This paper assessed the impact of students’ background and parents’ attitude towards their children on mathematics achievement across four countries which were participated to Trends in International ...Mathematics and Science Study (TIMSS) 2011. Since Republic of Korea, Singapore and Chinese Taipei were ranked as the first three countries in terms of the achievement in mathematics scores, they were selected for the comparison with Turkey. Multilevel logistic regression model was used to estimate coefficients and to model differences in mathematics achievement within and between schools for each country. Gender, student-parent relationship, possessions of computer, room and internet were taken as student level variables, while school composition by student economical background, discipline and safety of school climate were taken as school level variables. According to results, owning a desk was the most effective factor on achievement of students for both Turkey and Republic of Korea, at the student level. Furthermore, at school level, the most effective factor on achievement was found the school composition by student economical background for all countries.
The researchers analyze the pathways and performances in mathematics of high (secondary) school students in South Africa using a panel-like data set of Grade 8 students who participated in the 2002 ...Trends in International Mathematics and Science Study (TIMSS) and who were tracked to Grade 12 examination data sets. They then examine the relationship between TIMSS mathematics performance and reaching Grade 12, the selection of and performance in Grade 12 mathematics, and success rates in the matriculation examination. The progression of students from schools serving middle-class (Subsystem M) and poorer students (Subsystem P, the majority) is compared. Results are discussed.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The study aimed at identifying the reasons behind the Jordanian students' drop of performance in the TIMSS 2015 from the point of view of their teachers. Survey method was used because teachers are ...the most able to decide upon the reasons of this fall and so a questionnaire was designed to recognize their point of view concerning the reasons of this retreat. The study population consisted of 130 teachers of science and mathematics in Ma'an governorate. Teachers whose teaching experience was more than one year to make sure they are familiar with TIMSS tests. Random sampling technique was used to select 90 teachers representing 69% of the study population. For data analysis, means and standards deviations were calculated, and the Schiffe test was used to determine the post differences. The results show that the reasons related to the students themselves and their families got higher averages than those related to the teachers and the curricula. The averages related to the male teachers are also higher than those related to the female teachers. There are no statistical differences in the teachers' appreciation averages of the reasons of this retreat according to their academic specialization (math or science) or their practical experience.
This paper identifies the amount of variance in mathematics achievement in high- and low-achieving schools that can be explained by school-level factors, while controlling for student-level factors. ...The data were obtained from 2679 Iranian eighth graders who participated in the 2007 Trends in International Mathematics and Science Study. Of the total sample, 1422 and 1257 students were from high- and low-achieving schools, respectively. Two-level hierarchical linear modelling was applied. The results indicated that of the total variance in mathematics achievement, 27.95 and 6.70% were due to between-school differences in the high- and low-achieving schools, respectively. Controlling for the school-level factors, the better-performing students were those with a higher level of confidence in learning mathematics in both samples. After controlling for the student-level factors, inadequacies in school resources and school type yielded the strongest link to achievement in the high- and low-achieving schools, respectively.
The Trends in International Mathematics and Science Study (TIMSS) Video Study explored instructional practices in the United States (US) in comparison with other countries that ranked higher on the ...1999 TIMSS assessment, and revealed that 8th grade science teachers in the US emphasise activities over content during lessons. This study applies the content framework from the TIMSS Video Study to a sample of 28 3rd grade teachers enacting an inquiry-based unit on floating and sinking, and seeks a deeper understanding of teachers' practices through analysis of interviews with those teachers. The study took place in a large, urban school district in the Western United States. Transcripts of observed lessons were coded according to the TIMSS framework for types of content, and transcripts of teacher interviews were coded to capture the ways in which teachers described their role in and purposes for teaching science, particularly with respect to the floating and sinking unit. Results indicate that teachers focused more on canonical, procedural and experimental knowledge during lessons than on real- world connections and the nature of science; however, none of the types of content received major emphasis in a majority of the classrooms in the sample. During interviews, teachers described their practice in ways that prioritised helping students to like science over specific content outcomes. The study suggests that elementary school teachers' emphasis on doing and feeling during inquiry-based lessons may interfere with teaching of content. Author abstract, ed
Motivational constructs and students' engagements have great impacts on students' mathematics achievements, yet they have not been theoretically investigated using international large-scale ...assessment data. This study utilized the mathematics data of the Trends in International Mathematics and Science Study 2011 to conduct a comparative and empirical study on exploring: (1) the changes of motivational constructs from 4th grade to 8th grade; and (2) the effects of motivational constructs from the expectancy-value model and students' engagements on mathematics achievements. The countries investigated include Chinese Taipei, Singapore, and the USA. The results showed that: (1) students' motivations deteriorate over school years; (2) self-confidence in mathematics (SCM) has the strongest relationship with mathematics achievements. Furthermore, it is evident that Singapore has the most effective schools in students' mathematics education. More findings of this comparative study are subsequently discussed.
Background
The present study investigates what factors related to the school context influence student achievement on TIMSS mathematics tests across countries. A systematic review of the literature ...on PIRLS, TIMSS, and ICCS was conducted upstream to identify those school, teacher, and classroom factors shown to be useful predictors of student performance in previous IEA studies. Data of student samples representative of grade 8 students from 28 countries who participated in TIMSS 2011 were analysed. The main aim of the present study is to verify what school and teacher characteristics are positively associated with students’ mathematics achievement, mainly focusing on disadvantaged schools. Furthermore, it aims at identifying how school context variables contribute to explaining the performance of students in disadvantaged schools in comparison with more advantaged schools.
Methods
A separate analysis was carried out for each considered country, and the same multilevel regression model was used on the sampled schools as a whole and treating schools with high (highest tertile) and low (lowest tertile) socio-economic backgrounds as distinct groups.
Results
The results confirmed that a high socio-economic status has a significant and positive effect on student achievement: compared with students from socio-economic disadvantaged schools, students from advantaged schools performed better in mathematics achievement. This difference is more evident in countries where the gap between rich and poor people as measured by the Gini coefficient, which measures how much an economy deviates from perfect equality, is wider. However, this difference is restricted in countries with a smaller gap between rich and poor people.
Conclusions
According to the literature in the field, the results show significant differences across countries in relation to the school and teacher characteristics that have an impact on mathematics achievement of students from low and high SES schools. Different patterns were also found within countries for low and high SES schools.
In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate features of their lessons. The student ratings produced by this simple and ...efficient research strategy can be analysed from two different perspectives. At the "individual level", they represent the individual student's perception of the learning environment. Scores aggregated to the "classroom level" reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level to obtain general information about the learning environment. Although this strategy is widely applied in educational research, neither the "reliability" of aggregated student ratings nor the within-group "agreement" between the students in a class has been subject to much investigation. The present study introduces and discusses different procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students' ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).
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