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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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Bibliographic Details
Title: Urban–Remote Disparities in Taiwanese Eighth-Grade Students’ Science Performance in Matter-Related Domains: Mixed-Methods Evidence from TIMSS 2019
Authors: Kuan-Ming Chen, Tsung-Hau Jen, Ya-Wen Shang
Source: Education Sciences, Vol 15, Iss 9, p 1262 (2025)
Publisher Information: MDPI AG, 2025.
Publication Year: 2025
Collection: LCC:Education
Subject Terms: differential item functioning (DIF), Trends in International Mathematics and Science Study (TIMSS), urban–remote disparities, science education, matter concepts, repertory grid technique (RGT), Education
Description: 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.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2227-7102
Relation: https://www.mdpi.com/2227-7102/15/9/1262; https://doaj.org/toc/2227-7102
DOI: 10.3390/educsci15091262
Access URL: https://doaj.org/article/1719eec8ce024a56832035c5637d62c8
Accession Number: edsdoj.1719eec8ce024a56832035c5637d62c8
Database: Directory of Open Access Journals
Description
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