Research Article
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Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement

Year 2018, Volume: 17 Issue: 3, 0 - 0, 31.07.2019
https://doi.org/10.17051/ilkonline.2018.466342

Abstract

The purpose of the present study is to explore the interrelationships
among students’ perceptions of constructivist learning environment, their
learning approaches, gender and science achievement. Two hundred and forty-five
6th, 7th and 8th grade students were the
participants. As research instruments, constructivist learning environment
survey and learning approach questionnaire were used. Moreover, some
demographic information about students were used in the collection of data.
Structural equation modelling (SEM) was used to test the proposed model
regarding the interrelationships among students’ perceptions of constructivist
learning, their learning approaches, gender and science achievement. The
findings of the study showed that students’ rote learning approaches, gender
(through rote learning) and students’ perceptions of constructivist learning
environment (through meaningful learning approaches) were significantly related
to their science achievement. The study has several educational implications. 

References

  • Acar, Ö., Türkmen, L., & Bilgin, A. (2015). Examination of Gender Differences on Cognitive and Motivational Factors that Influence 8th Graders’ Science Achievement in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1027-1040. Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton, Inc. Baek, S. G., & Choi, H. J. (2002). The relationship between students’ perceptions of classroom environment and their academic achievement in Korea. Asia Pacific Education Review, 3(1), 125-135. Biggs, J. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: Some comparative studies. Educational Research Journal, 6, 27-39. Boujaoude, S. B., & Giuliano, F. J. (1994). Relationships between achievement and selective variables in a chemistry course for nonmajors. School Science and Mathematics, 94(6), 296-302. Boujaude, S. (1992). The relationship between students’ learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching, 29(7), 687-699. Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling. Research in Science & Technological Education, 34(3), 307-324. Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 106-148. Bursal, M. (2013). Longitudinal Investigation of Elementary Students' Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences. Educational Sciences: Theory and Practice, 13(2), 1151-1156. Cano F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221. Cavallo, A. M. L, Rozman, M., & Potter, W. H. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-300. Cavallo, A.M.L. (1994). Do females learn biological topics by rote more than males? The American Biology Teacher, 56, 348-352. Cavallo, A.M.L. (1996). Meaningful learning, reasoning ability, and students’ understanding and problem solving of topics in genetics. Journal of Research in Science Teaching, 33(6), 625-656. Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Hillside, NJ: Prentice Hall. Coll, R. K., Taylor, N., & Fisher, D. L. (2002). An application of the questionnaire on teacher interaction and college and university classroom environment inventory in a multicultural tertiary context. Research in Science and Technological Education, 20(2), 165-183. doi: 10.1080/0263514022000030435 Dart, B., Burnett, P., Boulton-Lewis, G., Campbell, J., Smith, D., & McCrindle, A. (1999). Classroom learning environments and students' approaches to learning. Learning Environments Research, 2, 137-156. Dart, B., Burnett, P., Purdie, N., Boulton-Lewis, G., Campbell, J. & Smith, D (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 94(3), 263-270. Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23(3), 231-254. Enwistle, N. J., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19(2), 169-194. Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Education Psychology, 102(3), 729-740. doi: 10.1037/a0018863. George, D., & Mallery, P. (2003). SPSS for Windows Step By Step: A Simple Guide and Reference (11.0 Update). Boston: Allyn and Bacon. Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33(8), 901-933. Houtz, L. E. (1995). Instructional strategy change and the attitude and achievement of seventh‐and eighth‐grade science students. Journal of Research in Science Teaching, 32(6), 629-648. Huang, S. L. (2003) Antecedents to psychosocial environments in middle school classrooms in Taiwan. Learning Environments Research, 6, 119–135. Johnson, B., & McClure, R. (2004). Validity and reliability of a shortened, revised version of the constructivist learning environment survey (CLES). Learning Environments Research, 7, 65-80. Jöreskog, K. G., & Sörbom, D. (2006). LISREL 8.80 for Windows. Computer Software. Lincolnwood, IL: Scientific Software International, Inc. Karagiannopoulou, E. & Christodoulides, P. (2005). The impact of Greek University students perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research. 43: 329-350. Kingir, S., Tas, Y., Gok, G., & Vural, S. S. (2013). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science & Technological Education, 31(3), 205-226. Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: The Guilford Press. Koul, R. B., & Fisher, D. (2003). Students’ perception of science classroom learning environment in Jammu, India: Attitudes and gender differences. Journal of Science and Mathematics Education in Southeast Asia, 26(2), 107-130. Louis, R. A., & Mistele, J. M. (2012). The differences in scores and self-efficacy by student gender in mathematics and science. International Journal of Science and Mathematics Education, 10(5), 1163-1190. Marton, F., & Saljö, R. (1976). On qualitative differences in learning: I – outcome and process. Journal of Educational Psychology, 46, 4-11. Özkal, K., Tekkaya, C., Çakıroglu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences, 19, 71-79. Özkan, Ş. (2008). Modeling elementary students’ science achievement: the interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategies. Unpublished Doctoral Thesis, Middle East Technical University, Ankara. Pallant, J. (2001). SPSS Survival Manual: A step by step guide to data analysis using SPSS for Windows (Versions 10 and 11). Maidenhead, Philadelphia: Open University Press. Rakici, N. (2004). Eight grade students' perceptions of their science learning environment and teachers' interpersonal behavior, Unpublished Master’s Thesis, Middle East Technical University, Ankara. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338 doi: 10.3200/JOER.99.6.323-338 Sun, L., Bradley, K. D., & Akers, K. (2012). A multilevel modelling approach to investigating factors impacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107-2125. Taylor, P. C., & Fraser, B. J. (1991, April). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Uysal, E. (2010). A modelling study: The interrelationships among elementary students’ epistemological beliefs, learning environment perceptions, learning approaches and science achievement, Unpublished Doctoral Thesis, Middle East Technical University, Ankara. Yerdelen-Damar, S., & Aydın, S. (2015). Relations of Approaches to Learning with Perceptions of Learning Environment and Goal Orientations. Education & Science/Egitim ve Bilim, 40(179), 269-293 Yılmaz-Tüzün, O., Çakıroglu, J., & Boone, W.J. (2006). Turkish high school students’ perceptions of constructivist learning environment in chemistry classrooms and their attitudes towards chemistry. Presented at the National Association for Research in Science Teaching (NARST), San Francisco, USA.
Year 2018, Volume: 17 Issue: 3, 0 - 0, 31.07.2019
https://doi.org/10.17051/ilkonline.2018.466342

Abstract

References

  • Acar, Ö., Türkmen, L., & Bilgin, A. (2015). Examination of Gender Differences on Cognitive and Motivational Factors that Influence 8th Graders’ Science Achievement in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1027-1040. Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton, Inc. Baek, S. G., & Choi, H. J. (2002). The relationship between students’ perceptions of classroom environment and their academic achievement in Korea. Asia Pacific Education Review, 3(1), 125-135. Biggs, J. (1991). Approaches to learning in secondary and tertiary students in Hong Kong: Some comparative studies. Educational Research Journal, 6, 27-39. Boujaoude, S. B., & Giuliano, F. J. (1994). Relationships between achievement and selective variables in a chemistry course for nonmajors. School Science and Mathematics, 94(6), 296-302. Boujaude, S. (1992). The relationship between students’ learning strategies and the change in their misunderstandings during a high school chemistry course. Journal of Research in Science Teaching, 29(7), 687-699. Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling. Research in Science & Technological Education, 34(3), 307-324. Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 106-148. Bursal, M. (2013). Longitudinal Investigation of Elementary Students' Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences. Educational Sciences: Theory and Practice, 13(2), 1151-1156. Cano F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221. Cavallo, A. M. L, Rozman, M., & Potter, W. H. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-300. Cavallo, A.M.L. (1994). Do females learn biological topics by rote more than males? The American Biology Teacher, 56, 348-352. Cavallo, A.M.L. (1996). Meaningful learning, reasoning ability, and students’ understanding and problem solving of topics in genetics. Journal of Research in Science Teaching, 33(6), 625-656. Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Hillside, NJ: Prentice Hall. Coll, R. K., Taylor, N., & Fisher, D. L. (2002). An application of the questionnaire on teacher interaction and college and university classroom environment inventory in a multicultural tertiary context. Research in Science and Technological Education, 20(2), 165-183. doi: 10.1080/0263514022000030435 Dart, B., Burnett, P., Boulton-Lewis, G., Campbell, J., Smith, D., & McCrindle, A. (1999). Classroom learning environments and students' approaches to learning. Learning Environments Research, 2, 137-156. Dart, B., Burnett, P., Purdie, N., Boulton-Lewis, G., Campbell, J. & Smith, D (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 94(3), 263-270. Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23(3), 231-254. Enwistle, N. J., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19(2), 169-194. Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Education Psychology, 102(3), 729-740. doi: 10.1037/a0018863. George, D., & Mallery, P. (2003). SPSS for Windows Step By Step: A Simple Guide and Reference (11.0 Update). Boston: Allyn and Bacon. Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33(8), 901-933. Houtz, L. E. (1995). Instructional strategy change and the attitude and achievement of seventh‐and eighth‐grade science students. Journal of Research in Science Teaching, 32(6), 629-648. Huang, S. L. (2003) Antecedents to psychosocial environments in middle school classrooms in Taiwan. Learning Environments Research, 6, 119–135. Johnson, B., & McClure, R. (2004). Validity and reliability of a shortened, revised version of the constructivist learning environment survey (CLES). Learning Environments Research, 7, 65-80. Jöreskog, K. G., & Sörbom, D. (2006). LISREL 8.80 for Windows. Computer Software. Lincolnwood, IL: Scientific Software International, Inc. Karagiannopoulou, E. & Christodoulides, P. (2005). The impact of Greek University students perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research. 43: 329-350. Kingir, S., Tas, Y., Gok, G., & Vural, S. S. (2013). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science & Technological Education, 31(3), 205-226. Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: The Guilford Press. Koul, R. B., & Fisher, D. (2003). Students’ perception of science classroom learning environment in Jammu, India: Attitudes and gender differences. Journal of Science and Mathematics Education in Southeast Asia, 26(2), 107-130. Louis, R. A., & Mistele, J. M. (2012). The differences in scores and self-efficacy by student gender in mathematics and science. International Journal of Science and Mathematics Education, 10(5), 1163-1190. Marton, F., & Saljö, R. (1976). On qualitative differences in learning: I – outcome and process. Journal of Educational Psychology, 46, 4-11. Özkal, K., Tekkaya, C., Çakıroglu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences, 19, 71-79. Özkan, Ş. (2008). Modeling elementary students’ science achievement: the interrelationships among epistemological beliefs, learning approaches, and self-regulated learning strategies. Unpublished Doctoral Thesis, Middle East Technical University, Ankara. Pallant, J. (2001). SPSS Survival Manual: A step by step guide to data analysis using SPSS for Windows (Versions 10 and 11). Maidenhead, Philadelphia: Open University Press. Rakici, N. (2004). Eight grade students' perceptions of their science learning environment and teachers' interpersonal behavior, Unpublished Master’s Thesis, Middle East Technical University, Ankara. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338 doi: 10.3200/JOER.99.6.323-338 Sun, L., Bradley, K. D., & Akers, K. (2012). A multilevel modelling approach to investigating factors impacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107-2125. Taylor, P. C., & Fraser, B. J. (1991, April). Development of an instrument for assessing constructivist learning environments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Uysal, E. (2010). A modelling study: The interrelationships among elementary students’ epistemological beliefs, learning environment perceptions, learning approaches and science achievement, Unpublished Doctoral Thesis, Middle East Technical University, Ankara. Yerdelen-Damar, S., & Aydın, S. (2015). Relations of Approaches to Learning with Perceptions of Learning Environment and Goal Orientations. Education & Science/Egitim ve Bilim, 40(179), 269-293 Yılmaz-Tüzün, O., Çakıroglu, J., & Boone, W.J. (2006). Turkish high school students’ perceptions of constructivist learning environment in chemistry classrooms and their attitudes towards chemistry. Presented at the National Association for Research in Science Teaching (NARST), San Francisco, USA.
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Details

Primary Language English
Journal Section Araştırma Articlesi
Authors

Yezdan Boz

Sevda Yerdelen-damar This is me

Hatice Belge-can

Publication Date July 31, 2019
Published in Issue Year 2018 Volume: 17 Issue: 3

Cite

APA Boz, Y., Yerdelen-damar, S., & Belge-can, H. (2019). Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement. İlköğretim Online, 17(3). https://doi.org/10.17051/ilkonline.2018.466342
AMA Boz Y, Yerdelen-damar S, Belge-can H. Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement. EEO. July 2019;17(3). doi:10.17051/ilkonline.2018.466342
Chicago Boz, Yezdan, Sevda Yerdelen-damar, and Hatice Belge-can. “Investigation of Relations Among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement”. İlköğretim Online 17, no. 3 (July 2019). https://doi.org/10.17051/ilkonline.2018.466342.
EndNote Boz Y, Yerdelen-damar S, Belge-can H (July 1, 2019) Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement. İlköğretim Online 17 3
IEEE Y. Boz, S. Yerdelen-damar, and H. Belge-can, “Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement”, EEO, vol. 17, no. 3, 2019, doi: 10.17051/ilkonline.2018.466342.
ISNAD Boz, Yezdan et al. “Investigation of Relations Among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement”. İlköğretim Online 17/3 (July 2019). https://doi.org/10.17051/ilkonline.2018.466342.
JAMA Boz Y, Yerdelen-damar S, Belge-can H. Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement. EEO. 2019;17. doi:10.17051/ilkonline.2018.466342.
MLA Boz, Yezdan et al. “Investigation of Relations Among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement”. İlköğretim Online, vol. 17, no. 3, 2019, doi:10.17051/ilkonline.2018.466342.
Vancouver Boz Y, Yerdelen-damar S, Belge-can H. Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement. EEO. 2019;17(3).

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