Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts
Bibliographic Data
| ID | 21392703 |
|---|---|
| Authors | Pey-Yan Liou (0000-0001-5657-2049, Department of Education Korea University Seoul Korea, corresponding author), Eunjung Myoung (0000-0002-0853-6251, Department of Education Korea University Seoul Korea) |
| Year | 2023 |
| Volume | 107 |
| Issue | 6 |
| Pages | 1485-1506 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21812 |
| OpenAlex | W4384030472 |
| Language | EN |
| Citations received | 3 |
| References cited | 73 |
A hotly debated topic is the effectiveness of inquiry‐based instructional practice in science classrooms on student achievement and motivation. Numerous studies based on multinational large‐scale education data show such student‐centered instructional practice positively led to students' motivational beliefs but was negatively associated with science achievement. Current literature, however, drew such a conclusion based on the measures of instructional practice from students' perceptions, not teachers, despite teachers being the subject matter experts and actual implementers of classroom activities. Thus, this study examined the relationships between teacher‐perceived instructional practice, science motivational beliefs, and science achievement. Specifically, this study investigated the predictive effects of instructional practices on aggregated student motivational beliefs (i.e., self‐concept, utility value, and intrinsic value) and science achievement in the classroom context. Moreover, the study explored the contextual effects of student motivational beliefs on science achievement. We examined 3861 eighth graders' data nested within 168 science classrooms in the Korean portion of the latest Trends in International Mathematics and Science Study using multilevel structural equation modeling. The results showed that the inquiry‐based instructional approach did not predict science achievement or motivational beliefs at the classroom level. On the other hand, student self‐concept and utility value positively predicted individual achievement, while classroom‐level utility value statistically predicted average classroom achievement. In other words, the significant effect of classroom‐level utility value on achievement was beyond the effect of individual utility value. The unique contributions of the study lie in advancing the science education literature with a fresh reflection on such relationships by using a less examined data source (i.e., teacher perceptions), focusing on the classroom context (i.e., classroom‐level science motivational beliefs and achievement), and situating in an underrepresented country (i.e., Korea) in the literature. The results shed light on the discrepancies in the effectiveness of instructional practice perceived by teachers versus students on desired educational outcomes in a learning context. This study also discusses the practical and methodological implications for instructional and motivational research
Academic achievement · Context (archaeology) · Mathematics education · Pedagogy · Perception · Science education · Student achievement · Value (mathematics) · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Motivation and Self-Concept in Sports · Psychology
The multilevel latent covariate model
Classroom Climate and Contextual Effects
Attitudes towards science
Comparison between self-concept and self-efficacy in academic motivation research
Efficiency and equity in schools around the world
Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
A comparison of full information maximum likelihood and multiple imputation in structural equation modeling with missing data.
The Theoretical Foundations of Principal Factor Analysis, Canonical Factor Analysis, and Alpha Factor Analysis
Doubly Latent Multilevel Analyses of Classroom Climate
Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Reforming Science Teaching
Culture's Consequences on Student Motivation
Cutoff criteria for fit indexes in covariance structure analysis
Motivational Beliefs, Values, and Goals
Common method biases in behavioral research
Sources of Method Bias in Social Science Research and Recommendations on How to Control It
A general multilevel SEM framework for assessing multilevel mediation.
Motivational factors that influence student science achievement
Forms of inquiry-based science instruction and their relations with learning outcomes
An analysis of science instruction for the science practices
Investigating underrepresented and first‐generation college students' science and math motivational beliefs
A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States
Students' attitudes toward science and science achievement
The Confucius connection
Education and Family in Korean Society
Motivational pathways to STEM career choices
Doubly-Latent Models of School Contextual Effects
The mediation effect of student self-efficacy between teaching approaches and science achievement
Buying, selling and outsourcing educational reform
Relationships among instructional practices, students’ motivational beliefs and science achievement in Taiwan using hierarchical linear modelling
Boys are Affected by Their Parents More Than Girls are
International Large-Scale Assessment Data
Phases of inquiry-based learning
Parental Involvement and Students' Cognitive Outcomes in Korea
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |