Skip to main content Skip to main navigation menu Skip to site footer

Trends in mathematics and science performance in 18 countries: Multiple regression analysis of the cohort effects of TIMSS 1995-2007

PDF

Published: 2012-10-22

Author

Hee Kyung Hong

Hong Kong Institute of Education 10 Lo Ping Road, NT Hong Kong Email: hkhong@ied.edu.hk

Keywords: TIMSS; advanced economies; developing economies; school resources; student achievement

Abstract

The purpose of this study was to simultaneously examine relationships between teacher quality and instructional time and mathematics and science achievement of 8th grade cohorts in 18 advanced and developing economies. In addition, the study examined changes in mathematics and science performance across the two groups of economies over time using data from the TIMSS 1995-2007 assessments. While economy did not account for variation in mathematics and science achievement, findings from regression analyses indicated significant relationships between school inputs and achievement in both groups of countries across the years. Teaching experience was a strong indicator of mathematics performance in developing countries, while instructional time was mildly related to achievement in both subjects in advanced economies.

Downloads

Download data is not yet available.

Author Biography

Hee Kyung Hong

Hong Kong Institute of Education 10 Lo Ping Road, NT Hong Kong Email: hkhong@ied.edu.hk

Hee Kyung Hong is an assistant professor in the Department of Education Policy & Leadership at the Hong Kong Institute of Education.  Her research interests include international education policy, achievement studies and development education.

 

PDF

Published: 2012-10-22

How to Cite

Hong, H. K. (2012). Trends in mathematics and science performance in 18 countries: Multiple regression analysis of the cohort effects of TIMSS 1995-2007. Education Policy Analysis Archives, 20, 33. https://doi.org/10.14507/epaa.v20n33.2012