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The association between early childhood education and grade 5 science achievement: insights from TIMSS 2023 in South Africa

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Title: The association between early childhood education and grade 5 science achievement: insights from TIMSS 2023 in South Africa
Authors: Mathelela Steyn Mokgwathi, Mokgaetsi Prudence Maloka, Marien Alet Graham
Source: Cogent Social Sciences, Vol 11, Iss 1 (2025)
Publisher Information: Taylor & Francis Group, 2025.
Publication Year: 2025
Collection: LCC:Social Sciences
Subject Terms: Early childhood education (ECE), science achievement, Trends in International Mathematics and Science Study (TIMSS) 2023, socioeconomic inequality, South Africa, Childhood, Social Sciences
Description: Inequities in early childhood education (ECE) quality and access, especially for learners from socioeconomically and culturally diverse backgrounds, are closely linked to persistent gaps in science achievement in South Africa. There is little data from low- and middle-income contexts regarding how particular early learning experiences affect later science performance, even though international research confirms that high-quality ECE can improve science, technology, engineering, and mathematics (STEM) readiness. This study investigates the connection between ECE experiences and Grade 5 science achievement in South Africa’s multilingual, multicultural educational system using data from the 2023 Trends in International Mathematics and Science Study (TIMSS). Using a nationally representative sample of 10,424 Grade 5 learners from 285 schools, and guided by Bronfenbrenner’s Ecological Systems Theory, hierarchical linear modeling assessed the influence of ECE participation, and caregiver engagement while controlling for socioeconomic background. Science achievement was measured through TIMSS learner assessments, while contextual data on early learning and family background were drawn from the TIMSS home and school questionnaires. Results show that structured ECE from age three, coupled with early literacy and numeracy readiness, is positively associated with science achievement. Conversely, early ECE entry (before age three) and premature writing skills were linked to lower scores, suggesting inequities in programme quality. These results demonstrate the necessity of culturally sensitive, inclusive ECE policies that encourage fair STEM preparedness for a diverse learner body and address systemic inequities.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2331-1886
Relation: https://doaj.org/toc/2331-1886
DOI: 10.1080/23311886.2025.2586369
Access URL: https://doaj.org/article/a770c3afc51d4540b998d22c44679938
Accession Number: edsdoj.770c3afc51d4540b998d22c44679938
Database: Directory of Open Access Journals
Description
Abstract:Inequities in early childhood education (ECE) quality and access, especially for learners from socioeconomically and culturally diverse backgrounds, are closely linked to persistent gaps in science achievement in South Africa. There is little data from low- and middle-income contexts regarding how particular early learning experiences affect later science performance, even though international research confirms that high-quality ECE can improve science, technology, engineering, and mathematics (STEM) readiness. This study investigates the connection between ECE experiences and Grade 5 science achievement in South Africa’s multilingual, multicultural educational system using data from the 2023 Trends in International Mathematics and Science Study (TIMSS). Using a nationally representative sample of 10,424 Grade 5 learners from 285 schools, and guided by Bronfenbrenner’s Ecological Systems Theory, hierarchical linear modeling assessed the influence of ECE participation, and caregiver engagement while controlling for socioeconomic background. Science achievement was measured through TIMSS learner assessments, while contextual data on early learning and family background were drawn from the TIMSS home and school questionnaires. Results show that structured ECE from age three, coupled with early literacy and numeracy readiness, is positively associated with science achievement. Conversely, early ECE entry (before age three) and premature writing skills were linked to lower scores, suggesting inequities in programme quality. These results demonstrate the necessity of culturally sensitive, inclusive ECE policies that encourage fair STEM preparedness for a diverse learner body and address systemic inequities.
ISSN:23311886
DOI:10.1080/23311886.2025.2586369