International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2017, Vol. 13(3) 79-94

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

Seher Yalçın, Rahime Nükhet Demirtaşlı, Munevver Ilgun Dibek & Hatice Cigdem Yavuz

pp. 79 - 94   |  Manu. Number: ijpe.2017.029

Published online: October 08, 2017  |   Number of Views: 593  |  Number of Download: 1127


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.

Keywords: 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


How to Cite this Article?

APA 6th edition
Yalcin, S., Demirtasli, R.N., Dibek, M.I. & Yavuz , H.C. (2017). The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth-and Eighth-Grade Students in Turkey. International Journal of Progressive Education, 13(3), 79-94.

Harvard
Yalcin, S., Demirtasli, R., Dibek, M. and Yavuz , H. (2017). The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth-and Eighth-Grade Students in Turkey. International Journal of Progressive Education, 13(3), pp. 79-94.

Chicago 16th edition
Yalcin, Seher, Rahime Nukhet Demirtasli, Munevver Ilgun Dibek and Hatice Cigdem Yavuz (2017). "The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth-and Eighth-Grade Students in Turkey". International Journal of Progressive Education 13 (3):79-94.

References

    Al-Hebaish, S. M. (2012). The correlation between general self-confidence and academic achievement in the oral presentation course. Theory and Practice in Language Studies, 2(1), 60-65. doi:10.4304/tpls.2.1.60-65.

    Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students’ sense of school belonging. Journal of Experimental Education, 72, 5–23.

    Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45 , 369–386. doi: 10.1002/pits.20303.

    Arıkan, S., van de Vijver, F. J. R., & Yağmur, K. (2016). Factors contributing to mathematics achievement differences of Turkish and Australian students in TIMSS 2007 and 2011. EURASIA Journal of Mathematics, Science and Technology Education, 12(8), 2039-2059. doi: 10.12973/eurasia.2016.1268a

    Aslan, B. (2015). A comparative study on the teaching profession in Turkey and South Korea: Secondary analysis of TALIS 2008 data in relation to teacher selfefficacy. Eurasian Journal of Educational Research, 61, 1-22. http://dx.doi.org/10.14689/ejer.2015.61.1

    Bernard, B. (2004). Resiliency: What we have learned. San Francisco,CA: WestEd.

    Burns, D., & Darling-Hammond, L. (2014). Teaching around the world: What can TALIS tell us? Stanford, CA: Stanford Center for Opportunity Policy in Education.

    Burton, L. (2004). Confidence is everything: Perspectives of teachers and students on learning mathematics. Journal of Mathematics Teacher Education, 7, 357-381. doi:10.1007/s10857-004-3355-y

    Büyüköztürk, Ş., Çakan, M., Tan, Ş., & Atar, H. Y. (2014a). TIMSS 2011 ulusal matematik ve fen raporu 4. Sınıflar (TIMSS 2011 national mathematics and science report 4th grades). Ankara: İşkur Matbaacılık.

    Büyüköztürk, Ş., Çakan, M., Tan, Ş., & Atar, H. Y. (2014b). TIMSS 2011 ulusal matematik ve fen raporu 8. Sınıflar (TIMSS 2011 national mathematics and science report 8th grades). Ankara: İşkur Matbaacılık.

    Chen, Q. (2014). Using TIMSS 2007 data to build mathematics achievement model of fourth graders in Hong Kong and Singapore. International Journal of Science and Mathematics Education, 12, 1519–1545. doi:10.1007/s10763-013-9505-x

    Cowie, H. (2013). The immediate and long-term effects of bullying. In I. Rivers & N. Duncan (Ed), Bullying: Experiences and Discourses of Sexuality and Gender (vol.I, pp.10-18). Newyork, NY: Routledge.

    Dinham, S. (1993). Teachers under stress. Australian Educational Researcher, 20(3), 1-16. doi:10.1007/BF03219547

    Erdogan, C. & Demirkasimoglu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri (Teachers’ and school administrators’ views of parent involvement in education process). Educational Administration: Theory and Practice, 16(3), 399-431.

    Fan, X. & Chen, M. (2001). Parental involvement and students' academic achievement: A Meta-Analysis. Educational Psychology Review, 13(1), 1-22. doi:10.1023/A:1009048817385

    Fishman, J. A. & Galguera T. (2003). Introduction to test construction in social and sciences. Lanham, MD: Rowman & Littlefield Publishers.

    Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877–896.

    Graven, M. (2004). Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence. Educational Studies in Mathematics, 57(2), 177-211. doi:10.1023/B:EDUC.0000049277.40453.4

    Güzeller, C. O., Eser, M. T., & Aksu, G. (2016). Study of the factors affecting the mathematics achievement of Turkish students according to data from the programme for international student assessment (PISA) 2012. International Journal of Progressive Education, 12(2), 78-89.

    Hannula, M. S., Maijala, H., & Pehkonen, E. (2004). Development of understanding and self-confidence in mathematics; grades 5–8. In M. J. Høines, & A.B. Fuglestad (Eds.), Proceedings of the 28th conference of the international group for the psychology of mathematics education, (pp. 17–24). Bergen: PME.

    Hawker, D. S. J., & Boulton, M. J. (2000). Twenty years’ research on peer victimization and psychsocial maladjustment: a meta-analytic review of cross-sectional studies. Journal of child psychology and psychiatry, 41(4), 441–455. doi: 10.1111/1469-7610.00629

    Hill, N. E., & Taylor, L. C. (2004). Parent-school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164. doi: 10.1111/j.0963-7214.2004.00298.x

    Hirsch, E. & Church, K. (2009). North Carolina teacher working conditions survey brief: Teacher working conditions are student learning conditions. Retrieved from www.newteachercenter.org

    Hoge, D. R., Smit, E., & Crist, J. T. (1997). Four family process factors predicting academic achievement for sixth and seventh grade. Educational Research Quarterly, 21(2), 27-42.

    Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706–742. doi: 10.1177/0042085912445643

    Jerrim, J. (2014). Why do East Asian children perform so well in PISA? An investigation of Western-born children of East Asian descent (Report No. 14-16). London: University College London Press. Retrived from http://repec.ioe.ac.uk/REPEc/pdf/qsswp1416.pdf

    Johnson, S. M. (2006). The workplace matters: Teacher quality, retention and effectiveness (NEA Best Practices Working Paper). Washington, DC: NEA.

    Joncas, M. (2012). TIMSS 2011 target populations. In Martin, M. O. & Mullis, I. V. S. (Eds.), Methods and procedures in TIMSS and PIRLS 2011 (pp. 1-21). Chestnut Hill, MA: Boston College.

    Ker, H. W. (2013). Trend analysis on mathematics achievements: A comparative study using TIMSS data. Universal Journal of Educational Research, 1(3), 200-203. doi: 10.13189/ujer.2013.010309

    Kilic,  S., &  Askin, O. E. (2013). Parental  influence  on  students’ mathematics   achievement:  The  comparative  study of  Turkey  and  best  performer  countries  in  TIMSS 2011. Procedia-Social  and  Behavioral  Sciences, 106,  2000-2007. doi:10.1016/j.sbspro.2013.12.228

    Lai, S. F. Ye, R., & Chang, K. P. (2008). Bullying in middle schools: An Asian-Pacific regional study. Asia Pacific Education Review, 9 (4), 393–405. doi:10.1007/BF03025666

    Leithwood, K. (2007). Teacher working conditions that matter: Evidence for change. Education Canada, 47(2), 42-45.

    Liang, J. & Jia, D. (2015). Teachers’ influence to the mathematics achievement of grade four students. In X.M. Zhang & F.L. Wang (Ed.), Proceedings of 2nd International Conference on Education, Management and Information Technology (pp.411-416).China: Atlantis Press.

    Marcondes, M. I. (1999). Teacher education in Brazil. Journal of Education for Teaching, 25(3), 203-213. http://dx.doi.org/10.1080/02607479919493

    McLaughlin, M. W. & Talbert, J. E. (2006). Building school-based learning communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press.

    Milli Eğitim Bakanlığı. (2010). PISA 2009 uluslararası öğrenci değerlendirme projesi, ulusal ön rapor (Program for international student assessment PISA 2009, national report). Ankara: Eğitim Araştırma ve Geliştirme Dairesi Yayınları.

    Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

    Organisation for Economic Co-operation and Development [OECD]. (2003). Student engagement at school: A sense of belonging and participation, results from PISA 2000.  Paris, France: OECD Publishing.

    OECD (2009). Creating effective teaching and learning environments: First results from TALIS. Paris, France: OECD Publishing

    Oloube, N. P. (2005). Benchmarking the motivational competencies of academically qualified reachers and professionally qualified teachers in Nigerian secondary schools. The Africian Symposium, 5(3), 17–37.

    Olweus, D. (1993). Bullying in school: What we know and what we can do. Oxford, UK: Blackwell Publishers.

    Park, S. Y. (2005). Student engagement and classroom variables in improving mathematics achievement. Asia Pacific Education Review, 6(1), 87-97. doi:10.1007/BF03024970

    Pang, M. F. (2006). The use of learning study to enhance teacher professional learning in Hong Kong. Teaching Education, 17(1), 27-42. doi:10.1080/10476210500527915

    Ponzo, M. (2013). Does bullying reduce educational achievement? An evaluation using matching estimators. Journal of Policy Modeling, 35(6), 1057–1078. doi: 10.1016/j.jpolmod.2013.06.002

    Raudenbush, S. W. & Bryk, A. S. (2002). Hierarchical linear models applications and data analysis methods. Newbury Park, CA: Sage      Publications.

    Sarı, M. (2012). Sense of school belonging among elementary school students. Çukurova University Faculty of Education Journal, 41(1), 1-11.

    Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A review of the relationship between parental involvement and secondary school students' academic achievement. Education Research International, 1-10. http://dx.doi.org/10.1155/2011/915326.

    Sturman, L., Burge, B., Cook, R., & Weaving, H. (2012). TIMSS 2011: Mathematics and science achievement in England. Slough: NFER

    Tavşancıl, E. & Yalçın, S. (2015).  A determination of Turkish student’s achievement using hierarchical linear models in trends in international mathematics-science study (TIMSS) 2011. Anthropologist, 22(2), 390-396.

    Taylor, L. & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/

    Thomson, S., Hillman, K., & Wernert, N. (2012). Monitoring Australian Year 8 student achievement internationally: TIMSS 2011. Australian Council for Educational Research, Australia.

    Topor, D. R., Keane, S. P., Shelton, T. L., & Calkins, S. D. (2010). Parental involvement and student academic performance: A multiple mediational analysis. Journal of Preventation and Intervention Community, 38(3), 183-197. doi:  10.1080/10852352.2010.486297

    Wagemaker. H. (2003, July). IEA: International studies, impact and transition. Paper presented in the 4th IEA International Research Conference. Gothenburg, Sweden. Retrieved from http://www.iea.nl/irc-2010.html.

    Wang, Z., Osterlind, S. J., & Bergin, D. A. (2012). Building mathematics achievement models in four countries using TIMSS 2003. International Journal of Science and Mathematics Education, 10(5), 1- 28. doi 10.1007/s10763-011-9328-6

    Willms, J. (2003). Student engagement at school: A sense of belonging and participation results from PISA 2000. Paris, France: OECD.

    Yavuz, H. Ç., Demirtaşlı, R. N., Yalçın, S., & İlgün Dibek, M. (2017). The effects of student and teacher level variables on TIMSS 2007 and 2011 mathematics achievement of Turkish students. Education and Science, 42(189), 27-47. doi: 10.15390/EB.2017.6885

    Yıldırım, H. H., Yıldırım, S., Ceylan, E., & Yetişir, I. (2013). Türkiye Perspektifinden TIMSS 2011 Sonuçları (Results of TIMSS 2011 from Turkey’s perspective). May, TEDMEM Analiz Dizisi I, Ankara.

    Yıldırım, O. & Demir-Bilican, S. (2014). The examination of teacher and student effectiveness at TIMSS 2011 science and math scores using multi level models. Pakistan Journal of Statistics, 30(6), 1211-1218.

    Zhu, Y., & Leung, F. K. S. (2010). Motivation and achievement: Is there an East Asian model? International Journal of Science and Mathematics Education, 9(5), 1189–1212. doi: 10.1007/s10763-010-9255-y