Sociocultural Constructs and Students’ Mathematics Achievement: A Hierarchical Linear Regression Analysis of Four Countries

• In Event: Student Learning and Achievement in Mathematics

Abstract

This study examines how sociocultural contexts within school environments influence students' mathematics performance and internalized values across Finland, Singapore, South Korea, and the United States. Using hierarchical linear regression analysis on TIMSS 2019 data, the study reveals distinct impacts of sociocultural factors on mathematics achievement in each country. Finnish students benefit from diverse classroom performance and less disciplined environments, while greater performance variance lowers individual scores in other countries. SES levels significantly impact scores, with career interest correlating with performance in South Korea and Finland, but not in the United States and Singapore. The findings suggest that educational stakeholders should address sociocultural context-specific issues rather than imitating other countries to improve mathematics education and student achievement.

Authors

• Kyunghoon Son, University of Alabama

• Lillie R. Albert, Boston College