Abstract
This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students’ math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students’ math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students’ confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents’ highest education level, parents’ highest occupation level, early numeric activities before school explained small amounts of variance in students’ math achievement in the schools of all locations.
Highlights
Numeracy, mathematical competences and understanding of science are vital for the participation in the knowledge society and the competitiveness of modern economies
This study aimed to investigate the relative effects of the student, family and schoolrelated characteristics on 4th grade students’ math achievement according to location of the school in Turkey
The study conducted by Engin-Demir (2009) reports that the set of variables categorized as student characteristics accounted for 15% of the variance of primary school students’ academic achievement in the slums of Ankara province
Summary
Mathematical competences and understanding of science are vital for the participation in the knowledge society and the competitiveness of modern economies. Math constitutes one of the key competences for personal fulfillment and participation in school, society and the labor market of the twenty-first century (European Commission, 2011). It is a critical academic filter for students’ educational pathways (Chiu & Klassen, 2010; Pitsia et al, 2017). Students’ achievement in math can be assessed by international large-scale surveys called Trends in International Mathematics and Science Study (TIMSS) in the world. The vital information of TIMSS allows researchers to get profound insights into students’ learning, the relationship between their achievement and various factors
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
