Explaining Armenian Students' Mathematics Achievement in Comparison to Russia, Georgia, Iran, and Turkey (Poster 26): SIG-Multilevel Modeling, 10:01 AM

• In Event: e-Lightening Ed-Talk Session 16

Abstract

The paper examines the degree to which the mathematics self-concept, attitude toward mathematics, and attitude toward teachers explain Armenian 4th and 8th-grade students’ mathematics TIMSS 2007-2019 scores. It also compares with its neighboring countries; Georgia, Russia, Iran, and Turkey. Weighted multilevel models, controlling for student-level (SES and gender) and school-level factors (climate, attendance, location, and resources) were used. Compared to neighboring countries, school-level factors explain the Armenian students’ achievements weakly. Their mathematics self-concept consistently explained mathematics achievement even after controlling all the school-level factors. In 2019 it had larger effects on higher SES students. The attitude toward mathematics has a significant impact but a smaller effect size and differentiates between males and females in 2011. Attitudes towards teachers’ impact varied.

Author

• Roza Nalbandyan, Stanford University