Science Education Reform in Qatar: Progress and Challenges

Abstract

Science education reform in Qatar has had limited success. In the Trends in International Mathematics and Science Study (TIMMS), Qatari 4th and 8th grade students have shown progress in science achievement, but they remain significantly below the international average. Also, in the Program for International Student Assessment (PISA), Qatari students have shown progress in science achievement, but they are again below the international average. To gain insight into what factors limit the students’ science achievement, the School Science Teaching Inventory Questionnaire (SSTIQ) was administered to science coordinators and teachers in 24 independent schools in Qatar. The questionnaire results, in conjunction with interviews, indicated that science coordinators and teachers believed that a set of factors was responsible, and that low student motivation was the factor that was most responsible. Low student motivation was due, in part, to textbooks being overemphasized, and inquiry-based and problem-based methods being underemphasized. Based on these findings, recommendations for improving students’ science achievement were provided.