The Influence of School Entry Skills in Literacy and Numeracy on the Science Achievement of Fourth Grade Students and Schools in Asian Regions
Yu Chen 1, Chorng-Jee Guo 2, Kam Ming Lim 3, Kong-Ju Mun 4, Hisashi Otsuji 5, Young-Shin Park 6, David Sorrell 7, Wing Mui Winnie So 1 *
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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
* Corresponding Author

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/8385

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 9, Article No: em1877

Publication date: 06 Jul 2020

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