Experimental teaching, Perceived usefulness, Ease of use, Learning Interest and Science Achievement of Taiwan 8th Graders in TIMSS 2007 Database
the data of Taiwanese 8th grader in the 4th cycle of
Trends in International Mathematics and Science Study (TIMSS) are
analyzed to examine the influence of the science teachers- preference
in experimental teaching on the relationships between the affective
variables ( the perceived usefulness of science, ease of using science
and science learning interest) and the academic achievement in science.
After dealing with the missing data, 3711 students and 145 science
teacher-s data were analyzed through a Hierarchical Linear Modeling
technique. The major objective of this study was to determine the role
of the experimental teaching moderates the relationship between
perceived usefulness and achievement.
[1] S. S. Chen, and M. C. Luoh, M. C. "Are mathematics and science test
scores good indicators of labor-force quality?" Social Indicators
Research, vol. 96 no. 1, pp. 133-143, 2010.
[2] H. J. Daniel, "Cognitive-motivational characteristics and science
achievement of adolescent students: results from the TIMSS 1995 and
TIMSS 1999 assessments," International Journal of Instructional Media,
vol. 31 no. 4, pp. 411-424,2004.
[3] R. D. Tennyson, "An educational learning theory for instructional design, "
Educational Technology, vol. 32 no. 1, pp. 36-41, 1992.
[4] J. M. Keller, Motivational design of instruction. In C.M. Reigeluth (Ed.),
Instructional Design Theories and Models (pp. 383-434). Hillsdale, N.J.:
Lawrence Erlbaum Associates, 1983.
[5] J. M. Keller, and T. W. Kopp, An application of the ARCS model of
motivational design. In C.M. Reigeluth (Ed.), Instructional Theories in
Action (pp. 289-320). Hillsdale, NJ: Lawrence Erlbaum Associates,
1987.
[6] L. M. Ruban, and D. B. McCoach, J. M. Mcguire, and S. M. Reis, "The
differential impact of academic self-regulatory methods on academic
achievement among university students with and without learning
disabilities, " Journal of learning Disabilities, vol. 36 no. 3, pp. 270-286,
2003.
[7] M. Fishbien, and I. Ajzen, Beliefs, Attitudes, Intention and Behaviour: An
Introduction to Theory and Research, Addison-Wesley, Reading, M.A.,
I.,1975.
[8] F. D. Davis, "Perceived Usefulness, Perceived Ease of Use, and User
Acceptance of Information Technology, " MIS Quarterly, vol. 13 no. 3,
pp. 319-339, 1989.
[9] M. M. Abu-Hilal, "A structural model of attitudes towards school
subjects, academic aspirations and achievement," Educational
Psychology, vol. 20, pp. 75-84, 2000.
[10] B. Weiner, "Intrapersonal and interpersonal theories of motivation from
an attributional perspective," Educational Psychology Review, vol. 12, pp.
1-14, 2000.
[11] K. R. Wentzel, and A. Wigfield, "Academic and social motivational
influences on students' academic performance," Educational Psychology
Review, vol. 10, pp. 155-174, 1998.
[12] J. D. House, "The relationship between self-beliefs, academic
background, and achievement of adolescent Asian-American students,"
Child Study Journal, vol. 27, pp. 95-110, 1997.
[13] J. D. House, "The relationship between academic self-concept,
achievement-related expectancies, and college attrition," Journal of
College Student Development, vol. 33, pp. 5-10, 1992.
[14] G. C. Yuen-Yee, and D. Watkins, "Classroom environment and
approaches to learning: An investigation of the actual and preferred
perceptions of Hong Kong secondary school students," instructional
Science, Vol. 22, pp. 233-246, 1994.
[15] J. H. Steiger, "Structural model evaluation and modification: An interval
estimation approach," Multivariate Behavioral Research, vol. 25, pp.
173-180, 1990.
[16] P. M. Bentler, "Comparative fit indexes in structural models,"
Psychological Bulletin, vol. 107, pp. 238-246, 1990.
[17] B. McCoach, "Dealing with dependence (Part II): a gentle introduction to
hierarchical linear modeling," Gifted Child Quarterly, vol. 54 no. 3, pp.
252-256, 2010.
[1] S. S. Chen, and M. C. Luoh, M. C. "Are mathematics and science test
scores good indicators of labor-force quality?" Social Indicators
Research, vol. 96 no. 1, pp. 133-143, 2010.
[2] H. J. Daniel, "Cognitive-motivational characteristics and science
achievement of adolescent students: results from the TIMSS 1995 and
TIMSS 1999 assessments," International Journal of Instructional Media,
vol. 31 no. 4, pp. 411-424,2004.
[3] R. D. Tennyson, "An educational learning theory for instructional design, "
Educational Technology, vol. 32 no. 1, pp. 36-41, 1992.
[4] J. M. Keller, Motivational design of instruction. In C.M. Reigeluth (Ed.),
Instructional Design Theories and Models (pp. 383-434). Hillsdale, N.J.:
Lawrence Erlbaum Associates, 1983.
[5] J. M. Keller, and T. W. Kopp, An application of the ARCS model of
motivational design. In C.M. Reigeluth (Ed.), Instructional Theories in
Action (pp. 289-320). Hillsdale, NJ: Lawrence Erlbaum Associates,
1987.
[6] L. M. Ruban, and D. B. McCoach, J. M. Mcguire, and S. M. Reis, "The
differential impact of academic self-regulatory methods on academic
achievement among university students with and without learning
disabilities, " Journal of learning Disabilities, vol. 36 no. 3, pp. 270-286,
2003.
[7] M. Fishbien, and I. Ajzen, Beliefs, Attitudes, Intention and Behaviour: An
Introduction to Theory and Research, Addison-Wesley, Reading, M.A.,
I.,1975.
[8] F. D. Davis, "Perceived Usefulness, Perceived Ease of Use, and User
Acceptance of Information Technology, " MIS Quarterly, vol. 13 no. 3,
pp. 319-339, 1989.
[9] M. M. Abu-Hilal, "A structural model of attitudes towards school
subjects, academic aspirations and achievement," Educational
Psychology, vol. 20, pp. 75-84, 2000.
[10] B. Weiner, "Intrapersonal and interpersonal theories of motivation from
an attributional perspective," Educational Psychology Review, vol. 12, pp.
1-14, 2000.
[11] K. R. Wentzel, and A. Wigfield, "Academic and social motivational
influences on students' academic performance," Educational Psychology
Review, vol. 10, pp. 155-174, 1998.
[12] J. D. House, "The relationship between self-beliefs, academic
background, and achievement of adolescent Asian-American students,"
Child Study Journal, vol. 27, pp. 95-110, 1997.
[13] J. D. House, "The relationship between academic self-concept,
achievement-related expectancies, and college attrition," Journal of
College Student Development, vol. 33, pp. 5-10, 1992.
[14] G. C. Yuen-Yee, and D. Watkins, "Classroom environment and
approaches to learning: An investigation of the actual and preferred
perceptions of Hong Kong secondary school students," instructional
Science, Vol. 22, pp. 233-246, 1994.
[15] J. H. Steiger, "Structural model evaluation and modification: An interval
estimation approach," Multivariate Behavioral Research, vol. 25, pp.
173-180, 1990.
[16] P. M. Bentler, "Comparative fit indexes in structural models,"
Psychological Bulletin, vol. 107, pp. 238-246, 1990.
[17] B. McCoach, "Dealing with dependence (Part II): a gentle introduction to
hierarchical linear modeling," Gifted Child Quarterly, vol. 54 no. 3, pp.
252-256, 2010.
@article{"International Journal of Business, Human and Social Sciences:64282", author = "Pei Wen Liao and Tsung Hau Jen", title = "Experimental teaching, Perceived usefulness, Ease of use, Learning Interest and Science Achievement of Taiwan 8th Graders in TIMSS 2007 Database", abstract = "the data of Taiwanese 8th grader in the 4th cycle of
Trends in International Mathematics and Science Study (TIMSS) are
analyzed to examine the influence of the science teachers- preference
in experimental teaching on the relationships between the affective
variables ( the perceived usefulness of science, ease of using science
and science learning interest) and the academic achievement in science.
After dealing with the missing data, 3711 students and 145 science
teacher-s data were analyzed through a Hierarchical Linear Modeling
technique. The major objective of this study was to determine the role
of the experimental teaching moderates the relationship between
perceived usefulness and achievement.", keywords = "TIMSS database, Science achievement, Experimental
teaching, Perceived Usefulness, Perceived Ease of Use", volume = "5", number = "12", pages = "2009-4", }
