ERIC Number: EJ1060215
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Understanding School Effects in South Africa Using Multilevel Analysis: Findings from TIMSS 2011
Winnaar, L. D.; Frempong, G.; Blignaut, R.
Electronic Journal of Research in Educational Psychology, v13 n1 p151-170 Apr 2015
Introduction: Studies of school effect usually evolve around two major issues; understanding of the factors within schools that explain variation in students achievement levels, and how differences among schools account for the variation in their students' achievement levels. Given the limited studies of school effect research in South Africa, this paper explores how different characteristics of students and school are related to performance. Method: Using the 2011 South African TIMSS (Trends in International Mathematics and Science Study) data, the study employs multilevel analysis to identify the most important indicators of successful schools in South Africa. The initial analysis entails the partitioning of the overall variation in students' achievement level in mathematics into within and between schools that allows us to estimate school effects (the extent to which schools make a difference in students' achievement levels). A follow-up analysis involves the addition of student and school characteristics in the multilevel models to profile students and schools that are most successful. Results: The multilevel analysis indicated that differences in schools account for about 62% of the variation in students' achievement levels in mathematics. Students are more successful when they attend schools that are adequately resourced, have teachers that are satisfied with their working conditions and that are specialised in the field of mathematics. The results also show that the attitude of the students toward mathematics has an impact on their performance. Discussion: The findings demonstrate the need for the South African educational policy makers to continue improving the learning environment of less resourced schools and also encourage teachers to instill a sense value and self-confidence in learning mathematics and to improve teacher qualification.
Descriptors: Foreign Countries, Hierarchical Linear Modeling, Academic Achievement, Student Characteristics, Institutional Characteristics, Mathematics Achievement, Profiles, Teaching Conditions, Teacher Attitudes, Educational Policy, Self Esteem, Educational Improvement, Teacher Qualifications, Mathematics Instruction, School Effectiveness, Socioeconomic Status
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A