Background Factors Behind Mathematics Achievement in the Finnish Education Context: Explanatory Models Based on TIMSS 2011 and TIMSS 1999 Data
Author(s):
Pekka Kupari (presenting / submitting) Kari Nissinen
Conference:
ECER 2013
Network:
09. Assessment, Evaluation, Testing and Measurement
Format:
Symposium Paper

Session Information

09 SES 05 A, Findings from International Comparative Achievement Studies. Symposium Session 1: Relating Achievement to Background Factors in Cross-Sectional and Trend Perspectives

Symposium

Time:
2013-09-11
11:00-12:30
Room:
D-308
Chair:
Heike Wendt
Discussant:
Monica Rosén

Contribution

The aim of this study is to explore student, classroom and school factors behind the Finnish eighth and seventh grade students’ mathematics achievement: What are the background factors most strongly related to achievement in the Finnish educational context, and what are the changes in the explanatory models between TIMSS 1999 and TIMSS 2011? The conceptual framework for this study is based upon the IEA thinking on curriculum while the TIMSS curriculum model establishes a sound basis for the description of potentially effective factors for mathematics achievement. In total, about twenty background variables divided into five groups are explored. In analysing the data, multilevel modelling is applied. First tentative results show that the most significant predictors for students’ mathematics achievement are very similar in 1999 and 2011. Furthermore, the 3-level model based on TIMSS 2011 data provides new information regarding the distribution of the total variance in mathematics achievement, suggesting that differences between classes in mathematics achievement are bigger than thought before.

Method

Finland

Author Information

Pekka Kupari (presenting / submitting)
University of Jyvaskyla
Kari Nissinen
University of Jyvaskyla

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