TY - JOUR
T1 - The Influence of School Factors on Students’ Mathematics Achievements in Trends in International Mathematics and Science Study (TIMSS) in Abu Dhabi Emirate Schools
AU - Wardat, Yousef
AU - Belbase, Shashidhar
AU - Tairab, Hassan
AU - Takriti, Rachel Alison
AU - Efstratopoulou, Maria
AU - Dodeen, Hamza
N1 - Funding Information:
The APC cost was covered by the College of Education, United Arab Emirates University under graduate student research fund.
Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/7
Y1 - 2022/7
N2 - This study aimed to explore school factors that influence students’ achievements in Trends in International Mathematics and Science Study (TIMSS) in schools in the Emirate of Abu Dhabi, in the United Arab Emirates. The study sample for TIMSS 2015 consisted of 4838 students in eighth grade; 2172 girls, 2666 boys, and 156 schools from Abu Dhabi attended and participated in TIMSS 2015. Principal component analysis (PCA) was run on 77 items of school questionnaires administered to school principals to provide information about the school contexts for teaching and learning. The five factors from the school questionnaire were general school resources, school discipline and safety, parental support, principal experience and education, and library and instruction resources. Multiple regression models were implemented to examine the impact of school factors on student achievement in TIMSS 2015. The models are statistically significant, indicating that they fit the data well. This also demonstrates a significant linear relationship between students’ achievement in TIMSS 2015 and the variables related to school factors.
AB - This study aimed to explore school factors that influence students’ achievements in Trends in International Mathematics and Science Study (TIMSS) in schools in the Emirate of Abu Dhabi, in the United Arab Emirates. The study sample for TIMSS 2015 consisted of 4838 students in eighth grade; 2172 girls, 2666 boys, and 156 schools from Abu Dhabi attended and participated in TIMSS 2015. Principal component analysis (PCA) was run on 77 items of school questionnaires administered to school principals to provide information about the school contexts for teaching and learning. The five factors from the school questionnaire were general school resources, school discipline and safety, parental support, principal experience and education, and library and instruction resources. Multiple regression models were implemented to examine the impact of school factors on student achievement in TIMSS 2015. The models are statistically significant, indicating that they fit the data well. This also demonstrates a significant linear relationship between students’ achievement in TIMSS 2015 and the variables related to school factors.
KW - TIMSS study
KW - performance in mathematics
KW - regression
KW - school factors
KW - student achievement
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U2 - 10.3390/educsci12070424
DO - 10.3390/educsci12070424
M3 - Article
AN - SCOPUS:85133164649
SN - 2227-7102
VL - 12
JO - Education Sciences
JF - Education Sciences
IS - 7
M1 - 424
ER -