The Differential Role of Socioeconomic Status in the Relationship between Curriculum-Based Mathematics and Mathematics Literacy: the Link Between TIMSS and PISA

Kim

2022

Asia-Pac. Sci. Educ.

This study explored science-related variables that have an impact on the prediction of science achievement groups by applying the educational data mining (EDM) method of the random forest analysis to extract factors associated with students categorized in three different achievement groups (high, moderate, and low) in the Korean data from the 2015 Programme for International Student Assessment (PISA). The 57 variables of science activities and learning in school collected from PISA questionnaires for students and parents were analyzed. Variables related to students’ past science activities, science teaching and learning methods, and environmental awareness were found to played important roles in predicting science achievement. When checking partial dependence plots for major variables, science activities and instructional strategies had a high probability of changing the prediction of an achievement group. This study focused on science-related contextual variables that can be improved through government policies and science teachers’ efforts in the classroom.

Section: 2mentioning

confidence: 99%

Random Forest Analysis of Factors Predicting Science Achievement Groups: Focusing on Science Activities and Learning in School

Kim

2022

Asia-Pac. Sci. Educ.

“…Mathematics achievement is considered critical for social mobility, career opportunities, and full enjoyment of the world [1][2][3][4][5][6]. As a discipline, mathematics is also an important economic driver for countries [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Interactive Homework: A Tool for Parent Engagement

Moore,

Ronau

2024

Education Sciences

Families have largely been excluded from the implementation of the Common Core State Standards in Mathematics (CCSSM), reducing their ability to extend their child’s mathematics learning. CCSSM emphasizes different instructional elements (e.g., pictorial representations, problem solving, multiple strategies for solving) that may differ greatly from how parents learned mathematics. In addition, many school officials have ineffectively engaged parents in the changes, further diminishing their capacity to participate in their child’s learning. This case study examined parent mathematics self-efficacy and parent mathematics knowledge for teaching, factors that influence the effectiveness of their engagement in their child’s mathematics learning. This study was also implemented to identify elements that the parent participant found helpful for their child’s mathematics learning. A thematic analysis was performed on the data sources, the interactive homework assignments, a survey, observations, a researcher’s journal, and an interview to conclude that the interactive homework assignments improved parent mathematics self-efficacy and parent mathematics knowledge for teaching. The parent participant also identified the assignments’ side-by-side examples, additional practice, and the easy access of the assignments as features of the intervention that enhanced her ability to support her child.

“…Omani students have participated in the Trends in International Mathematics and Science Study (TIMSS) since 2007, but have consistently scored lower than the cut-off point throughout that time (Mullis et al, 2020). While little is known about the factors affecting Omani students' performance in TIMSS, internationally the TIMSS has gained the interest of a number of researchers (Kang and Cogan, 2020), resulting in a growing body of research exploring the factors associated with TIMSS test-taking (Chiu, 2012;Kang and Cogan, 2022;Ruthven, 2011;Tighezza, 2014;Wang and Liou, 2018). According to several studies, one of the main factors affecting student performance in science is metacognition (Casselman and Atwood, 2017;Hong, Bernacki and Perera, 2020;Oyelekan, Jolayemi and Upahi, 2019;.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Awareness Perceptions of Students with High and Low Scores on TIMSS-Like Science Tests

Al‐Balushi¹,

Al-Harthy²,

Almehrizi³

et al. 2022

IJCRSEE

The current study explores the differences in metacognitive awareness perceptions of students who had high and low scores on TIMSS-like science tests. The sample consisted of 937 Omani students, 478 in Grade Five and 459 in Grade Nine. TIMSS-like tests were specially designed for both grade levels, and students also completed a metacognitive awareness perceptions inventory which explored their use of four main skills: planning, information management strategies, debugging strategies and evaluation. MANOVA was used to analyze the data. The findings indicated that students with high scores in the TIMSS-like test out-performed students with low scores in the test on all four metacognitive skills surveyed. This was true for all three performance areas analysed: performance in the TIMSS-like test as a whole, performance in lower-level test questions and performance in higher-level test questions. These findings highlight the extent to which students’ metacognitive skills influence their performance in science tests. The study recommends that students be trained to improve their metacognitive skills, reviews several methods for doing this, and suggests that such training might better prepare them for taking science tests. However, it also notes that further research is needed to explore the impact of metacognitive training on student performance in specific science examinations such as TIMSS.