Science Teaching Practices and Learning Outcomes in High-Performing Asian Countries: Comparing TIMSS and PISA 2015

Aditomo, Anindito (2019) Science Teaching Practices and Learning Outcomes in High-Performing Asian Countries: Comparing TIMSS and PISA 2015. In: 8th International IEA Research Conference, 24-25 Juni 2019, Copenhagen, Denmark.

[thumbnail of Anindito Aditomo_IMSS and PISA 2015.pdf] PDF
Anindito Aditomo_IMSS and PISA 2015.pdf

Download (11MB)


This study explores the extent to which TIMSS and PISA yield consistent patterns of associations between science teaching and affective as well as cognitive outcomes in 5 high performing Asian countries. Items with similar content were identified and selected to represent two forms of instruction: “inquiry” and “interactive” science teaching. Multi-group ESEM of the measurement model established metric-level invariance across the 5 countries. Subsequently, multigroup multilevel SEM revealed markedly different patterns of teaching-learning relationships between the two assessments. The results show that PISA and TIMSS do not always converge or lead to consistent conclusions, especially regarding the associations between teaching and cognitive outcome (achievement). Results from PISA indicate that inquiry is associated with lower achievement, while interactive teaching with higher achievement, In contrast, the weak and non-significant relations found in TIMSS suggest that the relations between both forms of teaching and learning outcomes may be more contextual. A better understanding of the reasons behind these diverging findings is necessary before stronger conclusions can be made about the effects of interactive and inquiry-based science teaching. This paper argues that one of the more probable explanations is related to the source of data (student perceptions vs. teacher reports). That is, teachers and students may interpret descriptions of teaching practices (e.g. “students are asked to draw conclusions from experiments”) in systematically different ways. Further research is needed to test this and other possible explanations.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: science education, inquiry-based learning, intrinsic motivation, achievement, large-scale assessment
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: Faculty of Psychology > Department of Psychology
Depositing User: Anindito Aditomo 205003
Date Deposited: 11 Apr 2023 14:52
Last Modified: 13 Mar 2024 02:31

Actions (login required)

View Item View Item