Abstract
ABSTRACTThe aim of this study was to examine the association between students’ TIMSS (Trends in Mathematics and Science Study) science achievement, and students’ school achievements, in terms of national tests and grades from school years 6 and 9. Further to examine the association with TIMSS science achievement and different subgroups of students based on their home background. The study is based on a unique possibility to analyse TIMSS 2015 data together with register data of the Swedish students’ national test results from school years 6 and 9 and their science subject grades from school years 6 and 9. The overall results show that there were moderate associations between TIMSS science achievement and school achievement measures. The association between grades and the high-stakes national tests were stronger than between grades and TIMSS. The students’ home background had a clear impact on the results as students with highly educated mothers, who comes from homes with many books and are nonimmigrants had on average higher TIMSS science achievements.
Highlights
The most common student achievement measure across countries is subject grades
The results are presented in one table one should concentrate on one school year at the time (6 or 9) and either subject grades or national test results
The general conclusion is that there is a moderate association between Trends in Mathematics and Science Study (TIMSS) science achievements and the examined school achievement measures in Sweden, the association is stronger with the school achievement measures from school year 9 than from school year 6
Summary
The most common student achievement measure across countries is subject grades. every year most students in compulsory school undergo a number of tests including participating in international large scales assessments (LSA) like Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Erberber, Stephens, Mamedova, Ferguson, & Kroeger, 2015; Gustafsson & Yang Hansen, 2018; Hanushek & Luque, 2003; Sirin, 2005) and that students’ who come from homes with high socioeconomic background tend to perform better in school than students with lower socioeconomic background This association has been found across countries, school subjects (e.g. science and mathematics), and grades from primary to secondary education (Erberber et al, 2015; OECD, 2011). Against this background, the overarching aim of this study is to examine the association between students’ TIMSS science achievement and students’ school achievements, in terms of national tests and grades from school years 6 and 9. We used students’ mothers’ educational level as the obtained results are similar regardless if the mothers’ or the fathers’ education level was used, the amount of missing data was less for the mothers’ educational level as compared to the fathers’ educational level and it was shown to be useful in Kaleli-Yılmaz and Hanci (2016)
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