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The effect of students’ perceptions of the learning environment on mathematics achievement. Explaining the variance in Flemish TIMSS 2003 data. W. Schelfhout , G. Van Landeghem, A. Van den Broeck, & J. Van Damme, K.U.Leuven. 2nd IEA International Research Conference. TIMSS 2003
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The effect of students’ perceptions of the learning environment on mathematics achievement Explaining the variance in Flemish TIMSS 2003 data W. Schelfhout , G. Van Landeghem, A. Van den Broeck, & J. Van Damme, K.U.Leuven 2nd IEA International Research Conference
TIMSS 2003 • Mathematics achievement • Constructivism
TIMSS 2003 international • Flanders: 5213 pupils 8th grade pupils in 276 classes in 148 schools • Math and science achievement • Pupils’, teachers’ and principals’ questionnaires
TIMSS 2003 Flemish extras • Parents’ questionnaire • Additional questions in pupils’, teachers’ and principals’ questionnaires • Spatial and numerical intelligence test • Two classes per school
A-stream vs. B-stream A = general B = vocational
Math achievement • TIMSS 2003 Rasch score • 8th grade math achievement in Flanders • 4908 pupils in 268 classes in 144 schools • A-stream: 4328 pupils in 224 classes in 119 schools • B-stream: 580 pupils in 44 classes in 25 schools
Intelligence (A-stream) Correlation with math achievement: 0.62
Measurements • Pupils’ questionnaire (Flemish part): 33 (4-point) items • Teachers’ questionnaire (Flemish part): 6 (5-point) items
Scales, pupils’ questionnaire • Activation (ACTIV) • Clarity (CLAR) • Authentic (AUTH) • Motivation (MOTIV) • Feedback (FEEDB) • Cooperation (COOP) • Constructivism (TIMSS 1999) (CP)
‘Activation’ scale (11 items, = 0.76) In the math class … • … the teacher asks about relationships between different parts of the subject material during tasks. (8) • … • … the teacher gives small clues that help us to find solutions by ourselves. (22) • … • … during team work or when I am working on my own, the teacher inquires after the time I need to solve a problem. (33)
‘Clarity’ scale (7 items, = 0.82) In the math class … • … the teacher bears in mind pupils’ remarks when searching for suitable assignments or practice materials. (3) • … • … the teacher keeps the class under control. (9) • … • … it’s thanks to the teacher’s approach that I understand the subject matter well. (29)
‘Authentic’ scale (3 items, = 0.74) In the math class … • … the teacher gives examples of situations in daily life where the subject matter can be applied. (1) • … each new chapter starts with examples from daily life that clarify the new subject. (5) • …situations are described that can happen in the real world and that need a mathematical solution. (14)
‘Motivation’ scale (4 items, = 0.76) In the math class … • … the teacher makes sure that I get interested in the subject matter. (2) • … the teacher uses an agreeable diversity of approaches in his/her teaching. (4) • … we work in a pleasant manner. (12) • … I feel that the subject matter will be useful to me later. (21)
‘Feedback’ scale (3 items, = 0.70) In the math class … • … the teacher explains the solution after an exercise. (18) • … the teacher repeats the subject matter when it is not properly understood by some pupils. (26) • … the teacher clarifies errors in tests. (28)
‘Cooperation’ scale (2 items, = 0.74) In the math class … • … we have the opportunity to ask other pupils to explain their way of solving a problem. (27) • … we have the opportunity to discuss our approach to math problems with other pupils. (32)
‘Constructivism’ scale (6 items, = 0.73) Combines items from the scales • Activation (2 items) (15) (33) • Clarity (1 item) (3) • Authentic (1 item) (5) • Cooperation (both items) (27)(32)
Scale teachers’ questionnaire • 6 item scale (CT), = 0.74 • Items closely related to CP items • Range 1 to 5; mean = 3.16; SD = 0.64; N = 256 classes • Variance components: class 48%, school 52%
Class level constructivism variables 8 class level indicators of ‘constructivism’: • Class means of 7 scales from pupils’ questionnaire • Scale CT from teachers’ questionnaire
Class level constructivism variablesBasic statistics in A-stream
Class level constructivism variablesVariance components in A-stream
Class level constructivism variablesCorrelations in A-stream
Class level constructivism variablesCorrelations with class mean math achievement (A-stream)
Conclusion • Major intake differences between classes and schools (cf. intelligence) • Indications of marginally significant effects of some aspects of teaching as perceived by the students: activation and clarity