Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011

Autor/inn/en	Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay
Titel	Factors Contributing to Mathematics Achievement Differences of Turkish and Australian Students in TIMSS 2007 and 2011
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 8, S.2039-2059 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1268a
Schlagwörter	Foreign Countries; Comparative Education; Mathematics Achievement; Performance Factors; Predictor Variables; Mathematics Skills; Construct Validity; Cross Cultural Studies; International Assessment; Item Analysis; Test Bias; Student Characteristics; Educational Resources; Student Attitudes; Student Motivation; Family Characteristics; Grade 8; Achievement Tests; Student Surveys; Weighted Scores; Elementary Secondary Education; Science Achievement; Science Tests; Mathematics Tests; Grade 4; Multivariate Analysis; Structural Equation Models; Regression (Statistics); Australia; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator; Prädiktor; Mathematics ability; Cultural comparison; Kulturvergleich; Itemanalyse; Testkritik; Bildungsmittel; Schülerverhalten; Schulische Motivation; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerbefragung; School year 04; 4. Schuljahr; Schuljahr 04; Multivariate Analyse; Regression; Regressionsanalyse; Australien; Türkei
Abstract	Large-scale studies, such as the Trends in International Mathematics and Science Study (TIMSS), provide data to understand cross-national differences and similarities. In this study, we aimed to identify factors predicting mathematics achievement of Turkish students by comparing to Australian students. First, construct equivalence and item bias were evaluated to check the comparability. Second, factors predicting mathematics achievement of Turkish and Australian students were identified. Then, propensity score matching on background variables was conducted to identify the remaining achievement differences. Results indicated that mathematics skills were free of construct bias in these groups. After removal of some biased items, we obtained an item bias free booklet. Additionally, students' self-confidence and educational resources at home were significant predictors of achievement. Propensity score analysis indicated that educational resources and to a somewhat lesser extent self-confidence were effective in explaining achievement differences between these two countries. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01