In this study, the effects of some student (e.g., gender, bullying, etc.) and school variables (e.g., emphasis on academic achievement, clarity of teaching, etc.) on the TIMSS 2015 science and ...mathematics achievement of eighth grade students in Türkiye were examined by controlling for the socioeconomic status of the students at the student and school level. The analyses were performed using the multilevel modelling method and the HLM8 package program. The findings show that school variables account for 34% of the variability in the TIMSS 2015 science achievement of eight grade students, while student variables account for 66%. Similar to this, school variables account for 35% of the variability in these students' mathematics achievement and student variables for 65% of it. The socioeconomic status of the school at the school level and students' confidence in learning the lesson at the student level are the two variables that have the strongest effects on students' achievement in science and mathematics. According to the results, other variables that have a significant effect on students' achievement in both science and mathematics at the school level are the clarity of teaching, the emphasis on academic achievement, and the school bullying level. Furthermore, school discipline problems have an effect on students' mathematics achievement. However, school resources and teacher qualifications do not have a significant effect on student achievement. Home educational resources and bullying among students are two important variables that effect how well students do in science and mathematics. The effect of gender and value learning the lesson on science achievement was significant, whereas the effect on mathematics achievement was not. The effect of like learning lesson on student achievement is significant only for mathematics.
Penelitian ini bertujuan untuk mendeskripsikan profil penalaran siswa SMP kelas VIII gender laki-laki dan perempuan dalam pemecahan masalah matematika TIMSS di SMPN 5 Samarinda. Penelitian ini ...merupakan jenis penelitian eksploratif dengan pendekatan kualitatif. Penggunaan pendekatan kualitatif didasarkan atas pertimbangan karena penelitian ini berlatar alami dan instrumen utama dalam penelitian ini adalah peneliti sendiri. Analisis dilakukan secara mendalam pada siswa gender laki-laki dan perempuan dalam memecahkan masalah matematika yang diberikan. Tahapan analisis data dalam penelitian ini meliputi tahap klasifikasi data, reduksi data, penyajian data, dan interpretasi data. Hasil penelitian menunjukkan bahwa subjek gender laki-laki mampu memahami masalah dengan baik informasi yang diketahui dan kecukupan informasi dari masalah matematika TIMSS, serta dapat melakukan penyelesaian dengan baik dan mengungkapkan bahwa langkah yang dilakukan telah sesuai dengan rencana. Sedangkan penalaran subjek gender perempuan yaitu subjek telah mampu memahami masalah dengan menyebutkan informasi yang diketahui, namun belum mampu menganalisis masalah dengan tepat, sehingga pada tahap melaksanakan pemecahan masalah subjek gender perempuan menunjukkan hasil yang belum baik.
Effect size reporting is crucial for interpretation of applied research results and for conducting meta-analysis. However, clear guidelines for reporting effect size in multilevel models have not ...been provided. This report suggests and demonstrates appropriate effect size measures including the ICC for random effects and standardized regression coefficients or
f
2
for fixed effects. Following this, complexities associated with reporting
R
2
as an effect size measure are explored, as well as appropriate effect size measures for more complex models including the three-level model and the random slopes model. An example using TIMSS data is provided.
TIMSS (Trends in International Mathematics and Science Study) study shows that Indonesia's mathematical problem-solving ability scores are below the average. This study aims to identify math problems ...in the 2013 grade VII curriculum students' books for even semesters based on the cognitive dimensions of TIMSS. This research is library research using a qualitative approach. The instrument in this study uses analytical guidelines based on the cognitive dimensions of the 2015 TIMSS, which consists of three domains, namely knowledge (knowing 35%), application (applying 40%), and reasoning (reasoning 25%). The results of the identification of 150 questions in which were identified obtained the level of the proportion of cognitive domains by the proportions tested in the TIMSS. The questions in the book have provided provisions for preparing and empowering students' thinking development to solve mathematical problems. Abstrak: TIMSS (Trends in Internasional Mathematics and Science Study) menunjukkan bahwa kemampuan pemecahan masalah matematika siswa Indonesia masih berada di bawah rata-rata. Penelitian ini bertujuan untuk mengidentifikasi soal matematika dalam buku siswa kurikulum 2013 kelas VII semester genap berdasarkan dimensi kognitif dari TIMSS. Penelitian ini bersifat kepustakaan dengan menggunakan pendekatan kualitatif. Instrumen dalam penelitian ini menggunakan pedoman analisis berdasarkan dimensi kognitif dari TIMSS 2015 yang terdiri atas tiga domain yaitu pengetahuan (knowing 35%), penerapan (applying 40%), dan penalaran (reasoning 25%). Hasil identifikasi dari 150 soal diperoleh tingkat proporsi domain kognitifnya sesuai dengan proporsi yang diuji dalam TIMSS. Soal-soal dalam buku tersebut sudah mampu memberikan bekal dalam mempersiapkan dan memberdayakan tingkat perkembangan berpikir siswa untuk memecahkan masalah matematika.
Given that teacher shortage is an international problem, teacher job satisfaction merits closer attention. Not only is job satisfaction closely related to teacher retention, but it also contributes ...to the well-being of teachers and their students, overall school cohesion and enhanced status of the teaching profession. This study investigates the relations between teacher job satisfaction, school working conditions and teacher characteristics for eighth grade mathematics teachers. The study employs TIMSS 2015 (Trends in International Mathematics and Science Study) data from Sweden. Confirmatory factor analysis and structural equation modelling are used as main methods. Results demonstrate a substantial association between school working conditions and teacher job satisfaction. More specifically, teacher workload, teacher cooperation and teacher perceptions of student discipline in school were the factors most closely related to teacher job satisfaction. As to teacher characteristics, female teachers, teachers with more exposure to professional development and more efficacious teachers tended to have higher levels of job satisfaction. In addition, it was found that the relationship between the extent of teacher cooperation and job satisfaction was more pronounced for male teachers, while student discipline was more important for job satisfaction of teachers with lower self-efficacy beliefs. Implications for policy are further discussed.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Learning trajectory describes the student's learning progress or steps in one area through which teaching and learning can be linked. The cognitive diagnostic model (CDM) is an emerging evaluation ...theory in education measures. Researchers can determine students' mastery of fine-grained knowledge points by describing the learning trajectory based on CDM. The present study is based on the Trends in International Mathematics and Science Study (TIMSS) 2019, particularly, 21 mathematical items in the fourth grade. It analyzes the response data of 2,854 students from 17 countries from 10 attributes based on CDM. This study explores students' different learning trajectories in the content field by analyzing the relationships between knowledge states and attribute patterns. The study found that the 17 countries differ in learning trajectories but have commonalities. The learning starting points of 17 countries can be roughly divided into two categories and geometry attribute and fractions and decimals attribute are the last two attributes to master.
This study aimed to investigate student factors affecting performance in mathematics in Abu Dhabi schools in the United Arab Emirates.
We used the secondary data from the Trends in International ...Mathematics and Science Study (TIMSS) 2015, which included 4,838 eighth-grade students from 156 schools in Abu Dhabi.
The data from the student questionnaire in TIMSS 2015 were subjected to principal component analysis (PCA). The 39 questions were reduced to five factors generated from the student questionnaire, including Safety and Behavior, Classroom Mathematics, Environment, Student Attitudes toward Mathematics, and Technology and Resources. The effects of these factors on students' achievement were examined using multiple regression analysis.
All of these factors had a significant impact on student achievement in the 2015 TIMSS. The pedagogical and policy implications of the findings have been discussed.
Globalization; Science education; Science curricula; Large scale international assessments; Trends in International Mathematics and Science Survey; TIMSS; Policy borrowing; Curriculum reform; IEA ...Research for Education
Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the ...effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.
•A linear relation between teaching inquiry and science achievement is assumed.•Inquiry-based teaching and science achievement follow a curvilinear relationship.•Classroom socioeconomic status does not moderate the curvilinear relationship.•The assumption of “the more the better” must be rejected.
This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher ...practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
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