Mathematical problem solving ability is one of the abilities that must be mastered by students in order to be able to mathematically solve problems often found in real life. The purpose of this study ...was to describe students' mathematical problem solving abilities on the volume of cubes and blocks equivalent to the TIMSS instrument. The research subjects are five students of class IX science at SMP Negeri 1 Masohi who were selected based on the category of problem solving ability. This type of research is a qualitative descriptive research supported by quantitative data. The data obtained from this study is data on mathematical problem solving ability tests such as written tests and interviews. The results show that students with very high abilities are able to interpret problems well, interpret strategies and problem-solving steps accaording to the plan, and consistently check back. Students with high abilities are able to apply the four steps in solving ploblems even though there are some questions that students make mistakes in setting strategies and substituting scores at the completion stage. Students with moderate abilities sometimes make mistakes in setting a strategy, make calculation errors, and do not check back to the maximum so that they get inaccurate results. Meanwhile students with low abilities unable to meet the completeness of the stage of understand the problem is writing down the things that are known and asked. As for students with low abilities cannot solve problems completely because of poor planning. Making mistakes in calculations and not checking again so that they do not get the right results
This study explored whether the TIMSS 2015 teacher questionnaires reflects shared perceptions of ethics in teachers' practice. Quantitative analysis of teachers' responses to TIMSS questionnaires, ...from 45 countries, yielded a four-dimensional structure of the concept “ethics in teachers' practice”: caring about students' learning, interacting with colleagues, respecting the rules, and teacher professionalism. Our results support the idea that perceived ethical behavior among teachers exhibits both universal perspectives, as well as particularistic, national ones. The findings can help teachers develop awareness concerning ethics in their profession, and may encourage assessment of ethics in teachers’ practice by using TIMSS teacher questionnaires.
•We found that TIMMS teacher questionnaires includes implicit meanings of ethics in teacher practice.•We elicited four-dimensional structure of ethics in teachers' practice in our analyses.•Results support the existence of both a universal and national approaches to teachers' ethical practice.
The current standards of assessment are demanding for high level of precision with less time-consuming and personalized opportunities, thus restrict the function of Paper and Pencil Test which has ...dominated the assessment field for a very long time. The Computerized Adaptive Testing (CAT) is viewed as an alternative testing tool to Paper and Pencil Test as it has adaptive feature which enables it to meet the current standards of assessment. This research is focusing on the evaluation of students’ ability in Grade 8 Science Trend in International Mathematics and Science Study (TIMSS) using Computerized Adaptive Testing (CAT) as an alternative instrument to Paper and Pencil Test to investigate whether the implementation of CAT can produce high level of precision with fewer items administered as well as differentiate different academic level among groups of students. CAT was configured in Concerto and was administered on Form 2 and Form 4 students selected through purposive sampling method from secondary schools in northern part of Malaysia. Students’ performance was analysed and compared in terms of score (theta value), SEM value and their response toward the items selected in CAT using SPSS. Finding shows that the administration of 20 objective items in fixed length CAT produced SEM ≤0.50 indicated that the implemented CAT increased the efficiency of assessment with fewer item administration. The t test showed that there was a significance difference between the two groups’ scores in CAT in which Form 4 students had higher ability level than Form 2 students proving that CAT’s configuration had been done correctly in Concerto and the test was more suitable in challenging Form 2 students’ Science knowledge thus the instrument fulfilled the known-group validity.
Mathematics teachers’ perceptions and awareness of different kinds of assessments (e.g., diagnostic, formative, and summative assessments) may affect their classroom practices. In this context, the ...current study explored mathematics teachers’ perceptions and self-reported practices teaching mathematics for Trends of International Mathematics and Science Study (TIMSS) in Abu Dhabi schools in the United Arab Emirates. A teacher perception questionnaire was designed, then was administered to 522 mathematics teachers in Abu Dhabi schools in the academic year 2020–2021. A One-Sample t-test, Independent Sample t-test, and ANOVA tests were performed for the four-component variables of teacher perceptions, namely, teachers’ perceptions of TIMSS, their instructional practices in relation to TIMSS, the readiness of students for TIMSS, and the school and classroom environment for TIMSS. The results showed no statistically significant difference between male and female teachers in mathematics teaching practices with a focus on TIMSS or their perceptions of student readiness for TIMSS; however, there were differences in their perceptions of the school and classroom environment that were statistically significantly. In addition, there was no statistically significant difference between public and private schools in the practice of mathematics teachers for TIMSS, while the difference was statistically significant on views regarding student readiness for the TIMSS as well as on the school and classroom environment. The findings of the present study have both pedagogical and policy implications, which are discussed at the end of this paper.
Considerable research has demonstrated that teachers' self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how ...teachers' self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers' self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers' competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.
•There is no relation between general strategies and achievement in science.•Inquiry based strategies are not related to fifth graders’ achievement in science.•The curvilinear effect of inquiry based ...strategies is significant for eighth graders.
This study aimed to investigate the cognitive activation strategy (CAS) usage of teachers and achievement of students through a multilevel approach with TIMSS 2019 data. The current study considered not only a linear but also a curvilinear form of the relation. The multilevel models were performed for both fifth and eighth grade levels separately. According to the results, there was no linear effect of either general or inquiry-based CAS on the science achievement of students in fifth grade. On the other hand, the curvilinear relation of inquiry-based strategies was significant for eighth-grade students. This means that, even among kids in the same stage of education, the nature of the relationship between CAS and achievement can vary according to the grade.
The low performance of The Trends of Mathematics and Science Study (TIMSS) results were investigated in depth through interviews with math and science supervisors from the Ministry of Education in ...Kuwait. A qualitative approach was employed to consider the factors that may affect TIMSS results in the past and understand the reasons of TIMSS results. The outcome of this study was limited to the perspectives of science and math supervisors who participated or worked in the TIMSS study. Their participation in TIMSS was positive even if the results of the study were not because it helped initiate reform in curriculum, assessment, and quality of teaching. However, the participants expressed concerns and variables that need to be aware of in order to perform better not only in TIMSS but also in science and math education in general.
Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and ...measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher certification, teacher preparedness and school emphasis on academic success into a model of inequality of outcomes and opportunities. The study found evidence that more socioeconomically advantaged classes had better prepared mathematics teachers. School culture towards academic achievement was not associated with mathematics achievement. Finally, the analyses indicated that substantial inequalities exist for students taught by specialist and non-specialist teachers.
•This study investigated teacher-level inequalities in Sweden.•Evidence of a clear teacher quality gap in mathematics classes.•No evidence learning climate relates to achievement.•Teacher specialism differentiates inequalities.
•We investigate how Ramadan intensity affects educational outcomes.•Longer fasting hours increase student performance across Muslim countries but not other countries.•. Longer fasting hours reduce ...the performance gap between Muslim and non-Muslim students across European countries.•This effect in European countries occurs in schools with a higher cohort-share of Muslim students
We investigate how the intensity of Ramadan affects educational outcomes by exploiting spatio-temporal variation in annual fasting hours. Longer fasting hours are related to increases in student performance in a panel of TIMSS test scores (1995–2019) across Muslim countries but not other countries. Results are confirmed in a panel of PISA test scores (2003–2018) allowing within country-wave comparisons of Muslim to non-Muslim students across Europe. We provide evidence that a demanding Ramadan affects PISA test scores of Muslim students only in cohorts with a large share of co-religionists. This finding is consistent with the hypothesis that shared experiences during more intensive Ramadans facilitate the formation of social capital and a social identity conducive to learning outcomes.
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