Exploring changes in grade 4 science attitudes and performance before and after the COVID-19 pandemic

This study examines changes in Grade 4 students’ attitudes toward science and their academic performance in the United Arab Emirates (UAE) before and after the COVID-19 pandemic. Using data from the 2019 and 2023 TIMSS cycles and guided by Bronfenbrenner’s Ecological Systems Theory, this research analyses how demographic and attitudinal factors influence science achievement. The results revealed a modest improvement in performance after the pandemic, with students expressing stronger interest in science but weaker connections with teachers. Absenteeism was the strongest predictor of achievement, followed by home resources and language use. These findings highlight how family engagement, regular attendance, and teacher–student relationships remain vital to learning recovery. The study concludes that sustainable progress in science education depends on integrating technological innovation with emotional and relational support, ensuring that all students benefit from a balanced, inclusive, and human-centered educational system.