Multilevel Modeling of Science Achievement in the TIMSS Participating Countries

The author aimed to investigate the variability in science achievement as a function of student-, school- and country-level factors. Achievement scores of 134,123 eighth-grade students from 4,511 schools of 29 countries who participated in the 2007 Trends in International Mathematics and Science Stu...

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Vydáno v:The Journal of educational research (Washington, D.C.) Ročník 108; číslo 6; s. 449 - 464
Hlavní autoři: Mohammadpour, Ebrahim, Shekarchizadeh, Ahmadreza, Kalantarrashidi, Shojae Aldin
Médium: Journal Article
Jazyk:angličtina
Vydáno: Bloomington Routledge 02.11.2015
Taylor & Francis Group
Taylor & Francis Inc
Témata:
Academic achievement
Asia
Attendance
cross-country analysis
Educational Environment
Elementary education
Elementary School Students
Elementary Secondary Education
Europe
Extracurricular Activities
Family Characteristics
Foreign Countries
Gender Differences
Grade 8
International Assessment
Learning
Mathematics
Mathematics Achievement
Mathematics Tests
Middle East
multilevel modeling
School environment
Science
Science Achievement
Science education
Science Instruction
Science Tests
Self Esteem
Student Participation
Student Responsibility
Trends in International Mathematics and Science Study
Trends in International Mathematics and Science Study (TIMSS)
United States
Urban areas
Urban Schools
Asia
United States
ISSN:0022-0671, 1940-0675
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Shrnutí:The author aimed to investigate the variability in science achievement as a function of student-, school- and country-level factors. Achievement scores of 134,123 eighth-grade students from 4,511 schools of 29 countries who participated in the 2007 Trends in International Mathematics and Science Study were analyzed. Multilevel modeling results showed that science achievement was driven largely by student-level factors. Students scored higher when they had more self-confidence in learning science, came from home with a higher level of family background, were boys, spent less time on nonacademic activities, and did job at home. Schools averaged higher when they had positive school climate, were located in urban areas, and there was no problem with attendance at school and shortages in resources for science instruction.
Bibliografie:ObjectType-Article-1
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ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2014.917254