School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011

An experimental study was conducted to investigate the effects of a computer assisted instruction seminar on mathematics skills for admission to teacher education programs and academic self-concept. The CAI increased the mathematics and academic self-concept scores, especially for low socio economic-status students.

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Relationships Between Student, Teacher, and School Characteristics and Mathematics Achievement

School Science and Mathematics ◽

10.1111/ssm.12034 ◽

2013 ◽

Vol 113 (7) ◽

pp. 333-344 ◽

Cited By ~ 5

Author(s):

Teresa Petty ◽

Chuang Wang ◽

Adam P. Harbaugh

Keyword(s):

Mathematics Achievement ◽

Student Teacher ◽

School Characteristics ◽

And Mathematics

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Change between 2003 and 2012 in the association between students' attitudes and behaviours and mathematics performance, by socio-economic status

PISA - PISA 2012 Results: Ready to Learn (Volume III) ◽

10.1787/9789264201170-table238-en ◽

2013 ◽

Keyword(s):

Economic Status ◽

Mathematics Performance ◽

Socio Economic Status ◽

Students Attitudes ◽

And Mathematics

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An Analysis on the Selected Factors Contributing to Science and Mathematics Achievement Among Secondary Students in Two SEAMEO Member Countries

Jurnal Teknologi ◽

10.11113/jt.v63.2020 ◽

2013 ◽

Vol 63 (2) ◽

Cited By ~ 1

Author(s):

Roger Awang ◽

Lay Yoon Fah

Keyword(s):

Mathematics Achievement ◽

Secondary Students ◽

Technological Tools ◽

8Th Grade ◽

Timss 2007 ◽

And Mathematics ◽

Additional Support ◽

Better Than ◽

Grade 8 ◽

At Home

This paper sets out to examine critically the effects of selected factors contributing to science and mathematics achievement among 8th grade students in Malaysia and Singapore. The Trend in International Science and Mathematics Study (TIMSS) 2007 database was utilized to explore a) if there were correlations between students receiving additional support and/or gaining exposure from academic related enrichment activities at home and schools with their science and mathematics achievement and, b) How well do the knowledge/skills gained from the use of technological tools and Internet contribute towards their science and mathematics achievement among Malaysian and Singaporean Grade 8 students. The sample consists of 4,466 students from Malaysia and 4,599 students from Singapore who participated in the TIMSS 2007 assessment. This study will provide some insights on why some students perform better than others in science and mathematics by highlighting the effect of additional support and/or exposure from academic related enrichment activities at home and schools, and the knowledge/skills gained from the use of technological tools and internet on students’ science and mathematics achievement.

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