Evaluating scientific reasoning ability: Student performance and the interaction effects between grade level, gender, and academic achievement level

Abstract Few studies focused on exploring students’ scientific reasoning ability (SRA) using self-developed test based on large sample. The main purposes of this study were to evaluate and analyze the differences in SRA between genders, grade levels, and academic achievement levels (AAL) in science, and the interaction effects of the latter three variables. The 23-item SRA test used has been validated and revised based on our previously developed six-level scientific reasoning framework and the results of our previous empirical study. A large sample participated in this study comprising 2,261 students in grades 7, 8, and 9 from a city of Mainland China. Their performance was analyzed using Rasch modeling to categorize the SRA levels and ability ranges based on the framework. Participants’ SRA tended to increase with grade level and AAL, with significant differences. Male students outperformed female students significantly. Moreover, General Linear Model analysis revealed the significant interaction effects of AAL on gender and grade level. This study provides further empirical insights into how the teachers facilitate students’ development of SRA according to students’ academic performance, gender and grade levels.