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.