绘制学校内部因素的关系和影响,以关注学生的科学学术成果
Hafiz Muhammad Ihsan Zafeer1, Samra Maqbool1, Yu Rong1
1College of Education, Zhejiang Normal University, Jinhua, Zhejiang, 321004, China.
Heliyon
|October 14, 2024
概括
实验室,课程和教师质量等学校资源显著提高了巴基斯坦旁遮普省的科学学术成果. 投资于教育工作者和资源是学生在科学上的成功的关键.
科学领域:
- 教育研究教育研究
- 科学教育科学教育教育.
背景情况:
- 学生在科学方面的学术成绩受到各种因素的影响.
- 了解学校内部因素的影响对于改善中学科学教育至关重要.
研究的目的:
- 研究学校内部因素 (实验室,课程,教师质量) 与学生在科学科目中的学术成绩之间的关系.
- 为加强巴基斯坦旁遮普省中学科学教育提供基于证据的建议.
主要方法:
- 使用自主管理问卷的定量调查方法.
- 数据来自巴基斯坦旁遮普邦的210所中学和630名科学教师.
- 使用了探索性和确认性因子分析,部分最小方程路径建模 (PLS-PM) 和结构方程建模 (SEM).
主要成果:
- 学校实验室,课程质量和教师质量被发现对学生在科学方面的学术成果产生了显著和积极的影响.
- 测量模型显示了内部一致性,路径分析证实了假设的关系.
结论:
- 通过辅助材料提高科学教育工作者的创造力,对于实验性学习和批判性思维至关重要.
- 建议定期审查和更新课程,以及招聘认证教师和提供专业发展,以改善科学学术成果.
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