When the original TIMSS study was first released in 1997 preceding it was the report of the curriculum component. That report stressed the importance of curricular differences among countries in interpreting the cross national differences in achievement. One of the original findings achieved significant importance for possibly understanding the relatively poor performance of US students. That f...

Earlier studies based on the analyses of data from the Third International Mathematics and Science Study (TIMSS) identified an interesting but conflicting finding for the effects of three self–perception measures on students’ achievement in the two subjects at two different levels: within–country data generally show a positive correlation between the three measures and students’ actual achievem...

Background During the past few decades, there have been many studies conducted to evaluate the comparative performance of differential item functioning (DIF) methods under various conditions. These conditions, for example, include small and unbalanced sample size between groups (Woods 2009), short tests (Paek and Wilson 2011), various levels of DIF contamination (Finch 2005), multilevel data (F...

A close examination of the Third International Mathematics and Science Study (TIMSS) 1995 results showed that fourth grade students in Cyprus, Hong Kong and the USA who used computers most frequently in the classroom were the students with the lowest achievement in their countries. Previous studies we conducted showed similar results for 15-year-old students in various countries that took part ...

This paper presents an analysis of how the geometry component of the National Curricula for mathematics in Japan and in one selected country of the UK, specifically Scotland, is interpreted by textbook writers. While, of course, textbooks are not the only critical influences on student learning, such texts, as analyses of data from the Trends in International Mathematics and Science Study (TIMS...

Education systems can be conceptualized as the scaffolding that supports construction and development of student competences. Among other things, size, location, learning resources schools affect how efficient system is at delivering required support. Data from international large-scale assessments have indicated rural may differ those urban schools; students in more economically developed envi...

A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics Science Study (TIMSS) Programme for Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing status research on STL, including trends, approaches, findings crucial identifying gaps that require greater attention. Co...