Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States

Geesa, Rachel Louise; Izci, Burcu; Song, Hyuksoon S.; Chen, Shiyi

doi:10.29333/ejmste/108487

Cited by 14 publications

(10 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students' ownership of the internet, however, negatively predicted their science achievement, which is consistent with previous research on the use of internet and student learning and achievement (e.g., Ravizza et al 2014;Zhang and Liu 2016). Moreover, owning a room and desk do not contribute to students' science achievement in Korea, but are weak positive predictors for the United States and Turkey, which is similar to results from a relevant study conducted with TIMSS 2015 mathematics score as outcomes in these three countries (Geesa et al 2019).…”

Section: Home Resourcessupporting

confidence: 89%

Exploring the roles of students’ home resources and attitudes towards science in science achievement: a comparison of South Korea, Turkey, and the United States in TIMSS 2015

Geesa

Izci

Song

et al. 2019

Asia Pac. Sci. Educ.

Self Cite

View full text Add to dashboard Cite

Educational opportunities in the home, at school, and within the community differ across countries and affect students' achievement and future success in science fields. Bandura's Social (Social foundations of thought and action: A social cognitive theory, 1986) and Bronfenbrenner's Ecological System Theory (Ecological models of human development. In International Encyclopedia of Education, 1994) both support the notion that students' attitudes towards science and home resources can be associated with their academic achievement. In order to examine the possible home and student level factors in science achievement, we examined fourth graders' home resources and attitudes towards science in the Trends in International Mathematics and Science Study (TIMSS) 2015 in South Korea, Turkey, and the United States where students' science achievement scores varied. Findings from multiple linear regression analyses indicated that having a positive attitude toward science and more home resources positively related to fourth grade students' science scores. Among different home resources, the number of books owned at home appeared to better predict students' science scores. Providing students with science books in early grades may increase their interest in science and contribute to their science achievement in the future. Longitudinal studies of science achievement in these three countries and other countries may be included in further research.

show abstract

Section: Home Resourcessupporting

confidence: 89%

Exploring the roles of students’ home resources and attitudes towards science in science achievement: a comparison of South Korea, Turkey, and the United States in TIMSS 2015

Geesa

Izci

Song

et al. 2019

Asia Pac. Sci. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Likewise, learners who owned a computer/tablet (β= -8.29, p-value = 0.039) were outperformed by learners who did not own a computer/tablet. This finding corroborates the results of Geesa, Izci, Song, and Chen (2019) showing that Grade 4 Korean and Turkish learners who owned a computer/tablet, performed worse in mathematics than learners who did not own these devices. A possible reason for this could be that these learners used these devices for non-mathematics related purposes, such as communication and entertainment, as explained by FP_SchDEU1.…”

Section: The Relationship Between Integrating Educational Technology supporting

confidence: 90%

“…On the other hand, learners who had shared use of a computer/tablet with people at their homes (β= 15.38, pvalue < 0.001), outperformed learners who did not share a computer/tablet with others. This finding also verifies the results of Geesa et al (2019) indicating that learners from Korea, Turkey and the United States who shared a compute/tablet, had better mathematics results than learners who did not share these devices. This indicates that learners perhaps did not have a lot of time to use the devices because they shared it with other people (MT_SchDEU2).…”

Section: The Relationship Between Integrating Educational Technology supporting

confidence: 86%

“…Similarly, learners who had an internet connection at home (β= 24.36, p-value < 0.001) outperformed learners without a home internet connection. Positive relationships between internet availability at home and mathematics achievement were also evident in Korea, Turkey and the United States Geesa et al (2019) as well as in South Africa Kruger (2018). This could be explained by the fact that the internet, if it is used wisely, can help learners to get information for research-related tasks that require strategic competencies that may also foster mathematical thinking as expressed by FP_SchDEU1 and Skryabin et al (2015).…”

Section: The Relationship Between Integrating Educational Technology mentioning

confidence: 97%

See 1 more Smart Citation

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

Saal

Graham

2020

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

The Education system in Germany recently invested five billion euro in digital infrastructure for about 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.

show abstract

“…In addition to SES and school-related variables, attitudes towards mathematics were associated with mathematics achievement (Geesa et al, 2019). For the fourth-grade level, students confident in mathematics, and students like learning mathematics (measures of intrinsic motivation) scales were available in the database (IEA, 2017).…”

Section: Attitudinal Variablesmentioning

confidence: 99%

Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

Ersan

Rodriguez

2020

Large-scale Assess Educ

View full text Add to dashboard Cite

Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students’ learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools’ mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.

show abstract

Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States

Cited by 14 publications

References 48 publications

Exploring the roles of students’ home resources and attitudes towards science in science achievement: a comparison of South Korea, Turkey, and the United States in TIMSS 2015

Exploring the roles of students’ home resources and attitudes towards science in science achievement: a comparison of South Korea, Turkey, and the United States in TIMSS 2015

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

Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

Contact Info

Product

Resources

About