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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
Language: English
Authors: Johannes Addido (ORCID 0000-0002-1297-7826), Andrea C. Burrows Borowczak (ORCID 0000-0001-5925-3596), Timothy F. Slater (ORCID 0000-0002-2086-213X)
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
FullText Text:
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  Data: Impact of Conceptual Understanding, Teaching Experience, and Parental Education on Science Achievement: TIMSS Data Analysis
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  Data: <searchLink fieldCode="AR" term="%22Johannes+Addido%22">Johannes Addido</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1297-7826">0000-0002-1297-7826</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+C%2E+Burrows+Borowczak%22">Andrea C. Burrows Borowczak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5925-3596">0000-0001-5925-3596</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+F%2E+Slater%22">Timothy F. Slater</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2086-213X">0000-0002-2086-213X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2026 14(1):28-46.
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  Data: 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
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  Data: 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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    Languages:
      – Text: English
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        PageCount: 19
        StartPage: 28
    Subjects:
      – SubjectFull: International Assessment
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Achievement Tests
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      – SubjectFull: Science Achievement
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      – SubjectFull: Grade 8
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Parent Background
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Educational Practices
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      – SubjectFull: Science Instruction
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      – SubjectFull: Concept Formation
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      – SubjectFull: Middle School Students
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      – SubjectFull: Science Teachers
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      – SubjectFull: United States
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      – SubjectFull: Trends in International Mathematics and Science Study
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      – TitleFull: Impact of Conceptual Understanding, Teaching Experience, and Parental Education on Science Achievement: TIMSS Data Analysis
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