Predictive research project on school performance on a context of science research through a structural equations model

Abstract

Conducting small contextualized science researches is essential to this study, even though there are several conditions that monitor the learning process, such as cognitive, affective, social, and others. We share the concern on student dissatisfaction towards experimental sciences and for the growing dependence on specific content. That is why, this study, while focusing on a specific content (Hooke’s law), directed at 12 and 13 year-old students from two courses, tries to create a theoretical construct predictive of school success. All teachers involved belong to the experimental sciences departments of several secondary schools in Andalusia (Spain). The predictive model that we want to implement is based on five theoretical constructs: Difficulties in Problem-Solving; Positive and Negative Emotions on Sciences’ Learning; Academic Research Model; Self-Regulation/Self- Efficiency; and, Self-Concept. These emerged from various questionnaire surveys already validated. Our hypothesis is that we can link problem-solving difficulties, positive and negative emotions in play, the development of research in the classroom to the students’ own self-regulation, self-efficiency and self-concept to predict school performance through an assessment test, which achieved validation during the pilot study.