Abstract
The overall aim of this study is to investigate the effect of school-related factors and early learning experiences on mathematics achievement. In this causal-comparative research, HLM analysis was performed on the data of 6378 students, their parents, and 241 school principals and primary school teachers. As a result of the HLM analysis, at the student level, learning resources at home, parent-child communication on homework/assignments, parent-child activities in early learning years, and the skills acquired during these years were found to have statistically significant effects on the mathematics academic achievement scores of primary school students. At the school level, on the other hand, the socioeconomic structure of the school, the importance that the school attaches to mathematics academic achievement and teachers’ perceptions about it, teachers’ experiences, and a safe and disciplined school environment have significant effects. These results indicate the importance of early learning experiences especially in the development of the academic performance of primary school students.
Highlights
Considering the education system’s objectives of raising effective individuals, the quality of educational activities comes to the forefront to raise individuals with prediction skills, curiosity, and an improved ability to reason, analyse, and to solve real-life problems
Table 3a. and Table 3b. present the results of the analysis of the One-Way ANOVA with Random Effects conducted to determine whether there is a difference between the mathematics achievement scores of the schools in TIMSS 2015
When the confidence interval is calculated for the estimated overall averages [%95CI(γ00)=γ00±(1.96)(SH)], the real value of the average mathematics achievement scores is expected to be between 483.45 and 479.53
Summary
Considering the education system’s objectives of raising effective individuals, the quality of educational activities comes to the forefront to raise individuals with prediction skills, curiosity, and an improved ability to reason, analyse, and to solve real-life problems. International comparisons help compare different education systems and provide countries with the opportunity to make necessary changes in light of the scientific data. In this respect, one of the international applications that Turkey has participated is the ‘Trends in Mathematics and Science Study- TIMSS’, applied to students at grades 4 and 8 in four-year periods by IEA. One of the international applications that Turkey has participated is the ‘Trends in Mathematics and Science Study- TIMSS’, applied to students at grades 4 and 8 in four-year periods by IEA It aims to evaluate students’ mathematics and science knowledge and skills (IEA, 2017). TIMSS examines student, home, school and class factors associated with students’ achievement
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