An analysis of TIMSS 2015 science reading demands
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| Title: | An analysis of TIMSS 2015 science reading demands |
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| Authors: | Surette Van Staden, Marien Graham, Jaqueline Harvey |
| Source: | Perspectives in Education, Vol 38, Iss 2 (2020) |
| Publisher Information: | University of the Free State, 2020. |
| Publication Year: | 2020 |
| Subject Terms: | LC8-6691, Trends in International Mathematics and Science Study (TIMSS), 4. Education, 05 social sciences, Education (General), 06 humanities and the arts, Readability, Special aspects of education, 0602 languages and literature, Language in education, South Africa (SA), L7-991, 10. No inequality, Science education, 0503 education |
| Description: | This study investigated the reading demands of restricted-use items administered to South African grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by Mullis, Martin and Foy (2013) was used to categorise items into low, medium and high readability groups. The ‘knowing’ domain contained mostly low readability items; the ‘applying’ domain was almost equally medium and high readability items; with the ‘reasoning’ domain containing mostly high readability items. Results show significant differences between the percentage of correct answers between the low and high categories and between the medium and high categories. However, the impact of reading demand on performance cannot be fully analysed without cross-reference to English proficiency. Nevertheless, the higher the readability, the greater the chance is for learners to answer incorrectly. A continued expected low performance for most South African learners is implied. |
| Document Type: | Article |
| File Description: | application/pdf |
| ISSN: | 2519-593X 0258-2236 |
| DOI: | 10.18820/2519593x/pie.v38.i2.19 |
| Access URL: | https://journals.ufs.ac.za/index.php/pie/article/download/4338/3942 https://doaj.org/article/262bfeec123b438ba9998223c3c29bf1 https://doaj.org/article/94b4c7e1eba54d8da5870e0ef98cc463 https://ecommons.hsrc.ac.za/handle/20.500.11910/15646?show=full https://repository.up.ac.za/handle/2263/80906 |
| Rights: | CC BY |
| Accession Number: | edsair.doi.dedup.....9faf4a9b540db1906d4278c5405d4033 |
| Database: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstract: | This study investigated the reading demands of restricted-use items administered to South African grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by Mullis, Martin and Foy (2013) was used to categorise items into low, medium and high readability groups. The ‘knowing’ domain contained mostly low readability items; the ‘applying’ domain was almost equally medium and high readability items; with the ‘reasoning’ domain containing mostly high readability items. Results show significant differences between the percentage of correct answers between the low and high categories and between the medium and high categories. However, the impact of reading demand on performance cannot be fully analysed without cross-reference to English proficiency. Nevertheless, the higher the readability, the greater the chance is for learners to answer incorrectly. A continued expected low performance for most South African learners is implied. |
|---|---|
| ISSN: | 2519593X 02582236 |
| DOI: | 10.18820/2519593x/pie.v38.i2.19 |