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An Explication of a Path Model of Classroom Teaching: mediating effects of practical work on physics achievement
Author(s) -
Cheung K. C.
Publication year - 1992
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192920180408
Subject(s) - explication , mathematics education , explanatory power , path analysis (statistics) , subject matter , causal model , work (physics) , teaching method , academic achievement , style (visual arts) , psychology , pedagogy , computer science , physics , mathematics , epistemology , curriculum , history , philosophy , statistics , archaeology , quantum mechanics , machine learning , thermodynamics
This article seeks to examine how laboratory and practical work mediates the effects of school provision and teaching style, via students' opportunity to learn the subject matter, on students' physics achievement. As a result of careful composition of variable constructs, a causal model of classroom physics teaching at the sixth form (grade 12) level in Hong Kong was explicated with high explanatory power and parsimonious structural relationships. This study drew its data from the second IEA International Science Study. Replications of the analyses across school systems and grade levels will be valuable for comparing instructional effectiveness and locating exemplary teaching practices.