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TIMSS 2003: CROSS COUNTRY COMPARISONS INFORMING
RESEARCH Vijay Reddy
Human Sciences Research Council
7 April 2006
TIMSS Example 1
Performance of selected Countries
Singapore 97 (0.5) Korea, Rep. of 93 (0.8) Japan 93 (0.9) Hong Kong, SAR 93 (0.9) International Avg. 85 (0.2) Botswana 81 (1.3) Morocco 81 (2.2) Jordan 78 (1.9) Saudi Arabia 78 (2.3) Palestinian Nat'l Auth. 78 (1.8) Philippines 77 (1.6) Egypt 67 (2.1) Tunisia 59 (1.9) Ghana 55 (1.8) South Africa 52 (1.7)
TIMSS EXAMPLE 2
Performance of Selected Countries
Netherlands 97 (1.0) Sweden 96 (1.1) Estonia 96 (1.2) Singapore 95 (1.1) Lithuania 95 (1.0) International Avg. 77 (0.3) Egypt 48 (2.5) Philippines 42 (2.8) Botswana 40 (2.6) Saudi Arabia 35 (2.6) South Africa 30 (2.7) Ghana 24 (2.4)
GroupA 22B 41C 25D 11
B WA 17 58B 45 15C 27 17D 12 11
Structure of presentation
1. What is TIMSS?
2. South African performance in TIMSS 2003
3. Cross-country comparison in TIMSS.
4. Where to next?
What is TIMSS?
What is TIMSS?
• TIMSS tries to ascertain what do students know in mathematics and science and thus there are instruments to measure learners disciplinary knowledge and skills.
• In addition the study tries to explain the outcome and therefore collects data on the context (national, home and school)
TIMSS 2003
• Study is conducted at the grade 4 and 8 level – South Africa participated at the grade 8 level.
• 50 countries participated.
• Data was collected at the end of 2002 –about 9000 learners.
SOUTH AFRICAN PERFORMANCE IN TIMSS 2003
CountriesYears of
Schooling*Average
AgeScience Achievement Distribution
HumanDevelopment
Index**
Singapore 8 14.3 578 (4.3) h 0.884Chinese Taipei 8 14.2 571 (3.5) h –
¿ Korea, Rep. of 8 14.6 558 (1.6) h 0.879Hong Kong, SAR 8 14.4 556 (3.0) h 0.889Estonia 8 15.2 552 (2.5) h 0.833J apan 8 14.4 552 (1.7) h 0.932Hungary 8 14.5 543 (2.8) h 0.837Netherlands 8 14.3 536 (3.1) h 0.938United States 8 14.2 527 (3.1) h 0.937Australia 8 or 9 13.9 527 (3.8) h 0.939Sweden 8 14.9 524 (2.7) h 0.941Slovenia 7 or 8 13.8 520 (1.8) h 0.881New Zealand 8.5 - 9.5 14.1 520 (5.0) h 0.917Lithuania 8 14.9 519 (2.1) h 0.824Slovak Republic 8 14.3 517 (3.2) h 0.836Belgium (Flemish) 8 14.1 516 (2.5) h 0.937Russian Federation 7 or 8 14.2 514 (3.7) h 0.779Latvia 8 15.0 512 (2.6) h 0.811Scotland 9 13.7 512 (3.4) h 0.930Malaysia 8 14.3 510 (3.7) h 0.790Norway 7 13.8 494 (2.2) h 0.944Italy 8 13.9 491 (3.1) h 0.916Israel 8 14.0 488 (3.1) h 0.905Bulgaria 8 14.9 479 (5.2) 0.795J ordan 8 13.9 475 (3.8) 0.743International Avg. 8 14.5 474 (0.6) –Moldova, Rep. of 8 14.9 472 (3.4) 0.700Romania 8 15.0 470 (4.9) 0.773Serbia 8 14.9 468 (2.5) i –Armenia 8 14.9 461 (3.5) i 0.729Iran, Islamic Rep. of 8 14.4 453 (2.3) i 0.719Macedonia, Rep. of 8 14.6 449 (3.6) i 0.784Cyprus 8 13.8 441 (2.0) i 0.891Bahrain 8 14.1 438 (1.8) i 0.839Palestinian Nat'l Auth. 8 14.1 435 (3.2) i 0.731Egypt 8 14.4 421 (3.9) i 0.648Indonesia 8 14.5 420 (4.1) i 0.682Chile 8 14.2 413 (2.9) i 0.831Tunisia 8 14.8 404 (2.1) i 0.740Saudi Arabia 8 14.1 398 (4.0) i 0.769Morocco 8 15.2 396 (2.5) i 0.606Lebanon 8 14.6 393 (4.3) i 0.752Philippines 8 14.8 377 (5.8) i 0.751Botswana 8 15.1 365 (2.8) i 0.614Ghana 8 15.5 255 (5.9) i 0.567South Africa 8 15.1 244 (6.7) i 0.684England 9 14.3 544 (4.1) h 0.930
Benchmarking ParticipantsBasque Country, Spain 8 14.1 489 (2.7) h –Indiana State, US 8 14.5 531 (4.8) h –Ontario Province, Can. 8 13.8 533 (2.7) h –Quebec Province, Can. 8 14.2 531 (3.0) h –
* Represents years of schooling counting from the first year of ISCED Level 1.
** Taken from United Nations Development Program's Human Development Report 2003 , p. 237-240.¿ Korea tested the same cohort of students as other countries, but later in 2003, at the beginning of the next school year.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number, some totals may appear inconsistent.
A dash (–) indicates comparable data are not available.
AverageScale Score
0 100 200 300 400 500 600 700 800
95th
5th
Country average significantly lowerthan international average
Country average significantly higherthan international average
h
i25th 75th 95th
95% Confidence Interval for Average (±2SE)
Percentiles of Performance
Figure 4.1 Distribution of Science Achievement
264
227
314
366
468 467
0
100
200
300
400
500
National Mean Ex DET Ex HoR Ex HoD Ex HoA International Mean
Avera
ge m
ath
em
ati
cs s
cale
sco
res
389
333 304
265 264 261 255 251
223 2170.69
0.68 0.680.66
0.640.62 0.63
0.6
0.77
0.75
0
50
100
150
200
250
300
350
400
450
WC NC GP FS National MP KZN NWP EC LP
Ave
rag
e m
ath
emat
ics
scal
e sc
ore
s
0.4
0.45
0.5
0.55
0.6
0.65
0.7
0.75
0.8
0.85
0.9
Hu
man
Dev
elo
pm
ent
Ind
ex 2
002
KEY FINDING
• Scores are a reflection of the inequalities in the country.
• “Quality” and “Inequality”
What do we learn from cross-country comparative research?
• Cross country analysis allows one to compare scores of learners, who have similar characteristics, from different countries.
• The comparison can be useful to generate or exclude hypotheses that might influence learner achievements.
Performance of African countries on TIMSS
Av.Scale
Score
Pop(mil)
Life expectancy
NERPrim
NERSec
GNI per capita
Egypt 421 (3.9) 66.4 69 90 78 1470
Tunisia 404 (2.1) 9.8 73 97 68 1990
Morocco 396 (2.5) 29.6 68 88 31 1170
Botswana 365 (2.8) 1.7 38 81 55 3010
Ghana 255 (5.9) 20.3 55 60 30 270
South Africa 244 (6.7) 45.3 46 90 62 2500
Example 1
Highest educational level of either parent and average mathematics scale scores
Finished university or equivalent or higher
Finished post secondary education (but not university)
Finished upper secondary schooling
Finished lower secondary schooling
No more than primary schooling
South Africa 11% 352 (16.6)
13% 294 (10.0)
30% 266 (6.0)
18% 244 (4.0)
28% 223 (4.4)
Botswana 10% 411 (7.1)
14% 378 (4.0)
16% 361(4.0)
20% 366(3.5)
41% 356
Ghana 10% 320 (8.1)
17% 296 (6.7)
22% 292 (5.8)
37% 261(5.7)
14% 246 (5.5)
Singapore 16% 651 (3.3)
4% 624 (5.9)
21% 621 (3.6)
48% 600 (3.9)
11% 571 (6)
Norway 66% 485 (2.6)
16% 459 (5.7)
12% 451 (4.9)
4% 419 (9.4)
2%
International Average
28% 503 (0.9)
17% 480 (0.9)
28% 463 (0.7)
15% 434 (1.1)
12% 410 (1.4)
Example 2
Extent language of the test is spoken at home and science scores
Always Almost always
Sometimes Never
South Africa 18% 347(17.3)
9% 310 (13.8)
57% 225 (4.3)
15% 153 (5.2)
Botswana 5% 374 (13.5)
6% 412 (10.9)
80% 366(2.5)
9% 316(6.5)
Ghana 23% 260 (7.0)
10% 279 (10.9)
63 % 263 (5.8)
5% 155 (11.5)
Singapore 23% 613 (3.9)
19% 603 (3.9)
49% 557 (5.1)
8% 545 (6.7)
Norway 85% 498 (1.9)
10% 489 (6.1)
3% 435 (10.6)
1% -
International 68% 482 (0.8)
11% 483 (1.0)
17% 442 (1.5)
4% 389 (2.4)
Example 3
Highest educational level of science teachers
Beyond first university degree
Finished university or equivalent
Finished post-sec but not university
Finished upper secondary school
Did not complete upper secondary school
South Africa
7 21 69 2 0
Botswana
4 34 61 1 0
Ghana
0 9 79 12 0
Egypt
8 92 0 0 0
Tunisia
81 17 1 0 0
Morocco
2 32 16 44 5
International 22 57 18 3 0
Class size and math scores
Class size
1-24 learners
25-32 learners
33-41 learners
>41 learners
South Africa 45 4 309 (35.8)
14 290 (23.8)
30 265 (11.7)
52 249 (8.7)
Botswana 37 1 -
14 392 (9.1)
60 360 (3.7)
25 362 (4.1)
Ghana 37 16 232 (7.4)
18 249 (8.9)
29 292 (9.0)
37 289 (9.1)
Egypt 38 3 422 (13.8)
9 428 (11.3)
61 403 (4.3)
27 407 (7.5)
Tunisia 34 1 -
26 404 (3.6)
71 412 (3.2)
2 -
International 30 29 461 (1.9)
35 473 (1.4)
24 470 (2.1)
13 448 (1.7)
Economic disadvantage and math score
GNI per capita in dollars
Schools with 0-10% economically disadvantaged learners
Schools with 11-25% economically disadvantaged learners
Schools with 26-50 % economically disadvantaged learners
Schools with > 50% economically disadvantaged learners
South Africa 2500 3 479(44.9)
2 -
9 334 (25.7)
85 237 (3.4)
Botswana 3010 15 385 (11.0)
22 375 (6.2)
25 363 (3.2)
38 354 (3.2)
Ghana 270 4 295 (24.1)
8 308 (14.9)
18 286 (9.0)
71 264 (5.9)
Egypt 1470 11 448 (11.8)
24 410 (8.2)
23 393 (6.3)
42 392 (5.5)
International Average
22 496 (2.1)
26 476 (1.3)
21 460 (1.5)
31 439 (1.3)
Teachers and principals perceptions of school climate
High Medium Low South Africa PPSC
TPSC 7
10 45 46
48 44
Botswana PPSC TPSC
1 3
31 29
68 68
Ghana PPSC TPSC
13 17
68 54
18 30
International Avg.
PPSC TPSC
15 10
67 60
18 30
School attendance
High GSCA Medium GSCA Low GSCA South Africa 6 50 44 Botswana 5 62 33 Ghana 8 69 23 International 23 58 19
What research now?
• Importance of schools in poorer societies.
• Understanding how concepts are developed inside classrooms.
• Educational/subject disciplinary researchers need to come to the fore.