Discipline-specific cognitive factors that influence grade 9 students’ performance in chemistry

Students’ academic performance in chemistry can be the result of a number cognitive and affective factors. This study explored influence discipline-specific factors knowledge structure, perspectives, patterns on grade 9 students' performance. One instrument measured based concept knowing, application problem solving. Six tasks with marking keys patterns. Different groups students participated pilot tests field tests. The quality six was inspected by both expert assessment raters computer-aided inspection including Rasch analysis Kendall rater-consistency reliability Correlation multiple regression relationship among According to results this research, perspective pattern all influenced students’ performances; most important factor. Based these findings, we discuss individual student relative their We recommend that instruction learning pay attention each three designed promote progress factors, especially perspectives.