An Examination of Factors in Teaching Context on Mathematics Performance of Eighth-Grade Students

• In Event: 64.086 - MTCC Roundtable Session 27
  In Roundtable Session: 64.086-14 - Education Viewed in an International Context

Abstract

Using the 2015 data from Trend in Mathematics and Science Study (TIMSS), this study merges student scores in each nation with contextual information from both mathematics and science teachers, and is designed to examine the impact of class size and teacher attributes on student mathematics achievement. The scope of investigation is delimited to 45 education systems at the eighth grade. The results revealed significant impacts of teacher competency in mathematics on student performance. This factor alone explained 27% of the variability in mathematics score. Interpretations are provided to support understanding of the comparative findings.

Author

• Jianjun Wang, California State University - Bakersfield