The effects of language and home factors on Lebanese students’ mathematics performance in TIMSS

Abstract Understanding the long-standing educational inequities associated with socioeconomic status remains significant for transforming policies and practices. To better understand entanglements among students’ performance in mathematics, we examined different home factors (including language of test) that influence Lebanese learners’ TIMSS. Exploring TIMSS data can assist us identifying areas groups students who require additional assistance order to address inequities. The purpose this study is investigate how other mathematics Mathematics taught a foreign (English or French) Lebanon, according Language Learning Teaching policy (LoLT) dates 1926. Using hierarchical linear modeling (HLM), looked at performed based on test often they spoke it home. Other such as parents’ education level, number books owned, involvement were also examined. Results show not speaking SES-related had but mostly contribution scores. overall low suggests time ripe reformed curricula responds needs learners society, taking into consideration cultural capital instruction.