Context factors and student achievement in the IEA studies: evidence from TIMSS

Caponera, Elisa; Losito, Bruno

doi:10.1186/s40536-016-0030-6

Cited by 38 publications

(42 citation statements)

References 21 publications

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“…Another reason was that most Swedish students have an Internet connection (99%) and their own room (93%). Not using home possessions differs from the study by Caponera and Losito (2016). Although sex is not part of defining socioeconomic background, it was shown to be significant for Sweden in the study by Caponera and Losito (2016) and it is of interest in Sweden.…”

Section: Discussioncontrasting

confidence: 60%

“…Not using home possessions differs from the study by Caponera and Losito (2016). Although sex is not part of defining socioeconomic background, it was shown to be significant for Sweden in the study by Caponera and Losito (2016) and it is of interest in Sweden. For example, the national test results in mathematics from grade 6 and grade 9 do not show any large differences between boys and girls (National Agency of Education, 2016), but a previous study has shown that girls tend to get better grades than boys in relation to their performance on national tests (Nycander, 2006).…”

Section: Discussioncontrasting

confidence: 60%

“…The average score on TIMSS was also higher when the mothers' educational level was used to divide the students compared with if the students' fathers' educational level was used. Caponera and Losito (2016) examined contextual factors and student achievement in all participating countries in TIMSS 2011 and concluded that high socioeconomic status has a significant and positive effect on student achievement and that students from advantaged schools perform better. For Sweden, especially the student's gender and socioeconomic status and the average student socioeconomic status in the school were significant in their study.…”

Section: Introductionmentioning

confidence: 99%

“…Most TIMSS studies have only used material from the TIMSS international database (e.g. Caponera & Losito, 2016;Kaleli-Yılmaz & Hanci, 2016;Wiberg, Rolfsman & Laukityte, 2013;Drent, Meelissen, and van der Kleij (2013) for a review of TIMSS studies until TIMSS 2011). This study is unique because it combines TIMSS mathematics achievements with other school achievement measures and register data.…”

Section: Introductionmentioning

confidence: 99%

“…From previous research of Swedish TIMSS data (e.g. Caponera & Losito, 2016;, we expected student-level variables as well as the school context in terms of the composition of students at the school level to be associated with TIMSS mathematics achievement. We however expect that only a small part of the variance can be explained by the school context.…”

Section: Introductionmentioning

confidence: 99%

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

Wiberg

2019

Education Inquiry

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The 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.

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Section: Discussioncontrasting

confidence: 60%

Section: Discussioncontrasting

confidence: 60%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Wiberg

2019

Education Inquiry

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The impact of home resources, students' attitudes toward learning, and instructional strategies on science achievement

Ker

Lee

2023

Science Education

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Science achievements of individuals play a crucial role when students aim to pursue highly demanded occupations and advanced academic degrees. Enhancing science attainment is crucial in improving the effectiveness of science education. This study investigates the impact of home educational resources, students' attitudes toward learning, instructional practices and strategies, and school factors on science achievement. This investigation utilizes Trends in International Mathematics and Science Study 2019 eighth‐grade science data from the United States. The technique of hierarchal linear models is employed to find the effects of the multilevel factors on science achievements. Results of fixed effects show that science achievement is primarily affected by home educational resources, attitude toward learning, and school composition by student background. Of the four attitudinal predictors, students' confidence in science is most correlated to their achievements. Home educational resources, students like learning science, and self‐efficacy for computer use predictors, have significant random effects on science achievement. This study finds that ensuring adequate resources and employing appropriate instructional methodologies to reinforce students' motivation in learning are two major priorities in improving science achievement. The limitations of this research and suggestions for future work are also discussed.

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Multicultural Science Education in High Poverty Urban High School Contexts

Upadhyay¹

2021

Springer International Handbooks of Education

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Context factors and student achievement in the IEA studies: evidence from TIMSS

Cited by 38 publications

References 21 publications

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

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

The impact of home resources, students' attitudes toward learning, and instructional strategies on science achievement

Multicultural Science Education in High Poverty Urban High School Contexts

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