199756810-0108.
Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple mediational analysis. Journal of prevention & intervention in the community, 38(3), 183-197.
Udida, L. A., Ukwayi, J., & Ogodo, F. A. (2012). Parental socioeconomic background as a determinant of student’s academic performance in selected public secondary schools in Calabar Municipal Local Government Area, Cross River State, Nigeria. Journal of Education and Practice, 3(16), 129-135.
Ushie, M. A., Emeka, J. O., Ononga, G. I., & Owolabi, E. O. (2012). Influence of family structure on students’ academic performance in Agege local government area, Lagos state, Nigeria. European Journal of Educational Studies, 4(2), 177-187.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3), 671-688.
Vedder-Weiss, D., & Fortus, D. (2011). Adolescents' declining motivation to learn science: Inevitable or not?. Journal of Research in Science Teaching,48(2), 199-216.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walberg, H. J. (1981). A psychological theory of educational productivity. In F. H. Farley & N. U. Gordon (Eds.), Psychology and education. Berkeley, CA: McCutchan.
Walberg, H. J. (1984). Improving the productivity of America's schools. Educational leadership, 41(8), 19-27.
Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and individual differences, 16(1), 1-12.
Wei, D. (2012). Parental influence on Chinese students' achievement: a social capital perspective. Asia Pacific Journal of Education, 32(2), 153-166.
Wenglinsky, H. (2002). The link between teacher classroom practices and student academic performance. Education policy analysis archives, 10, 12.
Wen-jin, K.; Chia-ju, L; Shi-an, L. (2012). Promoting Female Students' Learning Motivation towards Science by Exercising Hands-on Activities. US-China Education Review, 6, 572-577.
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 933–1002). New York: Wiley.
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12(1), 1-23.
Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher Preparation Research an Insider’s View from the Outside. Journal of teacher education, 53(3), 190-204.
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20(5), 2.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.1613
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Asoka De Silva, Ali Khatibi, S. M. Ferdous Azam
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
