The development of statistical literacy skills in the eighth grade: exploring the TIMSS data to evaluate student achievement and teacher characteristics in the United States

Mills, Jamie D.; Holloway, Charles E.

doi:10.1080/13803611.2013.771110

Cited by 7 publications

(5 citation statements)

References 28 publications

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“…The TIMSS questionnaires include a lot of variables that might be related to an outcome variable (Mills & Holloway, 2013). In this study, student bullying scale, parental involvement scale, and engaging teaching scale were chosen among the TIMSS 2015 Context Questionnaires.…”

Section: Instrumentsmentioning

confidence: 99%

Examining Mathematics Achievement: An Analysis of Fourth and Eighth Grade TIMSS U.S. Data by Ethnicity, Gender, and Sociocultural Variables

2022

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Previous research studies about mathematics performance have continuously reported race/ethnic or gender gaps. Learners have different educational experiences depending on not only their ethnicity or gender, but also grade and sociocultural factors. However, only a few studies have considered all these factors integrally. Hence, the need of examining academic performance differences across ethnicity, gender, grade, and sociocultural variables led this study. The purpose of this study was to examine mathematics academic achievement of 4th and 8th grade African, Latinx, and Asian American students related to students’ ethnicity, gender, grade, and sociocultural variables such as student bullying, parental involvement, and engaging teaching. The guiding research question for this inquire was: Which factors (gender, student bullying, parental involvement, and engaging teaching) do predict the mathematics achievement of 4th and 8th grade African, Latinx, and Asian American students? The participants were total 9,605 fourth (n=4,785) and eighth grade (n=4,820) African, Latinx, and Asian American students in TIMSS 2015 U.S. national public-use data set. According to the results of multiple linear regression analyses, parental involvement was a significant predictor for all students across grade and ethnicity. In addition, engaging teaching from mathematics teachers significantly predicted 4th and 8th grade Latinx American students’ mathematics achievement. This study revealed that gender, student bullying, parental involvement, and engaging teaching had different level of impacts on mathematics achievement of each group of students.

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Section: Instrumentsmentioning

confidence: 99%

Examining Mathematics Achievement: An Analysis of Fourth and Eighth Grade TIMSS U.S. Data by Ethnicity, Gender, and Sociocultural Variables

2022

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“…Due to the large sample size of the TIMSS assessment, some of the data were missing. For multivariate analysis, it is recommended to drop the cases of the missing data rather than to replace them [57]. Therefore, as the study used a multivariate analysis, such as multiple linear regression, the study used the deleting method.…”

Section: Discussionmentioning

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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“…Bu araştırmada veri işleme alanında ele alınan kavramlardan yararlanarak çeşitli tablo ve grafiklerin oluşturulmasına dayanan kazanımlarına odaklanılmıştır. Alanyazın incelendiğinde ortaokul düzeyinde olasılık ve istatistik konusundaki becerilerin beklenen düzeyde gelişmediği (Bakırcı, 2014;Çakmak & Durmuş, 2015;Dereli, 2009;Güven & Özmen, 2014;Memnun, Altun & Yılmaz, 2010;Mills & Holloway, 2013;Şafak & Akkaya, 2014) ve ortaokul öğrencilerinin büyük bölümünün (Aydoğdu İskenderoğlu, 2003;Ören, 2007;Sen & Güler, 2015) ispat sürecinde analitik düşünemediklerini göstermektedir. Bu sonuçlar ilkokul ve hatta okul öncesi gibi daha alt düzeydeki öğrenciler için bu konu ve alanların desteklenmesi gerektiğini göstermektedir.…”

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Pre-Service and in-Service Teachers’ Opinions on Proof Schemes and Mathematical Proof in the Context of Data Processing

Şengül¹,

YILMAZ²

2022

PEARSON

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graphing about data processing were used. The analysis of the obtained data was analyzed using the content analysis method, which is the most commonly used method among qualitative data analysis methods. According to the findings obtained in the research, the classroom teachers and candidates emphasized the meanings of proving, proving the truth and revealing with concrete evidence; It has been determined that they associate the purpose of proving with increasing confidence in information and confirming meaningfulness. It has been observed that being understandable, consistent, objective, and free from contradictions are the most frequently stated expressions among the features of the proof. According to the findings regarding proof schemes, it was seen that teachers and pre-service teachers mostly had experimental proof schemes. In the light of these results, researchers are recommended to conduct research involving pupils, primary teachers and teacher candidates for the development of primary school level mathematic education.

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The development of statistical literacy skills in the eighth grade: exploring the TIMSS data to evaluate student achievement and teacher characteristics in the United States

Cited by 7 publications

References 28 publications

Examining Mathematics Achievement: An Analysis of Fourth and Eighth Grade TIMSS U.S. Data by Ethnicity, Gender, and Sociocultural Variables

Examining Mathematics Achievement: An Analysis of Fourth and Eighth Grade TIMSS U.S. Data by Ethnicity, Gender, and Sociocultural Variables

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

Pre-Service and in-Service Teachers’ Opinions on Proof Schemes and Mathematical Proof in the Context of Data Processing

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