Mathematics: An Important Predictor of Science Achievement (original) (raw)
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The Influence of Mathematics Score and Student Factors on Science Achievement Using TIMSS Data
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Using Malaysia TIMSS 2015 data, this study examined the association between eighth grade students’ science achievement and mathematics score and the determining factors of science achievement. A total of 9,726 students participated in TIMSS 2015 with an average score of 508.60 with standard deviation of 89.86 for science and 501.57 with standard deviation of 86.46 for mathematics. Correlation coefficient between composite science and mathematics score is 0.88. The result of the multiple regression analysis showed that being a male, always speaking the language of test at home, having educated parents, students liking and valuing science and mathematics scores had a significant positive effect on science achievement. In contrast, having access to an internet connection and having confidence in science were found to have a negative influence on science achievement.
A Comparative Study of Relationship between Mathematics and Science Achievement at the 8th Grade
2003
Mathematics and science achievements have been assessed in the Third International Mathematics and Science Study (TIMSS) and its repetition (TIMSS-R). The released TIMSS and TIMSS-R reports are largely divided into subject domains. To merge the research outcomes, this study focused on an examination of the relationship between mathematics and science achievement. Moderate correlation coefficients have been found from the TIMSS and TIMSS-R. Different measurement scales were analyzed to articulate the correlation coefficients with student average scores in each subject. These empirical findings may help mathematics and science educators assess the need of curriculum integration advocated by several professional organizations in the United States and other nations. (Contains 1 table, 9 figures, and 38 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document Math/Science Relation 1 Running head: Math/Science Relation A Comparative Study of Relationship Between Mathematics and Science Achievement at the 8th Grade
Jurnal Teknologi, 2013
This paper sets out to examine critically the effects of selected factors contributing to science and mathematics achievement among 8th grade students in Malaysia and Singapore. The Trend in International Science and Mathematics Study (TIMSS) 2007 database was utilized to explore a) if there were correlations between students receiving additional support and/or gaining exposure from academic related enrichment activities at home and schools with their science and mathematics achievement and, b) How well do the knowledge/skills gained from the use of technological tools and Internet contribute towards their science and mathematics achievement among Malaysian and Singaporean Grade 8 students. The sample consists of 4,466 students from Malaysia and 4,599 students from Singapore who participated in the TIMSS 2007 assessment. This study will provide some insights on why some students perform better than others in science and mathematics by highlighting the effect of additional support an...
An Analysis of Relationships Between Mathematics and Science Achievement in
2016
Articulation of mathematics and science education is advocated in the official documents of several professional organizations. To assess the benefit of curriculum integration, a national indicator needs to be developed from a correlation study of performance scores between the two subjects. In this study, a correlation analysis was conducted at the eighth grade level using international databases from the Third International Mathematics and Science Study (TIMSS) and its repetition in 1999 (TIMSS-R). The empirical results were examined over different score scales and statistical transformations. The correlation coefficient ranged between 0.61 and 0.78, suggesting that around 36 % to 60 % of mathematics or science performance can be accounted for by the relationship between these two subjects. (Contains 1 table and 40 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Mathematics/Science Relation 1
An Analysis of Relationships between Mathematics and Science Achievement in TIMSS and TIMSS-R
2003
Articulation of mathematics and science education is advocated in the official documents of several professional organizations. To assess the benefit of curriculum integration, a national indicator needs to be developed from a correlation study of performance scores between the two subjects. In this study, a correlation analysis was conducted at the eighth grade level using international databases from the Third International Mathematics and Science Study (TIMSS) and its repetition in 1999 (TIMSS-R). The empirical results were examined over different score scales and statistical transformations. The correlation coefficient ranged between 0.61 and 0.78, suggesting that around 36% to 60% of mathematics or science performance can be accounted for by the relationship between these two subjects. (Contains 1 table and 40 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
Factors Accounting for Mathematics Achievement of Singaporean Eighth-Graders
The Asia-Pacific Education Researcher
This article explores the pattern of variation in mathematics achievement by Singaporean students. The data were obtained from 4,599 secondary school students who participated in the 2007 Trends in International Mathematics and Science Study (TIMSS). A three-level multilevel linear model was used, for which the results indicate that out of the total variance in mathematics achievement, 23.40%, 53.25%,and 23.34% accounted for student-, classroom-, and school-level differences, respectively. At the student level, mathematics self-concept, home educational resources, and attitude towards mathematics were the strongest predictors of achievement. Meanwhile, at the classroom level, teaching limitations, school climate as perceived by the teachers and teachers’ age were the most influential factors. At the same time, school climate as perceived by school principals and good attendance at school were the most influential factors at the school level.
Students' Factors and Science Achievement: Evidence from Malaysia TIMSS 2011
Science education has a cohesive impact on students' achievement relating to the science-based technology of a country. Many countries around the World participated in TIMSS assessments to evaluate their curriculums and performances in Science at the international level. In TIMSS 2011, Malaysia's performance had declined tremendously. Therefore, this study is aimed to examine the effect of student level variables on Malaysian students' Science achievement in TIMSS 2011 as the indicator for the attained curriculum. The students' background variables were selected from the students' questionnaires that were retrieved from the IEA official website to analyse the intended curriculum. The sample comprised of 5733 Form Two students who sat for the Grade Eight TIMSS 2011. This study found that the affecting factors were due to student gender, socio economic status, and students' attitudinal factors. The findings have important implications for the stakeholders as an effort to increase the quality of science education in Malaysia.
Journal of Social, Humanity, and Education, 2022
To fully participate in the future world, students of today should be mathematically skilled. Nowadays, mathematics backs directly and fundamentally the ways of business, health, finance, governance, and technology. Thus, this study predicts the performance in Mathematics through attitude in Mathematics, reflective thinking skills, and problem-solving skills of the Science, Technology, and Engineering (STE) students. Research methodology: This study utilized the descriptive predictive method. It was conducted in Sto. Tomas National High School and has 58 respondents. Results: There is a positive significant relationship between attitude in Mathematics, reflective thinking skills, and performance in Mathematics. However, it was revealed that there is a negative not significant relationship between problem-solving skills and performance in Mathematics. Furthermore, it was discovered that attitude in Mathematics significantly predicts performance in Mathematics. Limitations: The study is quantitative non-experimental research. The respondents are only those students who specialized in science, mathematics, and engineering. Contribution: The model that predicts the performance in Mathematics can be considered by mathematics teachers in improving the performance of STE students in Mathematics.
Student Factors and Mathematics Achievement: Evidence from TIMSS 2007
EURASIA Journal of Mathematics, Science & Technology Education, 2012
Mathematics learning and achievement is one area of research that has gained momentum in recent years because of its importance as a subject in the school curriculum and its usefulness as a prerequisite for developing the quantitative and analytical skills. However, studies on factors affecting mathematics achievement in Malaysia are limited both in terms of the number as well as the scope. It is the aim of this study to take a closer look at the relationship between student and background factors and mathematics achievement among secondary school students in Malaysia using the most recent Trend in International Mathematics and Science Study (TIMSS) 2007 data. The results suggested that female, educational resources, students' attitude, homework and school environment have significant positive effect on mathematics performance. The two factors having opposite effects are age of the students and language spoken at home. Mathematics performance is found to decrease with increasing age and students who did not speak the language of the test at home have significantly higher scores than those who did. These results have important implications especially for educators as well as policy makers involved in education