Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement

Year 2018, Volume: 17 Issue: 3, 0 - 0, 31.07.2019

Yezdan Boz , Sevda Yerdelen-damar Hatice Belge-can

https://doi.org/10.17051/ilkonline.2018.466342

Cited By: 1

Abstract

The purpose of the present study is to explore the interrelationships
among students’ perceptions of constructivist learning environment, their
learning approaches, gender and science achievement. Two hundred and forty-five
6^th, 7^th and 8^th grade students were the
participants. As research instruments, constructivist learning environment
survey and learning approach questionnaire were used. Moreover, some
demographic information about students were used in the collection of data.
Structural equation modelling (SEM) was used to test the proposed model
regarding the interrelationships among students’ perceptions of constructivist
learning, their learning approaches, gender and science achievement. The
findings of the study showed that students’ rote learning approaches, gender
(through rote learning) and students’ perceptions of constructivist learning
environment (through meaningful learning approaches) were significantly related
to their science achievement. The study has several educational implications. 

Keywords

Gender differences, Learning approaches, Perceptions of learning environment, Science achievement, Structural equation modelling

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