Mathematics and science achievements have been assessed in the Third International Mathematics and Science Study (TIMSS) and its repetition (TIMSS-R). Most existing reports are largely separated into the subject domains. This article is focused on an examination of the relationship between mathematics and science achievements based on student test scores. Moderate correlation coefficients have ...

The Third International Mathematics and Science Study (TIMSS)-1995 and its successor, TIMSS-1999, provide education researchers, policymakers, and practitioners with rich, comparative data designed to help better understand the performance of educational systems. As such, TIMSS is a valuable tool in current efforts to improve mathematics and science instruction and to educate students in the Un...

In the western literature, mathematics achievement and its related student self-concept are important education outcomes reciprocally linked and mutually reinforcing. The reciprocal relation model is examined in this study to assess its generalization in a cross-cultural setting. Hong Kong is the site of choice because of its exposure to influences between British and Chinese cultures. A contex...

The Third International Mathematics and Science Study (TIMSS)-1995 and its successor, TIMSS-1999, provide researchers, policymakers, and educators with an unprecedented opportunity to explore the possible relationships between educational policies and student achievement in an international context. Due to the amount and complexity of the TIMSS data, analyses have proceeded in phases, each prov...

5.1 Overview this chapter describes the tiMSS 2007 sample design, which consists of a set of specifications for the target and survey populations, sampling frames, survey units, sample selection methods, sampling precision, and sample sizes. the sample design is intended to ensure that the tiMSS 2007 survey data provide accurate and efficient estimates of national student populations. Since mea...

This study compares PISA 2003 Mathematics and Science results with TIMSS 2003 Grade 8 Mathematics and Science results, using country mean scores for 22 participants of both studies. In Mathematics, it is found that Western countries generally performed better in PISA than in TIMSS, and Eastern European and Asian countries generally performed better in TIMSS than in PISA. Furthermore, two factor...

Educational assessment is a process of collecting evidence and interpreting it to provide instructors with information regarding students’ learning. However, the current design and scoring of most standardized educational tests are insufficient to serve this purpose. The limitation exists primarily due to the lack of cognitive information incorporated into traditional psychometric models. To da...

It is often said that students who perform well in school are those that understand the rules of the game. In other words, students need to understand not only the content related to an activity, but also the teacher expectations for how to participate in that activity and how the activity is typically structured (Doyle, 1979; Mehan, 1980). Lemke (1990) provides an example of a predominant acti...

The purpose of the present study was twofold. Firstly, the study aimed to test a 9item test-taking motivation scale that could be used in large-scale, low-stakes assessment contexts. The scale was assumed to measure motivation, invested effort and perceived importance in the assessment situation. Secondly, the study aimed to describe student reported effort, motivation to do their best and perc...

The good knowledge of the correlates of educational achievement highlights the ways to the efficient use of economic and human capital in raising the efficiency of education. The present paper investigates the correlates and compares the values of the correlates for the Republic of Lithuania with the average international values. The data for the analysis were taken from the TIMSS 2003 mathemat...