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FACTORS ASSOCIATED WITH ATTAINMENT

TIMSS 2007. FACTORS ASSOCIATED WITH ATTAINMENT. Linda Sturman NFER TIMSS Schools Conference, 22 May 2009. TIMSS FACTORS. National analysis Multi-level models Statistically significant links between variable and attainment Separates out effects of different variables

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FACTORS ASSOCIATED WITH ATTAINMENT

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  1. TIMSS 2007 FACTORS ASSOCIATED WITH ATTAINMENT Linda Sturman NFER TIMSS Schools Conference, 22 May 2009

  2. TIMSS FACTORS • National analysis • Multi-level models • Statistically significant links between variable and attainment • Separates out effects of different variables • Can hypothesise about causality but not prove it • 81 variables in G4 model • 116 in G8 model

  3. TIMSS FACTORS • Some of the variables included in the models: • School factors • School locality • Pupil population • Resourcing • Composition of classes • Teaching vacancies • Teacher characteristics • Teachers’ CPD • Time pupils spend on different types of learning activities • Computer • Teacher/pupil perceptions of school climate • Pupil and home factors • Gender • Pupil born in UK? • Parents born in UK? • Language • Attitudes to learning • Books/resources at home • Leisure activities • Computer use • Prior attainment • Poverty indicator • FSM

  4. TIMSS FACTORS • Positive and negative relationships • Positive: • If one variable increases, the other also increases • If variable X is higher, attainment is higher • Negative: • If one variable increases, the other decreases • If variable X is higher, attainment is lower

  5. TIMSS FACTORS • Prior attainment in maths linked with attainment in maths AND science, especially at grade 4. • Many factors significant for maths attainment also significant for science

  6. Maths G4 – positive • Key to source of variable • SQ – from student questionnaire • TQ – from teacher questionnaire • HQ – from school questionnaire (completed by headteacher) • NPD – from National Pupil Database

  7. Maths G4 – negative • G4 - Out of school activities, group 1 • Frequency of: • TV/video • Computer games • Play/talk with friends • Sports • Internet • Music

  8. Science G4 Same variables as for maths, except … • Also positive: • Enjoyment and confidence in science (SQ) • Out of school activities, group 2 (SQ) • (jobs at home, read for enjoyment, do homework, play musical instrument, do art) • Also negative: • Frequency of having children mark own homework in class and using homework for class discussion (TQ) • Teaching affected by shortages of calculators (HQ) • Not included (not significant): • Teachers' attitudes to my school, its curriculum and children's achievement (TQ)

  9. Science G4 – positive • G4 - Out of school activities, group 2 • Frequency of: Do jobs at home Read for enjoyment • Do homework Play musical instrument • Do art

  10. Science G4 – negative • G4 - Out of school activities, group 1 • Frequency of: • TV/video • Computer games • Play/talk with friends • Sports • Internet • Music

  11. TIMSS FACTORS • Opportunity to discuss further at the end • Any reflections so far (G4)?

  12. Maths G8 – positive • Key to source of variable • SQ – from student questionnaire • TQM – from maths teacher questionnaire • HQ – from school questionnaire (completed by headteacher) • NPD – from National Pupil Database • G8 - Out of school activities, group 2 • Frequency of: • Read for enjoyment • Do homework • Play musical instrument

  13. Maths G8 – negative • G8 - Out of school activities, group 1 • Frequency of: • TV/video • Computer games • Play/talk with friends • Internet • Music

  14. Science G8 Same variables as for maths, except … • Also positive: • Enjoyment and confidence in science (SQ) • Resources at home (SQ) • Frequency of working independently (SQ) • Also negative: • Enjoyment of maths (SQ) • Frequency of a range of maths activities (SQ) • Frequency of a range of science investigative activities (SQ) • Not included (not significant): • Frequency of data, geometry, algebra activities (TQM) • Frequency of number, fractions, decimals and routine problem solving activities (TQM) • Extent of perceived bullying at school (SQ)

  15. Science G8 – positive • G8 - Out of school activities, group 2 • Frequency of: • Read for enjoyment • Do homework • Play musical instrument

  16. Science G8 – negative • G8 - Out of school activities, group 1 • Frequency of: • TV/video • Computer games • Play/talk with friends • Internet • Music

  17. TIMSS 2007 • Were these results as you expected? • Any surprises? • How could this help improve teaching and learning in your school or classroom? Linda Sturman, Graham Ruddock Department for Research in Assessment and Measurement, NFER The National Foundation for Educational Research, The Mere, Upton Park, Slough, SL1 2DQ, UK phone: +44 (0)1753 574123 fax: +44 (0)1753 691632 www.nfer.ac.uk/timss Linda Sturman: +44 (0)1753 637144 l.sturman@nfer.ac.uk Graham Ruddock: +44 (0)1753 637140 g.ruddock@nfer.ac.uk

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