We examined the predictability of non-cognitive variables for students' mathematics achievement, based on large-scale international databases of the TIMSS 2003, 2007, and 2011, and the PISA 2003 and ...2012. We synthesized empirical evidence about 65 non-cognitive variables, which were categorized into 13 research domains of educational psychology—affect, curriculum/content exposure, homework, learning and instructional time, motivation, personality traits, planned behavior, school climate, self-beliefs/social-cognitive theory, self-regulatory learning style/strategies, teacher behavior, value, and vocational interest. Our analyses showed that a group of self-beliefs constructs, in particular, self-efficacy in PISA, confidence in TIMSS, and educational aspiration, in both TIMSS and PISA, were the best predictors of individual-level student achievement in mathematics. The present review supports the claim that students' projective judgements about their own ability and future selves are particularly important for their academic achievement. We discuss potential educational initiatives to maximize educational outcomes of students from diverse cultural and national backgrounds.
•Self-beliefs are the best predictors of individual-level student achievement.•The effect of self-efficacy belief is stronger than that of SES at the individual-level.•SES was the strongest, positive predictor of country-level student achievement.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
The article presents results and analysis of data from a national survey conducted among teachers, regarding the science literacy of Bulgarian students.
The conducted international studies PISSA and ...TIMSS show that the results of Bulgarian students are below the average for the study. In the field of natural sciences, the most significant decrease was observed, with the average score of Bulgarian students according to PISSA data falling by 22 points in the study conducted in 2018, compared to 2015.
The research presented in this article was conducted through an online questionnaire with 15 questions of different types. 105 teachers participated in the study. The results show that teachers use different methods to build science literacy in students. Teachers share that they are partially or not familiar with the results of the PISSA and TIMSS international studies conducted in our country, in the years 2015 and 2019. They need additional methodical help and literature for acquiring further knowledge and skills for improving science literacy among students.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
To motivate students, intrinsic interest is generally preferred over the instrumental values (useful for future study/work) of the tasks. Such general principles could be complicated by the ...differential work-related values and attitudes across cultures. Understanding and applying the appropriate motivational systems in congruence with students' cultural beliefs is important. Using self-determination theory, we examined the possible differential importance (and other complicated interactions) of motivational factors in representative student samples from 19 countries and economies in two cohorts of large-scale international surveys (in total 188,481 students in the Trends in International Mathematics and Science Study TIMSS, 2015 and 2019). Results showed that emphasizing task instrumental values helped academic performance for students with a low intrinsic interest in collectivistic cultures. In contrast, stressing instrumental values did not help low-interest students in individualistic cultures. Notably, intrinsic motivation facilitates academic performance universally in all cultures.
•Low-intrinsic collectivist students will benefit from instrumental motivation.•Only intrinsic motivation was positively influential for individualistic students.•A cultural interactive model is supported.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
•A cognitive diagnosis method for mathematical competency evaluation is developed.•A scheme of student formative individual evaluation is constructed.•A perspective of cognitive diagnostic assessment ...adaptation is sought for TIMSS assessment.•The results of TIMSS evaluation of Chinese students and a comparative analysis with those of other countries are provided.
With a set of the Trends in International Mathematics and Science Study (TIMSS) 2015 test items as the assessment tool, this study constructed a mathematics competency assessment framework composed of eight attributes, and formed a Q matrix using data of 4,733 students in the four provinces (cities) of mainland China. Through model comparisons, this study selected the mixed model and made in-depth analyses of attribute mastery from four aspects: international comparative analysis, learning path analysis, learning progression construction, and personalized report development. The study found obvious advantages in most attributes of Chinese students’ basic mathematics competencies. The learning path was rich with large knowledge status distributed in the second, third, and fourth level of learning progression. It provided a basis for a detailed understanding of the basic mathematics competencies of Chinese students and their current situation in international education. It also provided a methodological basis for the cognitive diagnosis assessment of students’ mathematics competencies.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Abstract Inquiry‐Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science ...teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of inquiry‐based teaching practices among Grade 9 science teachers in South Africa. To this end, quantitative data from 537 educators who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 national assessment were utilized. Data were analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis. Results revealed that four variables at different socioeconomic levels were perceived to strongly predict teachers' implementation of inquiry teaching practices. These factors include teachers' job satisfaction, instructional resource shortage, and teachers' perception of the significance of various assessment strategies at the mesosystem level as well as teachers' participation in professional development at the exosystem level. Significant correlations exist between some of the predictive variables. Implications for policy are discussed.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
Different approaches are employed when teaching environmental issues. One approach, termed the “environmental scientific approach,” perceives environmental education as part of life or earth ...sciences, providing factual, scientific knowledge. Another approach, termed the “environmental sustainability citizenry approach”, emphasizes sustainability and balancing between the need to move forward technologically and economically and the need to protect the environments in which we and others live. A synthesis of the two approaches encompasses both environmental scientific literacy and environmental sustainability citizenry. This article examines the degree to which changes in the emphasis given to the two approaches worldwide and in Israel impacted the achievements of Israeli eighth graders in this field. Based primarily on data from the Third Mathematics and Science Study-(TIMSS), the findings indicate that the TIMSS tests were biased toward the “environmental scientific” approach, in contrast to the more recent and accepted trends of the “environmental sustainability citizenry approach” embedded in Israeli curriculum. The assessment of environmental achievements in Israel, that was based on the biased test of the TIMSS study, fails to accurately reflect both the curricular changes that have taken place in Israel in this field and students' achievements, thus rendering this assessment inappropriate for this purpose.
•Do the school-factors teaching quality, climate, and SES influence the within-school slope of achievement on student SES?•Data from TIMSS 2011 Grade 8 for 50 educational systems was analysed with ...two-level random slopes models.•School SES was the strongest determinant of within-school slope differences for many educational systems.•When school SES relates negatively to within-school slope the system is compensatory with respect to student SES.
The main aim of the study was to identify school characteristics that can reduce the relation between socio-economic status (SES) and achievement, so that equity of educational outcomes can be improved. Data from 50 countries participating in the Trends in International Mathematics and Science Study (TIMSS) conducted in 2011, focusing on Grade 8 mathematics, was analysed. Two-level random slopes models fitted at school- and student-levels were used to investigate the influence of quality and quantity of instruction, school climate, and school SES on the within-school regression slope for achievement on SES. The results showed school SES to be the strongest determinant of slope differences across schools and educational systems. Whether school SES relates negatively or positively to the within-school regression of achievement on student SES is an indicator of whether the educational system is compensatory or anti-compensatory with respect to student SES.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Abstract Standardised tests of academic basic skills are an established feature of contemporary Australian schooling. Assessment results are widely reported and directly influence educational ...policymaking. Furthermore, Australian national educational priorities are linked to educational system accountability via the results of standardised tests. Given the influence and importance of assessment data, this paper aimed to collate publicly available data from four assessment programmes undertaken by Australian students, and document long‐term trends in average achievement across all available assessments. Results are reported from three international assessments, the Progress in International Reading Literacy Study, the Trends in International Mathematics and Science Study and the Programme for International Student Assessment (PISA), along with the only Australian assessment, the National Assessment Program: Literacy and Numeracy. Of these four, only PISA demonstrated systematic declines in average scores over time. For the remaining three programmes, results in the primary school years showed initial improvements that were subsequently maintained over remaining iterations of the tests. In secondary school, students' average results neither declined nor increased appreciably over time. The consensus of the four largest assessment programmes undertaken by Australian students since 1995 thus fails to support the prevailing narrative of a broadscale decline in academic skills attainment.
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CEKLJ, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
The purpose of the present study was to relate a principal’s qualifications with a school’s emphasis on academic success. Participants were n = 206 principals of respective schools in Saudi Arabia ...that took part in the study as a function of the TIMSS-2019 assessment. Principals were administered the eleven-item “School Emphasis on Academic Success” scale. A binary covariate defining low and high principal qualifications was computed. The Multiple Indicators Multiple Causes (MIMIC) model was involved with the latent means of both a general and three specific factors being regressed on the covariate to evaluate latent mean differences across differentially qualified principals. Furthermore, each one of the instrument’s indicators was regressed on the principal covariate to evaluate the presence of Differential Item Functioning (DIF) or in other words additional effects due to item content. Results indicated a significant omnibus effect for the general factor only, with highly qualified principals holding significantly more positive beliefs about how parents, teachers, and students feel about their school’s emphasis on academic success. Further analyses at the item level indicated that “teacher expectations” were the single item presenting a DIF effect with highly qualified principals having stronger beliefs about their teacher’s expectations of student success over and above the latent factor mean. Results are discussed on how they inform educational policy and practice.
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