How international studies contributed to educational theory and methods through measurement of opportunity to learn mathematics

2017 ◽  
Vol 12 (2) ◽  
pp. 174-197 ◽  
Author(s):  
Larry E Suter
Keyword(s):  
Student Achievement ◽  
International Student ◽  
Educational Achievement ◽  
International Association ◽  
Opportunity To Learn ◽  
Curvilinear Relationship ◽  
International Studies ◽  
Advanced Mathematics ◽  
International Comparative ◽  
The Relationship

The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew from a small effort in 1959 to a much larger efforts by 1995 to explain whether countries with high achievement were more likely to teach advanced mathematics. In general, the relationship of coverage of a mathematics topic was weakly related to the level of mathematics performance, but did have some effect on growth. This paper finds that differences in measurement methods of OTL across the studies greatly affected the outcome of the relationship. Recent Program for International Student Achievement (PISA) analyses indicate that the relationship between OTL and student achievement might be described as a curvilinear relationship. Countries with lower achievement are more likely to be affected by curriculum coverage than are high-performing countries.

scholarly journals The Effects of Bringing Interesting Materials into the Classroom on 4th Grade Students’ Mathematics Achievement: A Comparative Study Using TIMSS Data

2021 ◽  
Vol 9 (4) ◽  
pp. 480-488
Author(s):  
Ahmet Oğuz Akçay ◽  
Ufuk Güven
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Mathematics Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Achievement Scores ◽  
Independent Variable ◽  
The Relationship ◽  
Timss 2015 ◽  
Analyze Data

The aim of this study is examining the relationship between student achievement and bringing interesting materials to the classroom in 4th grade mathematics in Saudi Arabia, Qatar, Turkey, and Singapore. This study used TIMSS 2015 data to investigate the relationship between student achievement and bringing interesting materials to the classroom in 4th grade mathematics. The frequency of bringing interesting materials to the classroom is the independent variable and student achievement scores is the dependent variable of this study. The study selected four countries, each from different proficiency levels according to the TIMSS 2015 mathematics result, to see if bringing interesting materials to classrooms has different effects in different countries. SPSS in conjunction with the IDB analyzer tool, developed by International Association for the Evaluation of Educational Achievement (IEA), were used to analyze data. The result shows that a significant relationship between frequency of bringing interesting materials and student achievement in 4th grade. In addition, the study found that bringing interesting materials explains 3% of mathematics achievement in Qatar, Saudi Arabia, and Turkey; however it does not explain any portion of student achievement in Singapore.

TIMSS 2015: Illustrating Advancements in Large-Scale International Assessments

2019 ◽  
Vol 44 (6) ◽  
pp. 752-781
Author(s):  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
Student Achievement ◽  
Large Scale ◽  
International Student ◽  
Variance Estimation ◽  
International Association ◽  
Student Assessment ◽  
Population Sampling ◽  
International Student Assessment ◽  
International Assessments ◽  
Matrix Sampling

International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement’s Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development’s Program for International Student Assessment that have come to prominence over the past 25 years owe a great deal in methodological terms to pioneering work by National Assessment of Educational Progress (NAEP). Using TIMSS as an example, this article describes how a number of core techniques, such as matrix sampling, student population sampling, item response theory scaling with population modeling, and resampling methods for variance estimation, have been adapted and implemented in an international context and are fundamental to the international assessment effort. In addition to the methodological contributions of NAEP, this article illustrates how the large-scale international assessments go beyond measuring student achievement by representing important aspects of community, home, school, and classroom contexts in ways that can be used to address issues of importance to researchers and policymakers.

scholarly journals TIMSS 2019 Australia. Volume I: Student performance

2020 ◽  
Author(s):  
Sue Thomson ◽  
Nicole Wernert ◽  
Sima Rodrigues ◽  
Elizabeth O'Grady
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Educational Goals ◽  
Australian Council ◽  
Ministerial Council ◽  
International Comparative ◽  
Mathematics And Science

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

scholarly journals More Isn’t Always Better: The Curvilinear Relationship between Inquiry-Based Teaching and Student Achievement in Science

2021 ◽  
Author(s):  
Nani Teig ◽  
Ronny Scherer ◽  
Trude Nilsen
Keyword(s):  
Student Achievement ◽  
High Frequency ◽  
Structural Equation ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Curvilinear Relationship ◽  
Modeling Analysis ◽  
Conflicting Evidence ◽  
Multilevel Structural Equation ◽  
The Relationship

Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

scholarly journals Psychological adjustment with undergraduate courses and its impact on student achievement

2017 ◽  
Vol 1 (9) ◽  
Author(s):  
Musbah Ali Ammar al - Suwaieh ◽  
ِAzalan Saief Al-Bahroum
Keyword(s):  
Student Achievement ◽  
Psychological Adjustment ◽  
Educational Achievement ◽  
Statistical Significance ◽  
University Education ◽  
Survey Method ◽  
Factors Affecting ◽  
University Courses ◽  
Faculty Of Education ◽  
The Relationship

University education is a strong impetus for society, which is provided by various competencies and experiences, and increased interest among specialists to identify the factors affecting the achievement of students, and the adaptation of the student psychological difficulties faced with the first steps to success in the university. The research sample consisted of 140 students from the Faculty of Education in Tripoli. The descriptive method was used in the survey method. The aim of the research was to determine the relationship between the student's psychological condition and the level of academic achievement. And knowledge of the relationship and differences of statistical significance between the sex of the student and the semester and specialization in psychological adjustment with the decisions and its impact on the level of educational achievement. The results of the study showed a positive relationship between psychological adjustment with university courses and the level of student achievement. The research also found that college students and scientific majors are more adaptive than literary disciplines. And that there is a relationship and differences of statistical significance between students and students and psychological adjustment with university courses for the benefit of female students. The results also showed that there is a relationship and statistical differences between the level of students and the level of adaptation and achievement of the school in favor of the stages and the last levels of the classroom.

scholarly journals Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct

2018 ◽  
Vol 10 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Christine Sälzer ◽  
Nina Roczen
Keyword(s):  
Student Achievement ◽  
Comparative Studies ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Quality Standards ◽  
Global Competence ◽  
International Student Assessment ◽  
Large Scale Assessments ◽  
International Comparative

International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met.

scholarly journals Measures of long-term trends in mathematics: linking large-scale assessments over 50 years

2021 ◽  
Vol 33 (1) ◽  
pp. 71-103
Author(s):  
Erika Majoros ◽  
Monica Rosén ◽  
Stefan Johansson ◽  
Jan-Eric Gustafsson
Keyword(s):  
Large Scale ◽  
Educational Achievement ◽  
International Association ◽  
System Level ◽  
Country Level ◽  
International Trends ◽  
Common Scale ◽  
Long Term Trends ◽  
International Comparative

AbstractInternational comparative assessments of student achievement are constructed to assess country-level differences and change over time. A coherent understanding of the international trends in educational outcomes is strongly needed as suggested by numerous previous studies. Investigating these trends requires long-term analysis, as substantial changes on the system level are rarely observed regarding student outcomes in short periods (i.e., between adjacent international assessment cycles). The present study aims to link recent and older studies conducted by the International Association for the Evaluation of Educational Achievement (IEA) onto a common scale to study long-term trends within and across countries. It explores the comparability of the achievement tests of the Trends in International Mathematics and Science Study and previous IEA studies on mathematics in grade eight. Employing item response theory, we perform a concurrent calibration of item parameters to link the eight studies onto a common scale spanning the period from 1964 to 2015 using data from England, Israel, Japan, and the USA.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

Gender Ideology and Fertility: Evidence for a Curvilinear Hypothesis

2020 ◽  
Author(s):  
Serena Stefani ◽  
Gabriele Prati
Keyword(s):  
Gender Ideology ◽  
Two Dimensions ◽  
Curvilinear Relationship ◽  
World Population ◽  
Fertility Rates ◽  
The World ◽  
And Gender ◽  
Using Data ◽  
National Analysis ◽  
The Relationship

Research on the relationship between fertility and gender ideology revealed inconsistent results. In the present study, we argue that inconsistencies may be due to the fact that such relationship may be nonlinear. We hypothesize a U- shaped relationship between two dimensions of gender ideology (i.e. primacy of breadwinner role and acceptance of male privilege) and fertility rates. We conducted a cross-national analysis of 60 countries using data from the World Values Survey as well as the World Population Prospects 2019. Controlling for gross domestic product, we found support for a U-shaped relationship between gender ideology and fertility. Higher levels of fertility rates were found at lower and especially higher levels of traditional gender ideology, while a medium level of gender ideology was associated with the lowest fertility rate. This curvilinear relationship is in agreement with the phase of the gender revolution in which the country is located. Traditional beliefs are linked to a complementary division of private versus public sphere between sexes, while egalitarian attitudes are associated with a more equitable division. Both conditions strengthen fertility. Instead, as in the transition phase, intermediate levels of gender ideology’s support are associated with an overload and a difficult reconciliation of the roles that women have to embody (i.e. working and nurturing) so reducing fertility. The present study has contributed to the literature by addressing the inconsistencies of prior research by demonstrating that the relationship between gender ideology and fertility rates is curvilinear rather than linear.

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