Socioeconomic Status and Beyond: A Multilevel Analysis of TIMSS Mathematics Achievement Given Student and School Context in Turkey

Autor/inn/en	Ersan, Ozge; Rodriguez, Michael C.
Titel	Socioeconomic Status and Beyond: A Multilevel Analysis of TIMSS Mathematics Achievement Given Student and School Context in Turkey
Quelle	In: Large-scale Assessments in Education, 8 (2020), Artikel 15 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ersan, Ozge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-0739
DOI	10.1186/s40536-020-00093-y
Schlagwörter	Socioeconomic Status; Student Characteristics; Institutional Characteristics; Mathematics Achievement; Achievement Gap; Predictor Variables; Grade 4; Elementary School Students; Emergent Literacy; Numeracy; Preschool Education; Student Motivation; Learner Engagement; School Readiness; Foreign Countries; Achievement Tests; Mathematics Tests; International Assessment; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; School year 04; 4. Schuljahr; Schuljahr 04; Frühleseunterricht; Rechenkompetenz; Pre-school education; Vorschulerziehung; Schulische Motivation; Readiness for school; School ability; Schulreife; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Türkei
Abstract	Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students' learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools' mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01