NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1053862
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2332-3205
A Multilevel Analysis of the Role of School Quality and Family Background on Students' Mathematics Achievement in the Middle East
Kareshki, Hossein; Hajinezhad, Zahra
Universal Journal of Educational Research, v2 n9 p593-602 2014
The purpose of the present study is investigating the correlation between school quality and family socioeconomic background and students' mathematics achievement in the Middle East. The countries in comparison are UAE, Syria, Qatar, Iran, Saudi Arabia, Oman, Lebanon, Jordan, and Bahrain. The study utilized data from IEA's Trends in International Mathematics and Science Study (TIMSS) of 2011. Analysis of the data used the hierarchical linear modeling (HLM) and the data was analyzed in two levels: student and school. Separate models were developed for each country. The final models for most of the countries suggest similar results. Comparison of explained variance in school and family levels revealed that school is a more important factor in explaining the variance of students' mathematics achievement in all countries, excluding Syria. In most of the studied countries, some variables, such as parents' education and family economic status, show a weaker correlation with academic achievement compared to school resources, educational climate, and the number of enrolments of school.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bahrain; Iran; Lebanon; Oman; Qatar; Saudi Arabia; Syria; United Arab Emirates
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A