Background/purpose: Science education has gained more prominence as a means of educating students for the demands of a technologically evolved world. Understanding the variables influencing students' science achievement is vital for educational policymakers and practitioners. Materials/methods: The study used a hierarchical multiple regression analysis method to study data from the 2019 iteration of TIMSS, in which 5728 eighth-grade students from Dubai in the United Arab Emirates (UAE) participated. It examined the links between socioeconomic status (SES), computer self-efficacy, conceptions of learning science (like learning science, instructional clarity in science lessons, confidence in science, and valuing science), and science achievement. Results: It was found that the associations between student age, socioeconomic status, computer self-efficacy, conceptions of learning science, and science achievement are significant. Conclusion: Policymakers and educators should adopt effective strategies to reduce socioeconomic disparity amongst students, enhance conceptions of learning science, and improve students' computer self-efficacy.