What Did Kuwait Learn from Its Participation in TIMSS Study? An Exploratory Case Study from Senior Supervisors’ Perspectives

Abstract

The low performance of The Trends of Mathematics and Science Study (TIMSS) results were investigated in depth through interviews with math and science supervisors from the Ministry of Education in Kuwait. A qualitative approach was employed to consider the factors that may affect TIMSS results in the past and understand the reasons of TIMSS results. The outcome of this study was limited to the perspectives of science and math supervisors who participated or worked in the TIMSS study. Their participation in TIMSS was positive even if the results of the study were not because it helped initiate reform in curriculum, assessment, and quality of teaching. However, the participants expressed concerns and variables that need to be aware of in order to perform better not only in TIMSS but also in science and math education in general.

School principals' experiences of autonomy and accountability: outcomes of the School Education Quality Improvement Project in Kuwait

“…Unfortunately, its scores have been consistently below average in all academic areas (Alhashem and Alkanddari, 2015). These disappointing results prompted the Ministry of Education (MOE) of Kuwait to reform the country's education system, with a renewed focus on quality improvement (Alhashem and Alkanddari, 2015). The government's efforts to address this issue include the implementation of ongoing school reforms under Kuwait's Integrated Education Reform Program 2011–2019, “focusing on developing curricula, improving learning and teaching, encouraging efficient school leadership, and refining the accountability and efficiency of the education system.…”

“…Alhashem and Alkanddari (2015) emphasized that supervisors need to have a voice in decisions regarding school curricula, assessment practices and teacher development programs. Al Sharija et al.…”

An Analysis of Critical Thinking Skills amongst Business Students in Kuwait

“…A study delving into the effects of this approach might be useful. Also, Alhashem and Alkandari (2015) created a list of suggestions; the effect of any implementation of these suggestions would be interesting.…”

Exploring In- and Pre-Service Science and Mathematics Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK): What Next?

“…In addition, the in-service teachers may have no choice other than shifting to the traditional method because of the school context (Alhashem, & Alkandri, 2015). Teaching science or mathematics with a traditional method due to the lack of resources at schools and few or no professional development courses may have affected the in-service teachers results.…”

“…The findings showed a gap between the college and field settings. In-service teachers' lack of professional development during their service at school may also have an effect on teachers' abilities to reflect back on their knowledge (Alhashem, & Alkandri, 2015).…”