Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after Covid-19
Based on 2018–2020 national assessment of educational achievement data
Bibliographic Data
| ID | 21589403 |
|---|---|
| Authors | Gyeong-Geon Lee (0000-0001-7844-9412, Seoul National University), Heesoo Ha (0000-0002-4523-3946, Seoul National University, corresponding author) |
| Year | 2024 |
| Volume | 46 |
| Issue | 3 |
| Pages | 281-312 |
| Publication date | 2024-02-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2230534 |
| OpenAlex | W4385270727 |
| Language | EN |
| Citations received | 1 |
| References cited | 76 |
Science academic achievement is a key construct for examining students’ science learning outcomes. While international comparative assessments like TIMSS and PISA have shown high science achievement of Korean middle school students, there is a lack of comprehensive investigation of factors influencing the achievement using domestic data. Additionally, the impact of COVID-19 on science achievement-related factors remains largely unexplored. This study utilises multi-level structural equation modelling to examine the factors affecting science achievement among Korean middle school students. By analysing data from the National Assessment of Educational Achievement (NAEA), we identify individual- and school-level variables that affect student science achievement. The model fitting results were compared before (2018–2019; N = 5771 and N = 5614) and after (2020; N = 4,623) the COVID-19 outbreak. The analysis results reveal that individual-level factors, such as self-efficacy, affective domain of science learning, and self-studying time had significant effects on science achievement consistently throughout years. School-level factors, including principal’s supervision, school climate, and science teacher’s efficacy, demonstrated significantly positive effects on science achievement only in 2020 following the COVID-19 outbreak. This study enhances our understanding of the characteristics of high-achieving Korean middle school students and highlights the role of school community in supporting student learning during uncertain circumstances like the COVID-19 pandemic
Academic achievement · Mathematics education · Science education · Statistics · Structural equation modeling · Education and Learning Interventions · Education, Safety, and Science Studies · Grit, Self-Efficacy, and Motivation · Mathematics · Medicine · Psychology
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |