Third International Mathematics and Science Study (TIMSS)

Mullis, Ina V. S.; Martín, Michael O.; Jones, Lee W.

doi:10.1007/978-94-007-2150-0_515

Cited by 450 publications

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“…Additionally, Whang (2006) identified that peer relationship has more significant influence on educational achievement for Korean girls than boys. Mullis, et al (2012) found a strong positive relationship between students' mathematics attitude (like learning mathematics; value learning mathematics; confident with mathematics) and mathematics achievement levels. The boys have more positive attitude towards mathematics than girls do.…”

Section: Parent Teacher and School Factorsmentioning

confidence: 93%

“…In the TIMSS 2011 mathematics assessments, there were no gender difference in 22 of the 42 countries, a difference favoring girls in 13 countries and a difference favoring boys in seven countries which included Korea (Mullis, et al, 2012).…”

Section: ⅰ Introductionmentioning

confidence: 96%

“…In the TIMSS 2011 mathematics assessment for the eighth grade students, the Korean students were rated number one in the world (Mullis, Martin, Foy & Alka, 2012). In the prior years, the Korean students were rated number two in 1999, 2003, and 2007 and number three in 1995 (Mullis, et al, 2012;Mullis, Martin & Foy, 2008;Mullis, Martin, Gonzalez & Chrostowski, 2004;Mullis, Martin, Gonzalez, Gregory & Garden, 2000).…”

Section: ⅰ Introductionmentioning

confidence: 99%

“…In the prior years, the Korean students were rated number two in 1999, 2003, and 2007 and number three in 1995 (Mullis, et al, 2012;Mullis, Martin & Foy, 2008;Mullis, Martin, Gonzalez & Chrostowski, 2004;Mullis, Martin, Gonzalez, Gregory & Garden, 2000). Although the Korean students have been performing at the highest levels of mathematics achievement, the Korean girls' average achievement scores have been persistently lower than the boys' average scores from Korea's first TIMSS assessment in 1995 to the most recent assessment in 2011 (Mullis, et al, 2000;Mullis, et al, 2008;Mullis, et al, 2012).…”

Section: ⅰ Introductionmentioning

confidence: 99%

“…Numerous studies have attributed gender differences in mathematics achievement to sociocultural factors such as parental expectations and involvement in education (Choi, 2013;Halpern, Benbow, Geary, Gur, Hyde & Gernsbacher, 2007;Geist & King, 2008;Lee, 2006;O'Connoer-Petruso & Miranda, 2004), teacher efficacy and influence (House, 2004;Park, 2006;Shin, 2012;Go, 2004), school environment and affinity (Blum & Libbey, 2004;Whang, 2006) as well as mathematics attitude (Else-Quest, Hyde & Lynn, 2010;Go, 2004;Kim, 2003;Leung, Graf & Lopez-Real, 2006;Mullis, et al, 2012).…”

Section: ⅰ Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011

Yoo¹

2014

The Mathematical Education

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Section: Parent Teacher and School Factorsmentioning

confidence: 93%

Section: ⅰ Introductionmentioning

confidence: 96%

Section: ⅰ Introductionmentioning

confidence: 99%

Section: ⅰ Introductionmentioning

confidence: 99%

Section: ⅰ Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011

Yoo¹

2014

The Mathematical Education

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Effect of Extracurricular After-School Physical Activities on Academic Performance of Schoolchildren

Wang,

Xiong,

Zhang

et al. 2023

JAMA Pediatr

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ImportanceThe beneficial effects of increasing outdoor physical activity time on children’s myopia onset and physical well-being are widely acknowledged. However, in countries with competitive educational systems, such as China, parents and school administrators may be relatively reluctant to increase the extracurricular physical activity time for children due to concerns that this action will compromise children’s academic performance.ObjectiveTo investigate whether additional extracurricular physical activity time after school compromises the academic performance of schoolchildren.Design, Setting, and ParticipantsThis cluster randomized clinical trial was conducted from October 2020 to June 2021 in Yudu, Jiangxi, China. Eligible children in grades 3 and 4 from 24 elementary schools were randomized to the intervention or control group. Primary analysis was conducted in the full sample using the intention-to-treat principle.InterventionsThe intervention group received 2 hours of after-school physical activity time outdoors on school days. The control group was free to arrange their after-school activity.Main Outcomes and MeasuresThe primary outcome was the between-group mean difference in mathematics test scores at the end of 1 academic year, with a noninferiority margin of −3.3 points. Standardized mathematics tests, physical fitness assessments (in reference to the 2018 National Physical Fitness Survey Monitoring Programme in China), and cycloplegic autorefraction were performed at baseline and the end of 1 academic year. Myopia was defined as a cycloplegic spherical equivalent refraction of −0.5 diopters or less in either eye.ResultsA total of 2032 children (mean [SD] age, 9.22 [0.62] years; 1040 girls [51.2%]) from 24 schools were randomized to the intervention group (12 schools; 1012 children) or control group (12 schools; 1020 children). The mean (SD) mathematics score at the end of 1 academic year was 78.01 (17.56) points in the intervention group and 77.70 (17.29) points in the control group. The adjusted between-group mean difference was 0.65 points (95% CI, −2.85 to 4.15). The adjusted between-group mean difference in physical fitness score was 4.95 points (95% CI, 3.56-6.34; P &lt; .001) and −1.90% (95% CI, −18.72% to 14.91%; P &gt; .99) in myopia incidence.Conclusions and RelevanceResults of this trial indicate that, compared with the control practice of free play after school, adding 2 hours of extracurricular physical activity outdoors after school was noninferior in academic performance and had superior efficacy in improving physical fitness.Trial RegistrationClinicalTrials.gov Identifier: NCT04587765

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Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders

Chen

et al. 2022

Brain and Behavior

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Introduction Math anxiety severely impacts individuals’ learning and future success. However, limited is understood about the profile in East Asian cultures where students genuinely show high‐level math anxiety, despite that they outperform their Western counterparts. Here, we investigate the relation between math anxiety and math achievement in children as young as first and second graders in Taiwan. Further, we evaluate whether intensive exposure to digital game‐based learning in mathematics could ameliorate math anxiety. Methods The study first evaluated a group of 159 first and second graders’ math anxiety and its correlation with math performance. Subsequently, a quasi‐experimental design was adopted: 77 of the children continued and participated in multi‐component digital game training targeting enumeration, speeded calculation, and working memory. Post‐assessment was administered afterward for further evaluation of training‐associated effects. Results Results confirmed that math anxiety was negatively associated with school math achievement, which assessed numerical knowledge and arithmetic calculation. Furthermore, children's math anxiety was remarkably reduced via digital training in mathematics after 6‐week intensive remediation. Crucially, this math anxiety relief was more prominent in those with high‐level math anxiety. Although the children who underwent the training showed training‐induced math achievement and working memory enhancement, this cognitive improvement appeared to be independent of the math anxiety relief. Conclusion Our findings demonstrate that students can show highly negative emotions and perceptions toward learning even in high‐achieving countries. Auspiciously, the feeling of distress toward learning has the feasibility to be relieved from short‐term intensive training. Our study suggests a new approach of early treatments to emotional disturbance that can lead to permanent consequences in individuals.

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Third International Mathematics and Science Study (TIMSS)

Cited by 450 publications

References 0 publications

Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011

Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011

Effect of Extracurricular After-School Physical Activities on Academic Performance of Schoolchildren

Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders

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