Cross-national analysis reveals how student-level and teacher-level factors impact physics achievement, indicating key areas for educational policy improvement.
Background Student achievement in physics is influenced by multiple factors operating at both individual and classroom levels. Cross-national evidence on how these factors interact is limited, in advanced science education contexts. Understanding the relative contributions of student-level and teacher-level characteristics can inform policies and practices that enhance learning outcomes.
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Pongprapan Pongsophon (2025) studied this question.
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