The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth- and Eighth-Grade Students in Turkey

Autor/inn/en	Yalcin, Seher; Demirtasli, Rahime Nükhet; Dibek, Munevver Ilgun; Yavuz, Hatice Cigdem
Titel	The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth- and Eighth-Grade Students in Turkey
Quelle	In: International Journal of Progressive Education, 13 (2017) 3, S.79-94 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Foreign Countries; Teacher Characteristics; Student Characteristics; Elementary Secondary Education; Achievement Tests; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; International Assessment; Grade 4; Grade 8; Questionnaires; Hierarchical Linear Modeling; Bullying; Mathematics Skills; Self Efficacy; Learner Engagement; Parent Participation; Statistical Significance; Student Attitudes; Regression (Statistics); Predictor Variables; Statistical Analysis; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Fragebogen; Mobbing; Mathematics ability; Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; Schülerverhalten; Regression; Regressionsanalyse; Prädiktor; Statistische Analyse; Türkei
Abstract	This study investigated effect of student- and school-level variables on mathematics achievement of fourth- and eighth-grade students using the Trends in International Mathematics and Science Study (TIMSS) 2011 data of Turkey. The common variables addressed in student and school questionnaires were compared. Due to nested structure of the TIMSS data, hierarchical linear modeling analysis was performed. According to findings of the study, for both grade levels, of all teacher-related variables, only school emphasis on academic success were discovered to have statistically significant impact on schools' mean mathematics achievements. Moreover, concerning student-level variables, being bullied at school, confidence in mathematics, being engaged in mathematics and parental involvement had statistically significant effect on students' mathematics achievement for both grade levels. It is considered that students that hold more positive perceptions of their school and have teachers that are willing to improve themselves in their career tend to have higher performance in TIMSS. [This study was presented at the 10th International Test Commission (ITC) Conference in 1-4 July 2016 in Vancouver, Canada.] (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01