Contexts of Learning Mathematics and Science: Lessons by Sarah J. Howie, Tjeerd Plomp
By Sarah J. Howie, Tjeerd Plomp
This book is the results of examine from over fifteen international locations, asking which history and environmental components effect success in arithmetic and technology. This learn relies on facts from the 3rd overseas arithmetic and technological know-how learn (TIMSS), which was once performed less than the auspices of the foreign organization for the overview of academic success (IEA) in 1995 and 1998.
In many nations researchers have begun secondary research of the information in look for relationships among contextual elements and fulfillment. In those analyses various ways might be uncommon, that are characterized via the metaphors of ‘fishing’ and ‘hunting’. within the ‘fishing’ process, researchers commence with an open brain, contemplating all attainable context variables as probably influential. employing research strategies comparable to regression research, Lisrel, PLS, HLM, and MLN, they then determine vital elements inside of their nations or throughout a couple of international locations. within the ‘hunting’ technique, researchers hypothesise sure context variables and hint the impression of those variables on arithmetic and/or technology fulfillment.
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Extra resources for Contexts of Learning Mathematics and Science: Lessons Learned from Timss (Contexts of Learning)
1996) IEA studies and educational policy. Assessment in Education, Principles, Policy & Practice 3(2): 143—60. Plomp, Tj. (1998) The potential of international comparative studies to monitor the quality of education. Prospects XXVIII(1): 45–59. Plomp, Tj. J. and McGaw, B. (2002) International studies of educational achievements. In T. L. Stuffelbeam (eds) The International Handbook on Evaluation (pp. 951–78). Oxford: Pergamon Press. N. (1999) International Studies of Educational Achievement: methodological issues.
Most importantly, TIMSS is designed to collect information that can be used to improve the teaching and learning of mathematics and science for students around the world. TIMSS also collects extensive background information to address concerns about the quantity, quality, and content of instruction (see Chapter 3). This chapter is intended to provide an overview of the background of TIMSS, the study design, the data provided and how the project is evolving across time. In an attempt to provide readers information that can serve as a reference for various chapters throughout the volume, we discuss the frameworks and tests, sampling, booklet design, questionnaires, data collection and analysis of the results.
HOWIE AND TJEERD PLOMP the Philippines in comparison to other countries. Indices of the student, teacher and school variables were calculated for the top five and the bottom five countries in student achievement in TIMSS 1999 and compared. Multiple regression analyses were conducted using these indices and class size as predictor variables for mathematics score for all participating countries, using country as unit of analysis. For the science score, the mathematics score was added as an independent variable.