TIMSS International Benchmarks of Eighth Graders in Mathematics: A Correspondence Analysis Study

Autor/in	Koyuncu, Ilhan
Titel	TIMSS International Benchmarks of Eighth Graders in Mathematics: A Correspondence Analysis Study
Quelle	In: International Electronic Journal of Elementary Education, 14 (2021) 2, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koyuncu, Ilhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Grade 8; Benchmarking; Achievement Tests; Foreign Countries; Elementary Secondary Education; International Assessment; Mathematics Achievement; Mathematics Tests; Educational Environment; Student Attitudes; Positive Attitudes; Mathematics Instruction; Behavior Problems; High Achievement; Low Achievement; Comparative Analysis; School Safety; Discipline Policy; Bullying; Victims; Educational Practices; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Unterdurchschnittliche Leistung; Disziplinarmaßnahme; Mobbing; Victim; Opfer; Bildungspraxis; Türkei
Abstract	The aim of this study is to investigate the relationship between a variety of non-cognitive factors and the mathematics performance levels of eighth grade students in the Trends in International Mathematics and Science Study (TIMSS). The sample group consists of 4077 Turkish students who took part in TIMSS 2019. Data were collected using the student background scales in the student questionnaire and achievements tests by TIMSS practitioners. It was interpreted through correspondence analysis as an exploratory and multivariate statistical technique. Results indicated a significant correspondence between students' achievement and attitudes towards mathematics, instructional structure, school climate, and home educational resources. High-achieving students were found to express more positive attitudes, attach higher instructional clarity to mathematics lessons, encounter less disorderly behavior during mathematics lessons, and have more home educational resources. Regarding school climate, high-achieving students had less sense of school belonging than low-achieving students. As for school discipline and safety, high-achieving students faced more bullying than intermediate-level students. Results suggest that students with low mathematics achievement should be supported in terms of both educational resources and non-cognitive factors. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01