No statistically significant differences between grade levels in the association between perceiving science as understandable and emotional engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? None of the grade × understandable-science-instruction interactions is significant (χ² = 15.685, df = 9, p = 0.07), so the main effect does not vary by grade level. → Xin Xia 2026

Evidence¶

Xin Xia 2026¶

Xin Xia, Robert Tai. (2026). Exploring the association of student perceptions of science instruction and emotional engagement: The variance between grade level. Instructional Science. https://doi.org/10.1007/s11251-026-09800-8

q2 · i? · associational · r2

Likelihood-ratio test comparing Model 4 (with grade × understandable-science interactions) to Model 2 in the multilevel analysis of 6,465 students; Model 2 was retained. No statistically significant grade differences were detected; equivalence was not tested.

"none of the interactions of model four is significant (χ obe 2 = 15.685, df = 9, p = 0.07), which means there is no statistically significant difference in the effect of perceptions of understandable science teaching on emotional engagement between grade levels."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it

Related Claims¶

• Students' perception of science instruction as clear and understandable is positively associated with their emotional engagement in science — related
• The association between perceiving science as interesting and emotional engagement is stronger in grades 4, 6, 7, 8, and 12 than in grade 3, with the steepest increase in the grade-6 transition year — related
• Students' perception of science instruction as interesting is positively associated with their emotional engagement in science — related