Multilevel Analysis of Factors that Determine the Science Achievement of Fourth-grade Students in TIMSS 2019

This study examined the factors that determined science achievement of fourth-grade students on Trends in International Mathematics and Science Study (TIMSS) 2019 USA. The data were retrieved from TIMSS international database imported to R program for manipulation. EdSurvey package was used conduct multilevel analysis, taking plausible values outcome variables, weighting into account. Level 1 predictors included gender, sense school belonging, no student bullying, instructional clarity, attitude toward science. 2 instruction being affected by resource shortages, emphasis academic success, a lack discipline problems, students’ preexisting with literacy numeracy skills. findings include variance between schools equals 33% boys outperformed girls Students’ attitudes science, their confidence, school’s success two strongest positive both individual student’s mean achievement. other predictive variables found have only trivially or effect. utilized models could explain within 6% 39%, respectively. implications policymakers educational practitioners boosting up confidence learning actively engaging inquiry-based activities providing instant constructive feedback, encouraging, treating all regardless gender identity equally teaching should emphasize success.