Evaluating Students’ Chemistry Quantitative Reasoning Skills (QRSC) in lower-secondary schools
Bibliographic Data
| ID | 21589813 |
|---|---|
| Authors | Yanhua Fan (0000-0002-8973-2384, Henan University), Peiyao Tian (0000-0002-7608-2845, University of Hong Kong, corresponding author), Yin Ma (0000-0001-9064-9361, Henan University), Ma Yin (Henan University), Longkai Wu (0000-0002-4516-0505, Central China Normal University) |
| Year | 2025 |
| Pages | 1-23 |
| Publication date | 2025-09-07 |
| 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 | 10.1080/09500693.2025.2540619 |
| OpenAlex | W4414044871 |
| Language | EN |
| References cited | 73 |
In response to 21st-century demands for students’ Quantitative Reasoning Skills (QRS), the unique quantitative reasoning characteristics of the lower-secondary school chemistry, and the need for QRS assessment in the discipline, this study developed an instrument to assess Students’ Chemistry Quantitative Reasoning Skills (QRSC). The QRSC assessment, designed based on the SOLO taxonomy, curriculum standards, and the Higher Secondary School Entrance Examination (HSSEE) criteria, comprised 26 items and was administered to 237 students. After using Rasch analysis to score students’ performances, the study conducted descriptive statistics, independent samples t-tests, ANOVA, and the general linear model to analyse students’ overall QRSC, gender and academic achievements differences in QRSC, and the interactive effect between gender and academic achievement on QRSC. The results showed that the students’ overall QRSC level was relatively good and widely distributed. Gender had no significant effect on lower-secondary school students’ QRSC; however, there was a significant difference in QRSC among students with different academic achievements. In addition, the study found a significant interaction between gender and academic achievement in QRSC. Specifically, academic achievement can mediate the influence of gender on QRSC. Based on these findings, the study made some pedagogical recommendations for students’ QRSC development
Abstract reasoning · Chemistry Education · Concept learning · Knowledge level · Logical reasoning · Qualitative reasoning · Science education · Scientific reasoning · Teaching method · Innovative Teaching and Learning Methods · Problem and Project Based Learning · Science Education and Pedagogy
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| Highly cited | No |
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