ERIC Number: EJ1112177
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons
House, J. Daniel; Telese, James A.
Education, v137 n1 p77-81 Fall 2016
Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in Korea. The purpose of this study was to examine the effects of engagement in mathematics lessons and confidence in mathematics on achievement test scores of students in Korea using data from the TIMSS 2011 assessment. There were several significant findings from this investigation. Students who held positive beliefs about their mathematics ability tended to show high levels of achievement. Conversely, students who expressed negative comparisons of themselves to other students were more likely to earn lower achievement test scores. Further, students who were engaged in their mathematics lessons also had higher test scores. These findings indicate that both mathematics beliefs and engagement in school lessons were significantly related to test scores for eighth-grade students in Korea.
Descriptors: Foreign Countries, Academic Achievement, Grade 8, Achievement Tests, Elementary Secondary Education, International Assessment, Mathematics Achievement, Mathematics Tests, Mathematics Skills, Self Efficacy, Scores, Student Attitudes, Learner Engagement, Rating Scales, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: South Korea
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A