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Urban–Remote Disparities in Taiwanese Eighth-Grade Students’ Science Performance in Matter-Related Domains: Mixed-Methods Evidence from TIMSS 2019

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Titel: Urban–Remote Disparities in Taiwanese Eighth-Grade Students’ Science Performance in Matter-Related Domains: Mixed-Methods Evidence from TIMSS 2019
Autoren: Kuan-Ming Chen, Tsung-Hau Jen, Ya-Wen Shang
Quelle: Education Sciences, Vol 15, Iss 9, p 1262 (2025)
Verlagsinformationen: MDPI AG, 2025.
Publikationsjahr: 2025
Bestand: LCC:Education
Schlagwörter: differential item functioning (DIF), Trends in International Mathematics and Science Study (TIMSS), urban–remote disparities, science education, matter concepts, repertory grid technique (RGT), Education
Beschreibung: This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 science assessment, while in the qualitative phase, we employed think-aloud interviews and the repertory grid technique (RGT) with 12 students (6 urban, 6 remote) to explore cognitive structures. The quantitative phase identified 26 items (12.3% of 211) disadvantaging remote students, with DIF most pronounced in constructed-response formats and matter-related domains: “Composition of Matter”, “Physical States and Changes in Matter”, and “Properties of Matter”. The follow-up qualitative analyses revealed fragmented, associative cognitive structures in remote learners, marked by reliance on observable (macroscopic) properties rather than microscopic explanations, terminological confusion, microscopic gaps, and misconceptions, contrasting with urban students’ hierarchical integration. Triangulation suggests that the observed disparities are linked to experiential constraints, potentially accounted for by hindered micro–macro connections. Our findings suggest that resource inequities may play a role in sustaining certain biases, indicating that targeted measures could help to make science education more inclusive. Based on these results, we tentatively outline possible educational interventions to improve equity in science education.
Publikationsart: article
Dateibeschreibung: electronic resource
Sprache: English
ISSN: 2227-7102
Relation: https://www.mdpi.com/2227-7102/15/9/1262; https://doaj.org/toc/2227-7102
DOI: 10.3390/educsci15091262
Zugangs-URL: https://doaj.org/article/1719eec8ce024a56832035c5637d62c8
Dokumentencode: edsdoj.1719eec8ce024a56832035c5637d62c8
Datenbank: Directory of Open Access Journals
Beschreibung
Abstract:This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 science assessment, while in the qualitative phase, we employed think-aloud interviews and the repertory grid technique (RGT) with 12 students (6 urban, 6 remote) to explore cognitive structures. The quantitative phase identified 26 items (12.3% of 211) disadvantaging remote students, with DIF most pronounced in constructed-response formats and matter-related domains: “Composition of Matter”, “Physical States and Changes in Matter”, and “Properties of Matter”. The follow-up qualitative analyses revealed fragmented, associative cognitive structures in remote learners, marked by reliance on observable (macroscopic) properties rather than microscopic explanations, terminological confusion, microscopic gaps, and misconceptions, contrasting with urban students’ hierarchical integration. Triangulation suggests that the observed disparities are linked to experiential constraints, potentially accounted for by hindered micro–macro connections. Our findings suggest that resource inequities may play a role in sustaining certain biases, indicating that targeted measures could help to make science education more inclusive. Based on these results, we tentatively outline possible educational interventions to improve equity in science education.
ISSN:22277102
DOI:10.3390/educsci15091262