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1.
Numerous studies have attributed gender difference in mathematics achievement to various sociocultural influences. Singapore is a country of higher gender equality as represented in the Global Gender Gap Index and Singaporean girls perform as well or higher than boys in international mathematics assessments. This study develops a conceptual model to examine the relationship and effects of parental involvement in education, teacher efficacy, and students’ attitudes towards mathematics on mathematics achievement for Singaporean eighth grade students using Trends in International Mathematics and Science Study (TIMSS) 2011 data. The study finds that there is no significant gender difference in parental involvement in education and teacher efficacy and there is no gender difference in the attitude of like learning mathematics among Singaporean eighth grade students. The attitude of confidence in mathematics has positive and significant effect on mathematics achievement and the effect is greater for girls than boys. Parental involvement in education and teacher efficacy were found to have greater effect on girls’ confidence in mathematics than on boys’. As such, increasing involvement in mathematics education and providing positive reinforcement to raise girls’ self-confidence in mathematics by parents and teachers should be an integral part of any initiative to reduce gender gap in mathematics achievement.  相似文献   

2.
This paper examines differences in mathematics achievement among eighth-grade students using a secondary analysis of the data. The students, who are from Malaysia, had participated in the Trend International Mathematics and Science Study (TIMSS) 1999. A series of school, home, demographic and socio-economic variables were used to investigate the differences in the mean student mathematics scores. Evidence from the data shows that gender, the language spoken at home, expected educational level, family background, and home educational resources and aids have a significant influence on the students’ level of mathematics achievement.  相似文献   

3.
In this study, we analyse the predictive power of home and school environment-related factors for determining pupils’ aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the national level, the Lestvica agresivnosti aggression scale was administered in both TIMSS cycles. For home environment variables, we included those related to socio-economic status, pupils’ educational aspirations, parental activities with their children and pupils’ free time activities. The results show that the variables related to socio-economic status, spare time activities and parental activities are significant predictors. The results differ in both analysed data-sets. For school environment variables, we include those related to the school climate, pupils’ attitudes towards school and school subjects and pupils’ achievement in mathematics. We find that the variables related to school climate and students’ self-confidence are significant predictors. These results are stable in both years. The predictive power of the school characteristics model (including only the school environment variables) is larger (based on the proportion of explained variance) compared with the home characteristics model. The hierarchical linear model of data from 2007 to 2011 shows small differences in aggression between schools. The inclusion of two data cycles collected in two time- periods allows us to observe changes in aggression predictors over time. Practical implications are finally included.  相似文献   

4.
The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed.  相似文献   

5.
ABSTRACT

The authors examined the differential effects of teachers on female, minority, and low-socioeconomic status (SES) students’ achievement in Grade 4. They used data from a randomized experiment (Project STAR) and its follow-up study (LBS). Student outcomes included Grade 4 SAT scores in mathematics, reading, and science and student demographics included gender, race, and SES. The authors used multilevel models to determine how teacher effectiveness interacted with student gender, race, and SES. We also explored whether teacher effects were more pronounced in schools with high proportions of minority or female students. Results indicated that all students benefited from having effective teachers. The differential teacher effects on female, minority, and low-SES students’ achievement, however, were insignificant. There is some evidence in mathematics that teacher effects are more pronounced in high-minority schools. Finally, teacher effects seem to be consistent within and between schools.  相似文献   

6.
Abstract

A primary goal our study was to explore whether relations between academic anxiety and students’ use of a range of learning strategies (memorisation, elaboration, personal best [PB] goals and cooperation) were mediated by academic buoyancy. We were also interested in extending knowledge of anxiety and its role in students’ learning strategy use. Given mixed findings regarding the impact of language spoken at home on psycho-educational factors, our third aim involved investigating the extent to which relationships were moderated by language (English vs. Chinese-speaking). The sample consisted of n = 380 English-speaking and Chinese-speaking (Mandarin and Cantonese) Australian high school students, with groups (n = 190 each) matched on age and gender, and controlling for parental education and prior academic achievement. We found mediation effects of academic buoyancy across the four learning strategies. In addition, anxiety was positively associated with memorisation, elaboration and PB goals in the mediation analyses. Mediation effects were broadly similar across the two languages; however, there were some significant differences across the two groups. Findings hold relevance for future research on academic buoyancy’s nomological network, the role of language spoken at home in the academic process and the design of interventions addressing academic buoyancy and academic anxiety.  相似文献   

7.
ABSTRACT

This study examines the influence of the Trends in International Mathematics and Science Study (TIMSS) 1999 results on mathematics education policy in Israel. Analyzing various documents, the study shows how these results transformed policymakers’ discourse regarding mathematics education. In order to achieve improvement in Israel’s ranking, the middle school mathematics curriculum was aligned with the TIMSS test. Following this change, the scores of Israeli students rose considerably in TIMSS 2011. Parallel results from Programme for International Student Assessment (PISA) and Israeli internal standardized tests, however, do not show comparable improvement in mathematics achievement. High school matriculation data for the same period of time show a decline in the percentage of students who took the most advanced mathematics courses. Furthermore, none of these data sources show any noticeable reduction in social inequality in mathematics achievement. On the basis of theoretical insights from political science, it is argued that international tests influence the way educational problems are framed and defined. Thus, instead of enriching educational decision-making processes, these tests can create a tunnel vision effect that restricts policymakers’ attention to ‘problems’ and ‘solutions’ defined by the tests themselves.  相似文献   

8.
H.W. Ker 《教育心理学》2016,36(2):254-276
Reports from the Trends in International Mathematics and Science Study (TIMSS) consistently show that there is a substantial gap in average mathematics achievement between Singapore and the USA. This study conducts an exploratory comparative investigation on the multilevel factors influencing the mathematics achievement of students from these two countries. A conceptual framework together with an integrated model is proposed for the analysis. The TIMSS 2011 eighth grader mathematics data were chosen for this study. Results reveal that the common features influencing mathematics achievement for the students of both countries are student self-confidence, school composition by student background and teacher confidence in teaching mathematics. The cause of the different effects of American students’ mathematics achievement is more associated with resources, whereas the effects of Singaporean students’ mathematics achievement are more related to attitudes, expectations and motivations. The major elements that affect Singaporean student mathematics performances are at the teacher level. Suggestions for future research are discussed.  相似文献   

9.
Abstract

The influence of parental involvement, socioeconomic status of parents, and instructional supplies expenditures on mathematics achievement scores of Grade 4 students in a low-income county in North Carolina were examined. An educational production function framework was used to analyze the influence of educational resources on mathematics achievement scores. Pearson product-moment correlation and ordinary least squares regression were used to determine the overall strength of each relation and the variables with the greatest impact on mathematics achievement. Results indicated that instructional supplies expenditures per pupil and parental volunteer hours were not statistically significant in explaining mathematics test scores. Furthermore, results showed that the percentage of students in free/reduced-price lunch programs was related negatively to students' academic performance in mathematics. This finding supports the notion that economic circumstances are correlated with academic achievement.  相似文献   

10.
Abstract

Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.  相似文献   

11.
Effortful Control and Academic Achievement in Rural China   总被引：1，自引：1，他引：0  
Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of Grade 1 predicted incremental achievement in literacy and mathematics at the end of Grade 1 and mathematics achievement at the end of Grade 2. Growth in effortful control during Grade 1 also contributed significantly to the prediction of both literacy and mathematics achievement at the end of Grade 2. Although girls performed significantly better than boys in literacy achievement, gender did not moderate the relationships between effortful control and literacy and mathematics achievement. Practice or Policy: Children’s effortful control appears to be an important predictor of early literacy and mathematics achievement. Findings suggest that children’s effortful control should be fostered during the preschool and early years of formal schooling, and this can be done in both home and school contexts.  相似文献   

12.
This study explored the predictive effects of science self-beliefs on science achievement for 24,680 13-year-old students from Gulf Cooperation Council member countries – Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates – who participated in the Trends in International Mathematics and Science Study (TIMSS) 2007. The performance of adolescent students in Qatar and Saudi Arabia on the TIMSS 2007 science assessment was significantly below the TIMSS scale average. Adolescent students’ science beliefs had both positive and negative predictive effects on science achievement across the Gulf Cooperation Council member countries.  相似文献   

13.
Research in nature of science (NOS) among Asia-Pacific countries such as Singapore is arguably scarce. This study aimed to survey Singaporean secondary school students’ views of NOS with a newly developed instrument named Students’ Views of Nature of Science (SVNOS), which included various key aspects of NOS that are generally agreed upon by the science education community. Moreover, the relations between some demographic factors, including gender and grade, and students’ views of NOS were explored.

Sample, design and method

In total, 359 Singaporean seventh and eighth graders were invited to participate in this survey. The reliability, validity and structure of the SVNOS instrument were ensured by confirmatory factor analysis. A two-way multivariate analysis of variance was then conducted to determine the interaction effects between the gender variable and the grade-level variable.

Results and conclusion

The results indicated that the SVNOS instrument is reliable and valid to assess students’ views of NOS regarding seven distinct NOS dimensions. The male students were more prone to have constructivist-oriented views of NOS in the most of the SVNOS dimensions, while the female students conveyed more non-objective views of NOS. In addition, the eighth graders revealed more empiricist-oriented views of NOS than the seventh graders in several SVNOS dimensions. This result seems to contradict the results of previous studies that students’ views of NOS may reflect a developmental trend with their increasing educational experiences.  相似文献   

14.
Abstract

The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning.  相似文献   

15.
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16.
Abstract

The aim of this study was to analyse the relationship between sociometric types, behavioural categories and academic achievement in a sample of 1,349 compulsory secondary education students (51.7% boys), ranging in age from 12 to 16 years. The students’ sociometric identification was performed by using the Programa Socio and academic performance was measured by school marks provided by teachers in the subjects of Spanish language, mathematics and average academic performance. The results show that sociometric types were significant predictors of academic achievement, as students who were rated positively by their peers (popular, leaders, collaborators and good students) were more likely to have high academic achievement (in mathematics, Spanish language and average academic achievement) than students rated negatively by peers (rejected-aggressive, rejected-shy, neglected and bullies).  相似文献   

17.
ABSTRACT

Although separate schools that attend to the specific needs of students are generally considered to be beneficial, the school-to-school transitions they necessitate are often harmful. Drawing on cumulative stress theory, the author examined the relationship between school transitions and students’ Grade 5 achievement. Propensity score matching methods are used on data from 2 panel-waves of the Early Childhood Longitudinal Study to test the hypothesis that these transitions result in adverse academic outcomes. Estimates from matched samples indicate that transitions between Grades 3 and 5 are not significantly associated with decreases in mathematics, reading, or science achievement. The results of this study directly challenge extant research and demonstrate a critical methodological perspective on the relationship between school transitions and students’ achievement.  相似文献   

18.
ABSTRACT

Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship between motivational beliefs and science achievement at both the student and school levels. Based on the Expectancy-Value Theory, the three motivational beliefs, namely self-concept, intrinsic value, and utility value, were the focuses of this study. The two-level hierarchical linear model was used to analyse the Taiwanese TIMSS 2011 eighth-grade student data. The results indicated that each motivational belief had a positive predictive effect on science achievement. Additionally, a positive school contextual effect of self-concept on science achievement was identified. Furthermore, school-mean utility value had a negative moderating effect on the relationship between utility value and science achievement. In conclusion, this study sheds light on the functioning of motivational beliefs in science learning among Taiwanese adolescents with consideration of the school motivational contexts.  相似文献   

19.
Abstract

Since a significant percentage of students facing the risk of school failure, educational systems struggle to improve equity in education. Researchers argue that the missing link in establishing educational equity is parental involvement (PI). Τhis study examines three dimensions of PI (home-based, school-based, parental dispositions) as to effects on risk for school failure across two competencies (language and mathematics), while controlling for other variables, e.g. prior achievement and demographic factors. Data is drawn from the national ‘Program for Functional Literacy’ involving 6865 Year 6 students from 226 Cyprus public primary schools. Logistic multilevel modeling analyses, with students nested within schools, lead to interesting findings. Parental dispositions appear to relate significantly to the risk for failure in language and mathematics, confirming that this dimension holds the strongest impact. In addition, from the home-based PI dimension, the availability and number of books at home have statistically consistent effects on the risk across both competencies. Other dimensions or components of these dimensions relate significantly to risk for one competency only. These findings are further discussed in the context of future policy and research directions.  相似文献   

20.
ABSTRACT

The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle school students in Korea. Task value and test anxiety were hypothesized to mediate these relationships. Consistent with previous reports, domain-specific self-constructs such as self-efficacy and self-concept were better predictors of task value and achievement than was general self-esteem. Task value and test anxiety significantly mediated only the relationships of self-efficacy assessed by the Bandura-type scale to achievement. These domain-specific relationships tended to be stronger for middle school than elementary school students and in mathematics than language arts.  相似文献   

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