Analyzing Affective Factors Related to Eighth Grade Learners’ Science and Mathematics Achievement in TIMSS 2007

Lay, Yoon Fah; Ng, Khar Thoe; Chong, Poi Su

doi:10.1007/s40299-013-0163-0

Cited by 15 publications

(7 citation statements)

References 19 publications

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“…Every successive TIMSS assessment has shown a positive association between student attitudes towards science and their success in science. There is a comprehensive study documenting that the more optimistic the attitudes of students towards mathematics and science, the higher the average achievement in mathematics and science (e.g., Lay et al, 2015;Lay et al, 2016;Lay et al, 2014;Ng & Kim, 2012;Reinikainen, 2007;TIMSS BC, 1999). To illustrate, a meta-analysis of students' attitudes towards education, it was found that attitudes towards mathematics or science were linked to mathematics and science achievement through 288 studies (Hattie, 2009)).…”

Section: Students' Attitudes Toward Science and Science Achievementmentioning

confidence: 99%

Affective Factors Contributing to Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

Lay

Rajoo

2020

PEC

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Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: TIMSS, comparative study, affective factors, science achievement

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Section: Students' Attitudes Toward Science and Science Achievementmentioning

confidence: 99%

Affective Factors Contributing to Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

Lay

Rajoo

2020

PEC

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“…A large number of studies have shown that there is a significant correlation between student mathematicsrelated beliefs and student mathematics achievement (e.g., House, 2009;Lay, Ng, & Chong, 2015). These studies typically use students' mathematics achievement as a dependent variable and some particular student mathematics-related beliefs, including beliefs about mathematics self-efficacy, as predictors.…”

Section: Mathematics Achievement and Self-efficacymentioning

confidence: 99%

“…Moreover, mathematics-related beliefs have been studied as predictors of students' mathematical achievement (House, 2009;Lay, Ng, & Chong, 2015). Given the potential ways in which mathematics-related beliefs both influence and are influenced by factors, such as mathematics achievement and interactions with parents and teachers, it is hardly surprising that students' mathematics-related beliefs are increasingly emerging as an important topic in the international mathematics education research community.…”

Section: Introductionmentioning

confidence: 99%

Chinese High School Students’ Mathematics-Related Beliefs and Their Perceived Mathematics Achievement: A Focus on Teachers’ Praise

Wang

Sheng

Cai

2019

EURASIA J MATH SCI T

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This study examined the relationships between mathematics teachers' praise and students' mathematics-related beliefs and their perceived mathematics achievement rank in their respective classes. This study provided reliability and validity information about an instrument to assess high school students' mathematics beliefs. Students' mathematics-related beliefs are positively related to teachers' praise, as well as students' perceptions of their own achievement rank in their respective classes. While it was found that the proportion of students who reported that their teachers praised them was relatively low (about 28%), the more praise teachers provide, the more desirable mathematics-related beliefs students have. In addition, the more praise teachers provide, the higher students perceived achievement. The findings of this study suggest that teachers' praise may foster more desirable mathematics-related beliefs and achievement.

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“…For instance, Ainley andAinley (2011), Jack et al (2014) and Lin et al (2012) utilized PISA 2006 data, for which the main assessed domain is science. In terms of the use of TIMSS data, while Lay et al (2015), Liou (2014a) and Tasi et al (2014) have utilized TIMSS 2007 data to investigate students' motivational beliefs in science learning and achievement, the updated TIMSS 2011 data has not yet been fully examined. These studies using ILSA data indicate that motivational beliefs make statistically significant predictions of student achievement.…”

Section: Conceptualization Of Students' Motivational Beliefs In Scienmentioning

confidence: 99%

An analysis of the relationships between Taiwanese eighth and fourth graders’ motivational beliefs and science achievement in TIMSS 2011

Liou

Liu

2015

Asia Pacific Educ. Rev.

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The purpose of this study is to examine the issues of students' motivational beliefs in science learning and their relations with science achievement. Data of Taiwanese fourth and eighth graders from the Trends in International Mathematics and Science Study 2011 were examined. Students' self-concept and intrinsic interest as motivational beliefs, and science scores in general and in different cognitive domains were used as measures in this study. A series of quantitative analyses along with statistical techniques accounting for the properties of international large-scale assessment data were utilized to investigate these issues. The results indicate that students' motivational beliefs decrease over grades. The relations between the eighth graders' motivational beliefs and science scores are positively stronger than those of the fourth graders. Meanwhile, students' self-concept has a greater predictive power than intrinsic interest for science scores in both grades. Beyond documenting students' motivational beliefs over grades, the conclusion also sheds light on the role of motivational beliefs, self-concept in particular, in explaining students' science achievement.

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Analyzing Affective Factors Related to Eighth Grade Learners’ Science and Mathematics Achievement in TIMSS 2007

Cited by 15 publications

References 19 publications

Affective Factors Contributing to Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

Affective Factors Contributing to Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

Chinese High School Students’ Mathematics-Related Beliefs and Their Perceived Mathematics Achievement: A Focus on Teachers’ Praise

An analysis of the relationships between Taiwanese eighth and fourth graders’ motivational beliefs and science achievement in TIMSS 2011

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