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Multilevel Modeling of Science Achievement in the TIMSS Participating Countries

Author

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  • Ebrahim Mohammadpour
  • Ahmadreza Shekarchizadeh
  • Shojae Aldin Kalantarrashidi

Abstract

The author aimed to investigate the variability in science achievement as a function of student-, school- and country-level factors. Achievement scores of 134,123 eighth-grade students from 4,511 schools of 29 countries who participated in the 2007 Trends in International Mathematics and Science Study were analyzed. Multilevel modeling results showed that science achievement was driven largely by student-level factors. Students scored higher when they had more self-confidence in learning science, came from home with a higher level of family background, were boys, spent less time on nonacademic activities, and did job at home. Schools averaged higher when they had positive school climate, were located in urban areas, and there was no problem with attendance at school and shortages in resources for science instruction.

Suggested Citation

  • Ebrahim Mohammadpour & Ahmadreza Shekarchizadeh & Shojae Aldin Kalantarrashidi, 2015. "Multilevel Modeling of Science Achievement in the TIMSS Participating Countries," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(6), pages 449-464, October.
    • Handle: RePEc:taf:vjerxx:v:108:y:2015:i:6:p:449-464
    DOI: 10.1080/00220671.2014.917254
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    Cited by:

    1. Aoxue Su & Wei He, 2020. "Exploring Factors Linked to the Mathematics Achievement of Ethnic Minority Students in China for Sustainable Development: A Multilevel Modeling Analysis," Sustainability, MDPI, vol. 12(7), pages 1-14, April.

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