Impact of Conceptual Understanding, Teaching Experience, and Parental Education on Science Achievement: TIMSS Data Analysis
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| Title: | Impact of Conceptual Understanding, Teaching Experience, and Parental Education on Science Achievement: TIMSS Data Analysis |
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| Language: | English |
| Authors: | Johannes Addido (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2026 14(1):28-46. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | International Assessment, Foreign Countries, Achievement Tests, Science Tests, Science Achievement, Grade 8, Educational Attainment, Parent Background, Teaching Experience, Educational Practices, Science Instruction, Concept Formation, Middle School Students, Scores, Science Teachers, Middle School Teachers, Teacher Influence, Parent Influence |
| Geographic Terms: | Australia, United Kingdom (England), Japan, South Africa, United States |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| ISSN: | 2301-251X |
| Abstract: | This quantitative study examined the impact of teachers' self-reported use of instructional practices for conceptual understanding, teaching experience, and parental education on eighthgrade students' science achievement scores in Australia, England, Japan, South Africa, and the United States, using data from TIMSS 2015 and TIMSS 2019. The data were subjected to descriptive statistical analyses and multiple regression modeling to investigate the extent to which teachers' use of conceptual understanding practices, teaching experience, and parental education affects students' science achievement. The findings revealed that teaching for conceptual understanding practices did not always contribute to improved students' science achievement scores. However, teachers' teaching experience and parental education could have a positive effect on students' science achievement scores. The findings also showed that science teachers' teaching for conceptual understanding practices weakly accounted for differences in students' science achievement scores in the five countries, although a large percentage of teachers self-reported using conceptual understanding practices in their classrooms. The authors posit that such practices are beneficial for students' achievement in science and STEM and that establishing a universal characterization of "teaching for conceptual understanding" would enhance the conduction of cross-national studies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500534 |
| Database: | ERIC |
| Abstract: | This quantitative study examined the impact of teachers' self-reported use of instructional practices for conceptual understanding, teaching experience, and parental education on eighthgrade students' science achievement scores in Australia, England, Japan, South Africa, and the United States, using data from TIMSS 2015 and TIMSS 2019. The data were subjected to descriptive statistical analyses and multiple regression modeling to investigate the extent to which teachers' use of conceptual understanding practices, teaching experience, and parental education affects students' science achievement. The findings revealed that teaching for conceptual understanding practices did not always contribute to improved students' science achievement scores. However, teachers' teaching experience and parental education could have a positive effect on students' science achievement scores. The findings also showed that science teachers' teaching for conceptual understanding practices weakly accounted for differences in students' science achievement scores in the five countries, although a large percentage of teachers self-reported using conceptual understanding practices in their classrooms. The authors posit that such practices are beneficial for students' achievement in science and STEM and that establishing a universal characterization of "teaching for conceptual understanding" would enhance the conduction of cross-national studies. |
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| ISSN: | 2301-251X |
