Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
Examination of Gender Differences on Cognitive and Motivational Factors that Influence 8th Graders’ Science Achievement in Turkey
| 1 | Kocaeli University |
| 2 | Uşak University |
CORRESPONDING AUTHOR
Publication date: 2015-08-25
EURASIA J. Math., Sci Tech. Ed 2015;11(5):1027–1040
KEYWORDS
gender differencesconceptual knowledgescience achievementscientific reasoningutility value of science
TOPICS
K-12 EducationCognitive, Affective, and Social Aspects of Teaching and LearningEvaluation and AssessmentScience Education
ABSTRACT
Background:
We examined the influence of several students’ cognitive and motivational factors on 8th graders’ science achievement and also gender differences on factors that significantly contribute to the science achievement model.
Materials and methods:
A total of 99 girls and 83 boys responded all the instruments used in this study.
Results:
Results showed that girls outperformed boys on science achievement. Furthermore, regression analyses showed a model including initial conceptual knowledge, scientific reasoning, and utility value of science as independent variables best predicted science achievement. Results also showed girls and boys did not differ on initial conceptual knowledge and scientific reasoning but on utility value of science.
Conclusions:
Implications for science education were discussed according to the findings.
We examined the influence of several students’ cognitive and motivational factors on 8th graders’ science achievement and also gender differences on factors that significantly contribute to the science achievement model.
Materials and methods:
A total of 99 girls and 83 boys responded all the instruments used in this study.
Results:
Results showed that girls outperformed boys on science achievement. Furthermore, regression analyses showed a model including initial conceptual knowledge, scientific reasoning, and utility value of science as independent variables best predicted science achievement. Results also showed girls and boys did not differ on initial conceptual knowledge and scientific reasoning but on utility value of science.
Conclusions:
Implications for science education were discussed according to the findings.
Share
RELATED ARTICLE
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.