Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States

Educational opportunities and resources for students differ around the world. Trends in International Mathematics and Science Study (TIMSS) highlights students’ achievement, home resources, and attitudes towards mathematics and science. In this study, we sought to identify home resources and attitud...

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Vydáno v:Eurasia Journal of Mathematics, Science and Technology Education Ročník 15; číslo 9; s. em1751
Hlavní autoři: Geesa, Rachel Louise, Izci, Burcu, Song, Hyuksoon, Chen, Shiyi
Médium: Journal Article
Jazyk:angličtina
Vydáno: East Sussex Modestum 2019
Témata:
Access to Computers
Achievement Tests
Attitudes
Boys education
Comparative Education
Cultural Differences
Elementary School Students
Elementary schools
Family Environment
Foreign Countries
Grade 4
Handheld Devices
International Assessment
Internet
Learning
Mathematics
Mathematics Achievement
Mathematics Tests
Ownership
Predictor Variables
Reading comprehension
Resources
Science
Socioeconomic factors
STEM Education
Student Attitudes
Students
Trends
South Korea
United States
Turkey
ISSN:1305-8223, 1305-8215, 1305-8223
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Shrnutí:Educational opportunities and resources for students differ around the world. Trends in International Mathematics and Science Study (TIMSS) highlights students’ achievement, home resources, and attitudes towards mathematics and science. In this study, we sought to identify home resources and attitudes towards mathematics factors that significantly predict fourth graders’ mathematics achievement in South Korea, Turkey, and the United States using TIMSS 2015 data. Results indicated that home resources and attitudes towards mathematics both positively and significantly predicted students’ mathematics achievement. Moreover, an interesting pattern emerged as Turkish students’ attitudes towards mathematics were higher and mathematics achievement scores were lower than students from South Korea, and the United States. Future research may include longitudinal studies of mathematics achievement among the three countries.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1305-8223
1305-8215
1305-8223
DOI:10.29333/ejmste/108487