A Multilevel Analysis of the Role of School Quality and Family Background on Students' Mathematics Achievement in the Middle East

Autor/inn/en	Kareshki, Hossein; Hajinezhad, Zahra
Titel	A Multilevel Analysis of the Role of School Quality and Family Background on Students' Mathematics Achievement in the Middle East
Quelle	In: Universal Journal of Educational Research, 2 (2014) 9, S.593-602 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Educational Quality; Family Characteristics; Socioeconomic Background; Correlation; Mathematics Achievement; Mathematics Tests; Hierarchical Linear Modeling; Predictor Variables; Parents; Parent Background; Educational Attainment; Educational Environment; Enrollment; Grade 8; Middle School Students; Middle School Teachers; Bahrain; Iran; Lebanon; Oman; Qatar; Saudi Arabia; Syria; United Arab Emirates; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Sozioökonomische Lage; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Eltern; Elternhaus; Bildungsabschluss; Bildungsgut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Einschulung; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Libanon; Katar; Saudi-Arabien; Syrien; Vereinigte Arabische Emirate
Abstract	The purpose of the present study is investigating the correlation between school quality and family socioeconomic background and students' mathematics achievement in the Middle East. The countries in comparison are UAE, Syria, Qatar, Iran, Saudi Arabia, Oman, Lebanon, Jordan, and Bahrain. The study utilized data from IEA's Trends in International Mathematics and Science Study (TIMSS) of 2011. Analysis of the data used the hierarchical linear modeling (HLM) and the data was analyzed in two levels: student and school. Separate models were developed for each country. The final models for most of the countries suggest similar results. Comparison of explained variance in school and family levels revealed that school is a more important factor in explaining the variance of students' mathematics achievement in all countries, excluding Syria. In most of the studied countries, some variables, such as parents' education and family economic status, show a weaker correlation with academic achievement compared to school resources, educational climate, and the number of enrolments of school. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01