Students' Engagement in Science Learning in relation to NGSS Practices and Academic Achievement Levels: A Video Analysis Study in Oman and Qatar

ISA, PIRLS, and TIMSS results showed differences between primary and secondary school students' learning outcomes in science in all participating countries. Research shows that teaching and learning variables are essential predictors for successful learning processes. It is difficult to determine the effectiveness of isolated treatments without controlling as many influences on teaching and learning as feasible. Therefore, maintaining features of science classroom practices is essential for reaching good quality instruction. To the researchers' knowledge, no research study has investigated the relationships between classroom practices and students' engagement in science learning in Arab countries such as Oman and Qatar. Thus, through video analysis showing the actual teaching/learning interactions in science classrooms in Oman and Qatar, this proposed qualitative research project aims to understand how student engagement in science learning is associated with Next Generation Science Standards (NGSS) practices and science achievement levels. Learning engagement is defined in this study as the ability to engage in an effective learning process in science lessons both motivationally and behaviorally. NGSS combines content and practices and provides an appropriate context for learning, and they are currently considering critical educational goals. NGSS focus on the eight practices of science and engineering that are essential in K?12 STEM education, which are: (1) asking questions (for science) and defining problems (for engineering), (2) developing and using models, (3) planning and carrying out investigations, (4) analyzing and interpreting data, (5) using mathematics and computational thinking, (6) constructing scientific explanations, (7) designing solutions (for engineering) and (8) engaging in argument from evidence, obtaining, evaluating, and communicating information. In terms of scientific achievement, the project will use students' science achievement records at school in both countries. To identify the relations among the referred variables, the analysis of videos is essential for classroom observations. Videotaping a lesson enables the study to focus on different aspects of learner engagement. This project will collect data on classroom practices and student learning engagement using video analysis instrument in both countries. A meta-level coding manual for learning engagement will be developed to gather video data. Partial Least Squares Structural Equation Modelling (PLS-SEM) and comparisons of multidimensional learning engagement and NGSS practices and achievement levels will be used. Six research questions (RQ) will guide the project: (RQ1) What are different patterns of learning engagement exhibited in science classrooms in Oman and Qatar? (RQ2) What are the different pedagogies and teacher practices related to NGSS practices that appear in science classrooms in Oman and Qatar? (RQ3) Is there a statically significant difference between boys' and girls' learning engagement in science in Oman and Qatar? (RQ4) How do the patterns of learning engagement in science classrooms in Oman and Qatar differ for different NGSS practices that students engage in? (RG5) What are the good NGSS practices of teachers in both countries (Oman and Qatar)? (RQ6) What patterns of interrelationships among the students' learning engagement, NGSS practices, and science achievement levels can be found in science classrooms in Oman and Qatar? Several benefits to Oman and Qatar will obtain from this project. These are: 1. Conduct intercultural and inter-societal comparison of teaching processes between Oman and Qatar. 2. Exchange the good practices in both countries, which can impact improving the learning environment and NGSS implementation. 3. Continuing professional development and improving teacher education and teacher learning programs according to NGSS practices. 4. Clarify the characteristics of science practices across different grades and subjects. 5. Give information on the quality of instruction in Oman and Qatar by considering students' learning characteristics and learning engagement regarding NGSS practices. 6. Provide a valid and reliable video analysis instrument which leads to developing a software for classroom video analysis that can help teachers and students to improve their practices and performances. The instrument could help researchers and teachers interpret which phases of knowledge development and practices teachers perform better or need to improve to facilitate student learning engagement. 7. Help pre-service teachers who do practicum and help in-service teachers understand how their students learn and what they need to evolve based on the NGSS practices. 8. Improve the quality of instruction in both countries, foster the classroom environment and thus improve student learning outcomes, influencing their performance in international tests such as TIMSS and PISA. 9. Raise Omani and Qatari students' awareness and aspiration for science careers, 10. Promote sustainable development of the Omani and Qatari society by increasing students' interest in and engagement with science-related specialties.