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RESEARCH PAPER
The Influence of School Entry Skills in Literacy and Numeracy on the Science Achievement of Fourth Grade Students and Schools in Asian Regions
1
The Education University of Hong Kong, HONG KONG
2
National Changhua University of Education, TAIWAN
3
Nanyang Technological University, SINGAPORE
4
Seoul National University, SOUTH KOREA
5
Toyo University, JAPAN
6
College of Education, Chosun University, SOUTH KOREA
7
Independent Education Consultant, HONG KONG
Publication date: 2022-07-06
EURASIA J. Math., Sci Tech. Ed 2020;16(9):em1877
KEYWORDS
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.
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