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This study used data from the 2006 PISA Hong Kong sample to examine factors impacting science achievement for secondary students using a multilevel model. At the student level, the results showed that male students, students from high socioeconomic families, students with higher motivation/self-efficacy, and students whose parents value science highly demonstrated higher achievement. At the school level, results indicated that school science achievement differences can be explained by school enrollment size

Author

mark

Language

EN