Equity in Mathematics Education in Hong Kong: Evidence from TIMSS 2011 to 2019

Autor/inn/en	Qiu, Xue-Lan; Leung, Frederick K. S.
Titel	Equity in Mathematics Education in Hong Kong: Evidence from TIMSS 2011 to 2019
Quelle	In: Large-scale Assessments in Education, 10 (2022), Artikel 3 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leung, Frederick K. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-0739
DOI	10.1186/s40536-022-00121-z
Schlagwörter	Equal Education; Mathematics Education; Foreign Countries; Elementary Secondary Education; Achievement Tests; Mathematics Achievement; International Assessment; Science Tests; Grade 8; Gender Differences; Socioeconomic Status; Parent Background; Predictor Variables; Educational Resources; Hong Kong; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Elternhaus; Prädiktor; Bildungsmittel; Hongkong
Abstract	This study investigated the status of equity in mathematics education in Hong Kong based on data from TIMSS 2011 to 2019 and the changes in education equity across the three cycles. The effects of various student-, family-, and school-level variables on students' mathematics achievement were examined and compared using multilevel modeling. Results showed that there were significant variances between schools in mathematics achievement in Hong Kong, especially for eighth grade students. Overall, boys performed better in mathematics than girls in these three TIMSS cycles in Hong Kong, except for eighth grade boys in the cycles of 2011 and 2019. The family and school socio-economic status (SES) related to the possession of traditional materials (e.g., desks and books) and parents' highest education level had positive and significant effects on students' mathematics achievement, and the effects of the predictors increased from the 2011 cycle to the 2019 cycle. SES related to the possession of home digital devices (e.g., computers and internet connection) also had positive but much less substantial effects. School location and resource availability did not have significant effects. In general, the mean levels of SES and school resource availability in Hong Kong is improving. However, the effects of some important student- and school-level factors on mathematics achievement increased. Suggestions for improving education equity in Hong Kong are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01