A multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristics

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dc.contributor.authorHuang, Chiung-I
dc.contributor.supervisorAnderson, John O.
dc.date.accessioned2010-08-31T22:47:37Z
dc.date.available2010-08-31T22:47:37Z
dc.date.copyright2010en
dc.date.issued2010-08-31T22:47:37Z
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study investigates the effects of student sex, student’s interest in learning science and school characteristics – school type and school size- on 15-year-old scientific literacy in Canada through HLM. Using PISA data in 2006, the results showed 19% of the total variability in scientific literacy could be attributed to schools in Canada. There is a significant sex difference in scientific literacy in Canada at the student level. In addition, students’ interest in learning science is related to their scientific literacy significantly. Students who have a higher interest in learning the subjects of physics, chemistry, human biology, astronomy, and geology are predicted to achieve higher science scores than those students who have less interest in learning these subjects. In terms of the school characteristics variables, students who attend public schools have better scientific literacy scores. Also, students who go to bigger schools significantly outperform in scientific literacy.en
dc.identifier.urihttp://hdl.handle.net/1828/3014
dc.languageEnglisheng
dc.language.isoenen
dc.rightsAvailable to the World Wide Weben
dc.subjectScientific literacyen
dc.subjectSex differenceen
dc.subjectStudents' interesten
dc.subjectSchool sizeen
dc.subjectSchool typeen
dc.subjectHLMen
dc.titleA multilevel analysis of scientific literacy: the effects of students sex, students’ interest in learning science, and school characteristicsen
dc.typeThesisen

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