Digital Skills and Science Achievement: Analyzing Socio-Economic Factors and Learning Views
Digital Skills and Science Achievement: Analyzing Socio-Economic Factors and Learning Views

Summary/Abstract: Background/purpose. Science education has gained more prominence as a means of educating students for the demands of a technologically evolved world. Understanding the variables influencing students' science achievement is vital for educational policymakers and practitioners. Materials/methods. The study used a hierarchical multiple regression analysis method to study data from the 2019 iteration of TIMSS, in which 5728 eighth-grade students from Dubai in the United Arab Emirates (UAE) participated. It examined the links between socioeconomic status (SES), computer self-efficacy, conceptions of learning science (like learning science, instructional clarity in science lessons, confidence in science, and valuing science), and science achievement. Results. It was found that the associations between student age, socioeconomic status, computer self-efficacy, conceptions of learning science, and science achievement are significant. Conclusion. Policymakers and educators should adopt effective strategies to reduce socioeconomic disparity amongst students, enhance conceptions of learning science, and improve students' computer self-efficacy

• Details
• Contents