Trends In Mathematics And Science Study Research Articles

The Association Between Attitudes Towards Mathematics, Students’ Background and TIMSS Mathematics Achievement

The overall aim of this study is to examine the association between Swedish students’ attitudes towards mathematics, mathematics achievement as measured by the Trends in Mathematics and Science Study (TIMSS), socioeconomic status (SES), and educational background variables. A further aim is to investigate whether students’ attitudes towards mathematics have a mediating role between their mathematics achievement and their background. Several indicators of students’ SES and background, taken from both the TIMSS 2015 database and from Swedish official registers, were used. The overall results show that there were differences in attitudes towards mathematics in relation to the different SES and educational background measures. There are also associations between students’ SES and both TIMSS mathematics achievement and their attitudes towards mathematics. The students’ attitudes towards mathematics only had a small mediation role between the students’ backgrounds and TIMSS mathematics achievement. Finally, although the mediation models had a better fit when including other information, the mediation effect was lower. Practical implications of the obtained results are discussed.

Математическая грамотность младшего школьника и уровни её достижения

In the article, based on the characteristics of mathematical literacy of a junior schoolchild as a set of universal and subject components, the author identifies three levels of their achievement: subject, general subject, universal. All components are characterized within the content of education and the requirements for preparing a primary school graduate. Scientific and methodological approaches that can help improve the mathematical literacy of primary schoolchildren are described. The work uses data from the implementation of individual tasks of regional monitoring in recent years, the international comparative study TIMSS (Trends in Mathematics and Science Study), as well as experimental work at the experimental sites of the Institute for Educational Development Strategy.

Studying the comparability of student perceptions of teaching quality across 38 countries

Student perceptions are rarely used to compare teaching quality across countries due to the challenge of ensuring a comparable construct or achieving exact measurement invariance. The present study aims to evaluate the extent to which student perceptions of teaching quality can be used for valid cross-national comparisons. To this end, the study aims to overcome challenges associated with traditional measurement invariance by applying a novel method – alignment optimization Based on data from 38 countries from the 2019 Trends in Mathematics and Science Study (TIMSS), our results showed limited comparability across countries with variation between behavioral management and instructional clarity scales. We review potential causes of non-comparability using the estimated mean scores. Implications for further research are discussed.

The validity of student ratings of teaching quality: Factorial structure, comparability, and the relation to achievement

Student ratings are widely used to assess teaching quality in primary and secondary education. This necessitates a thorough examination their validity and reliability in such contexts. To this end, we present validity evidence for using student ratings of teaching quality based on their factorial structure, comparability across grades and subjects, and relation to achievement. Based on data from the 2019 Trends in Mathematics and Science Study (TIMSS) and its national extensions in Norway (N = 3951 5th graders and N = 4575 9th graders), we could confirm a theoretically assumed three-dimensional factor structure (i.e., classroom management, cognitive activation, and supportive climate). Moreover, classroom management and supportive climate were more comparable across grades and subjects then cognitive activation. Finally, classroom management was associated with achievement across all groups, whereas other dimensions showed mixed results, especially across grades. Overall, the findings indicate that students, especially in Grade 9, can provide a valid assessment of teaching quality.

Global pattern in hunger and educational opportunity: a multilevel analysis of child hunger and TIMSS mathematics achievement

In low-income countries, there exists a common concern about the effect of hunger and food insecurity on educational outcomes. However, income inequalities, economic slowdown, conflict, and climate change have raised those concerns globally. Yet, little is known about how widespread the problem of hunger in schools is worldwide. This study examines child hunger and student achievement internationally, using data from the Trends in Mathematics and Science Study (TIMSS) 2019. To examine the relationship between hunger and student achievement, we fitted multilevel models to the data and controlled for student SES, class SES, teacher experience, and teacher educational attainment. The results suggest that hunger among students is not exclusive to low-income countries. Instead, child hunger is a common issue around the world, affecting about one-third of children and exacerbating unequal education opportunities globally. Controlling for other variables, the achievement gap between students who never come to school hungry and those who come to school always or almost always hungry is significant and deserves our attention. A clear policy recommendation from our results suggests that all countries that participated in TIMSS need to examine their school meal programs and explore ways to feed the students who show up to school hungry.

Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS

ABSTRACT Bandura’s influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement—and a voluminous empirical literature has repeatedly documented associations consistent with this claim. However, few studies have considered whether these correlations reflect an underlying causal relationship. In this paper we utilise across-subject, within-pupil variation in teacher self-efficacy in the Trends in Mathematics and Science Study (TIMSS) 2015 data to provide new evidence on this question. By focusing upon relative differences in teacher self-efficacy and pupil achievement within pupil-teacher pairs, our estimates control for more potential confounders than much of the existing literature. Contrary to that literature, we find no evidence of a relationship. Instead, this paper presents clear and consistent findings of null effects.

Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science

Teachers implement different types of instruction, and the quality of their instruction is crucial for enhancing student outcomes. However, studies examining various patterns of teachers’ instructional quality are scarce, particularly in science teaching. Even fewer studies have investigated the nature of instructional quality in primary and secondary education. This study analysed the Norwegian data from the Trends in Mathematics and Science Study (TIMSS) 2015, using Grades 5 and 9 from primary and secondary education. Using multi-level latent class analysis, we identified distinct profiles of instructional quality that focused on four aspects of instructional clarity: clarity of instruction and teacher support (i.e., engaging teaching, social and emotional support, and subject domain support) at the student and classroom levels. The findings showed that the patterns of these profiles varied across different aspects of instructional quality in both grades. Further analyses revealed that student characteristics, particularly language at home and socioeconomic status, predicted the profile memberships at the student level, whereas teacher competence (i.e., self-efficacy in science teaching) predicted the profile memberships at the classroom level. In addition, different profiles of instructional quality were significantly related to motivation and, to a certain extent, achievement in science. We discuss the implications of these findings for research on instructional quality and for the design of personalized professional development programmes that aim to improve teacher instruction in primary and secondary science classrooms.

Students’ Self-reported Background SES Measures in TIMSS in Relation to Register SES Measures When Analysing Students’ Achievements in Sweden

ABSTRACT The overall aim of this study was to examine the different self-reported students’ socioeconomic status (SES) measures in the Trends in Mathematics and Science Study (TIMSS) in comparison to national SES measures obtained from Swedish official registers. A further aim was to determine if the same conclusions could be drawn if different student measures were used to define SES when modelling the students’ TIMSS mathematics achievement. The overall results showed that the choice of SES measures matters. The home educational resource index and books at home from the TIMSS data base were good indicators of SES. We conclude that when one has access to SES information from official registers it is recommended to use it because these measures have less missing information compared with the TIMSS variables.

Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015

ABSTRACT Using data collected from 4329 students in the 2015 iteration of the Trends in Mathematics and Science Study (TIMSS), we explore two mediators for the relationship between socioeconomic status (SES) and TIMSS-results in mathematics among Norwegian fifth graders. First, we explore how the students’ motivation and self-concept mediate the relationship between SES and test results. Second, by using parent reported SES resources and the parents’ attitudes to school and the tested subjects, we examine how these may constitute a path through which their children’s motivation and family SES are related to mathematics achievement. We found that students’ self-concept accounted for a small but statistically significant portion of SES effects on achievement. Intrinsic motivation did not mediate any of the SES effects on achievement, nor did parental attitudes account for any of the association between SES and motivation or achievement.

Geoscience Literacy Profile of Junior High School Students

The purpose of this research is to find out the geoscience literacy profile of junior high school students in Surabaya. The method used in this research is quantitative method. The test is done online through google form. The problem used in the test instrument is an adaptation of the TIMSS (Trends in Mathematics and Science Study) question in the Earth Science sub-discussion. The question instrument contains 10 points of multiple choice questions, and 3 items of description questions that are the result of the development of indicator slices of TIMSS (Trends in Mathematics and Science Study) 2019 and basic competency indicators of curriculum 2013. The study subjects were 85 respondents who were grade VIII students of State and Private Junior High in Surabaya. The results showed that the geoscience literacy capability profile of junior high school students in Surabaya with an average score of 58.2% is included in the low criteria, there are two indicators that have low achievement criteria, namely identifying or describing changes in the earth's surface, and the impact of geological events; and describe the process of hydrological cycles and know the sun as a source of energy for the hydrology cycle, sufficient achievement criteria, contained in the domain of cognitive knowing and reasoning. While the criteria for achievement are low, it is found in the cognitive domain applying

Examining Mathematical Representation to Solve Problems in Trends in Mathematics and Science Study: Voices from Indonesian Secondary School Students

This study describes the mathematical processes in TIMSS (Trends in Mathematics and Science Study) to reflect issues. A descriptive qualitative methodology was used in this analysis as the research approach. The research allocated the respondent to the 6th grade students of Muhammadiyah 6 in the sub-district of Dau, Malang regency, East Java, Indonesia. Using a TIMSS 2011 test and interview, data was obtained. The results of the study showed that visual representation took place in both classes of high, medium, and low capacity. Students of high and low capacity conducted the symbolic representation process at the comprehension level, while students of medium capacity performed the symbolic representation process at the problem-solving stage. In addition, as they wrote topics, the writing of the conclusions was done by students who had high skill. Students who had medium potential when they wrote questions completed the writing of the conclusions. The students with a low level of skill wrote what was understood and asked about the issues.

Подходы к выявлению типовых ошибок младших школьников при освоении естественно-научных понятий

The article describes approaches to the typology of the main mistakes of primary schoolchildren studying natural science concepts. This is the overview of the problem of the development of natural science concepts in the works of native and foreign researchers. In the course of the analytical study, a comparison was made of the content, structure of tasks and methods of assessing the monitoring studies, as well as a comparison of descriptions of typical mistakes of primary school children. In “VPR” (“Vserossiiskie proverochnie raboti” are the obligatory Russian tests for schoolchildren), all subject knowledge is presented through certain skills, and the mistakes that chidlren make are interpreted as "gaps" in knowledge and skills that need to be filled. SAM (Student Achievement's Monitoring) reveals the "structure" of achievements and backlogs. SAM evaluation tool has proven itself well in assessing the natural science literacy of younger schoolchildren, namely the ability to act according to a model, the ability to act with understanding and the degree of freedom (the manifestation of natural science literacy) in the possession of certain modes of action. TIMSS (Trends in Mathematics and Science Study) aims to evaluate three parameters: "knowledge", "application" and "reasoning". Along with the correct answers of the children, their incorrect reasonings are also recorded. The analytical study showed no unified approach to the assessment of typical mistakes in the development of natural science concepts existing today. One of the promising directions can be the arrangement of a unified typology of the main mistakes of primary schoolchildren when studying natural science concepts and creation of an assessment tool based on it.

The Relationship between Integrating Educational Technology in Mathematics Education and the Mathematics Achievement of German Students

The Education system in Germany recently invested five billion euro in digital infrastructure for 40 000 schools. Therefore, this mixed-method study explored the relationship between integrating educational technology in mathematics education and the mathematics achievement of Grade 4 German students. Descriptive statistics and two-level Hierarchical Linear Models (HLM) were used to analyse the Trends in Mathematics and Science Study (TIMSS) 2015 questionnaire data of students, their parents, mathematics teachers and principals. Semi-structured interviews and classroom observations were also used to collect data at two schools, which were conveniently and purposefully selected. Findings from HLM revealed that students who owned a mobile phone, a computer/tablet as well as those who used computers/tablets ‘every or almost every day’ at home, at school and other places for schoolwork, achieved lower mathematics scores than their counterparts. While the shared use of a computer/tablet and an internet connection positively and significantly predict student performances.

The association between science achievement measures in schools and TIMSS science achievements in Sweden

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.

I Know I Can, but Do I Have the Time? The Role of Teachers' Self-Efficacy and Perceived Time Constraints in Implementing Cognitive-Activation Strategies in Science.

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.

Multidimensional national profiles for TIMSS 2007 and 2011 mathematics

National profiles in mathematics achievement were obtained from a multidimensional analysis of item response data from the Trends in Mathematics and Science Study (TIMSS) for 2011 and 2015 by means of IRT factor analysis. Empirical subscores were then obtained at Grade 4 Grade 8. These subscores were less correlated than TIMSS-reported subscores, and revealed previously unknown information for some countries. The empirical subscores also resulted in ranks that differed from TIMSS- reported unidimensional ranks. In general, the analysis demonstrates that educational systems are not usefully described by a single mathematics score, or in terms of traditional subscores.

Instructional quality: catalyst or pitfall in educational systems\u2019 aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway

In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instructional quality (INQUA): classroom management, supportive climate, and cognitive activation. With the inclusion of these extra scales, a unique opportunity was created to investigate the various dimensions of INQUA and their relation to educational outcomes. In this study, multilevel structural equational modelling analyses are conducted to answer three research questions: (a) ‘Do the items reliably measure the three dimensions of INQUA as classroom constructs? And if not, can we build reliable scales with the items, capturing the dimensions of INQUA as classroom constructs?’ (b) ‘To what extent can INQUA contribute to achievement?’, and (c) ‘To what extent can INQUA contribute to (social and ethnic) equity?’. Results indicate that INQUA might serve as a catalyst in increasing achievement in education systems. Furthermore, results indicate that INQUA does not relate to equity and consequently that all students benefit from the same educational practices. However, issues in the cross-cultural conceptualization and measurement of INQUA are raised, questioning the extent to which the three well-known dimensions of INQUA (a) are well-defined and might be sufficiently differentiated from each other, (b) sufficiently capture the diverse set of educational practices relating to students’ educational outcomes, and (c) can be established across countries in a unified manner. The results of this study give direction to educational practitioners and policy makers in creating and providing effective learning environments.

The relationship between TIMSS mathematics achievements, grades, and national test scores

ABSTRACTThe aim of this paper was to examine the relationship between Trends in Mathematics and Science Study (TIMSS) mathematics achievement and the two school achievement measures of grades and national test results in Sweden. A further aim was to examine the association of TIMSS mathematics achievement with different subgroups of students. The results show that there is a strong positive relationship between TIMSS mathematics achievement and national tests and obtained grades from both grade 6 and grade 9. Students from more educated homes performed better overall on TIMSS than those from less-educated homes, and the relationships between TIMSS and the school achievement measures were stronger for students from more educated home backgrounds. The school context and the students’ background had an impact on the students’ TIMSS result. The results have implications for how one should view the results from TIMSS as a measure of student mathematics achievement and thus how TIMSS results can be used in a national context.

Use of Large Scale Assessment Finding in South Asia: An Experience of Nepal

This paper tries to present results from a systematic review of literature that reviewed the large-scale assessments finding in the South Asian context especially focusing Nepal. The main objective of the LEAP programme is to reform the quality of learning in the Asia-Pacific region by developing capacity of the Member States to collect, analyze and utilize international and national assessment data identifying learning enablers. The review has identified the high order skills overshadowed by rote learning. It has also employed Item Response Theory (IRT) making assessments comparable and connected with the previous levels. International Assessments such as the Programme for International Student Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) collected vast amounts of data on schools, students and households. The use of education-related “big data” for evidence-based policy making is limited, partly due to insufficient institutional capacity of countries to analyze such data and link results with policies.

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students’ achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs’ conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs’ responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs’ conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.