Negative school factors and their influence on math and science achievement in TIMSS 2003

Perše, Tina Vršnik; Kozina, Ana; Leban, Tina Rutar

doi:10.1080/03055698.2010.506343

Cited by 13 publications

(6 citation statements)

References 17 publications

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“…Bullying at school is not an isolated social behaviour and, because it occurs in relatively stable groups and involves the participation of others in regular capacities or a `continuum of behaviours' (Askew, 1999), it is an important determinant in the process of educational production, affecting the motivation, concentration and self-confidence of bullied students (Cassidy, 2009). Bullying also has harmful effects in the health and emotional wellbeing of students (Craig, 1998;Juvonen et al 2003;Kowalski and Limber, 2013), as well as detrimental effects in adolescents attainment of cognitive (Ammermüller, 2012;Perše et al, 2011;Ponzo, 2013) and non-cognitive skills (Kosciw et al, 2013;Hazel, 2010). For instance, Nakamoto and Schwartz (2009), in a meta-analysis of 33 studies, find a significant negative association between peer victimization and grade attainment and student achievement scores.…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries

Delprato

Akyeampong

Dunne

2017

International Journal of Educational Development

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We examine the impact of bullying on learning and non-cognitive outcomes for sixth grade students in 15 Latin America countries using data from the Third Regional Comparative and Explanatory Study (TERCE) learning survey. We apply OLS and propensity score matching to attenuate the impact of confounding factors. Matching results show that students being bullied achieve between 9.6 and 18.4 points less in math than their non-bullied peers whilst in reading between 5.8 and 19.4 lower scores, a 0.07-0.22 reduction in the standard deviation of test scores. Thus, substantial learning gains could be accomplished by anti-bullying policies in the region.

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Section: Literature Reviewmentioning

confidence: 99%

The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries

Delprato

Akyeampong

Dunne

2017

International Journal of Educational Development

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“…School safety was revealed to be able to improve student achievement if consideration is made to improve the emergency preparedness, safety, and security that are time efficient with costeffective ways of improving school organizations effectively while preventing human suffering as discussed by Artis (2019), Cornell & Mayer (2010), Dorn (2010), and Perše et al (2011). It is also pertinent in the digital era to review literature on safety of blended learning environment since related question (e.g.…”

Section: Introductionmentioning

confidence: 99%

The Predictive Effects of School Safety on Southeast Asian Grade 8 Students’ Science Achievement in TIMSS 2015

Lay

Thoe

2019

JPII

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This research explored the predictive effects of school safety on science achievement among Southeast Asian eighth graders in TIMSS 2015. In this research, principals' responses of School Discipline Problems Scale, teachers' responses of Safe and Orderly School Scale, as well as students' responses on the Student Bullying Scale were reported. The data were obtained from 9,726 Malaysian students, 6,116 Singaporean students, and 6,482 Thai students who participated in TIMSS 2015. The secondary data analysis using International Database (IDB) Analyzer revealed that principals' reports of school discipline problems were significantly linked to Grade 8 students' science achievement in Malaysia, Singapore, and Thailand. Science teachers' reports of safe and orderly school were significantly linked to Singaporean eighth graders' science achievement. Student bullying was significantly linked to Grade 8 students' science achievement in Malaysia and Singapore. Administrators, educators, and policymakers who wish to improve students' science achievement in TIMSS would benefit from the findings of this research that revealed research evidences on significant impact of school safety involving cybersecurity. Awareness should be raised on the need to have more precautions taken on school safety especially on cybersecurity in the advent of digital era, learning from a country with success stories on school safety and cybersecurity such as Singapore.

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“…The positive association with the confidence in learning and student achievement was similar to a number of studies in the literature. Mohammadpour, Kalantarrashidi and Shekarchizadeh [30] stated that students' science achievement depended greatly on student factors such as self-confidence, Guay et al [69] stated that primary school self-concept had an impact on academic achievement, and Sewasew and Schroeders [28] noted that there is a positive relationship between academic self-concept and standardized assessment results.…”

Section: Student Factors That Have An Impact On Science and Math Achi...mentioning

confidence: 99%

Factors Influencing Students’ Achievements in the Content and Cognitive Domains in TIMSS 4th Grade Science and Mathematics in the United Arab Emirates

Balfaqeeh¹,

Mansour

Forawi

2022

Education Sciences

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Trends in International Mathematics and Science Study (TIMSS) is a comparative international assessment study conducted by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS aims to study how educational opportunities are provided for students and what factors are associated with these opportunities. The purpose of this study was to examine the student factors in the United Arab Emirates that have an association with grade 4 students’ TIMSS 2015 results in the content and cognitive domains in the subjects of mathematics and science. The study adopted the quantitative research approach through the data analysis of TIMSS 2015 for grade 4 students in these subjects. The study sample consisted of 21,177 students enrolled in 372 UAE private schools and 186 public schools. The percentage of grade 4 girls who participated in the study was 48%, while the percentage of boys was 52%. A multiple linear regression analysis was conducted to examine the most influential student factors that impact on science and maths achievement. Structural equation modeling (SEM) was implemented to examine the relationships between student factors and the content and cognitive domains of mathematics and science in the TIMSS 2015 results. The findings showed that the student factors with a positive association with student achievement were having breakfast on school days, engaging teaching in mathematics lessons, liking learning science, and confidence in mathematics and science. There was a non-significant correlation between gender and mathematics and science achievement. A surprising finding was that “liking learning mathematics” had a negative association with student performance in that subject. There was a positive association between student engagement and mathematics achievement, while the association between the engagement in science lessons and student performance was found to be insignificant.

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Negative school factors and their influence on math and science achievement in TIMSS 2003

Cited by 13 publications

References 17 publications

The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries

The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries

The Predictive Effects of School Safety on Southeast Asian Grade 8 Students’ Science Achievement in TIMSS 2015

Factors Influencing Students’ Achievements in the Content and Cognitive Domains in TIMSS 4th Grade Science and Mathematics in the United Arab Emirates

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