• Title/Summary/Keyword: TIMSS

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Trends and an International Comparison of Korean Middle School Students' Attitudes Toward Science (우리나라 중학생의 과학에 대한 태도 추이 분석 및 국제 비교)

  • Lee, Mee-Kyeong;Hong, Mee-Young
    • Journal of The Korean Association For Science Education
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    • v.27 no.3
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    • pp.201-211
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    • 2007
  • The purposes of this study were to examine trends in Korean middle school students' attitudes toward science and the differences in boys' and girls' attitudes toward science as well as to analyze Korean middle school students' attitudes toward science compared to those in Singapore, Chinese-Taipei, Hong Kong, and Japan. In order to achieve these purposes, we analyzed students' survey data on self-confidence in science, interests in science, external motivation for science, and career preference for science collected from TIMSS 1995, TIMSS 1999, and TIMSS 2003. Korean students' interests in science and external motivation for science reduced in TIMSS 1999 and increased again in TIMSS 2003. The amount of change was greater in interests in science. On the other hand, self-confidence in science and career preference for science consistently declined from TIMSS 1995 to TIMSS 2003. Self-confidence in science among boys and girls was similar in TIMSS 1995 and 1999. But self-confidence of girls in science declined rapidly from TIMSS 1999 to 2003, while self-confidence of boys in science remained almost the same. Trends of interests in science were similar between boys and girls; they declined in TIMSS 1999 and increased again in TIMSS 2003. External motivation for science of both boys and girls increased, and the increase among girls was greater. The percentage of boys who wanted to have a job using science consistently declined from TIMSS 1999 to TIMSS 2003, while the percentage of girls declined in TIMSS 1999 and increased in TIMSS 2003 again. The results from an international comparison with other Asian countries having similar cultures showed that Korean students' self-confidence in science, career preference for science of middle school students was the lowest.

Sociocultural Factors Influencing Gender Differences in Mathematics Attitude and Achievement for Korean Students in TIMSS 2011 (사회문화적 요인들이 수학학습태도와 수학성취도의 성별차이에 미치는 영향: TIMSS 2011를 중심으로)

  • Yoo, Yang-Seok
    • The Mathematical Education
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    • v.53 no.4
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    • pp.463-478
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    • 2014
  • 우리나라 중학교 2학년 학생들은 TIMSS와 같은 국제적인 평가에서 높은 수학 성취도를 보이고 있다. 성별 성취도를 분석하면 TIMSS 1995부터 TIMSS 2011까지 남학생이 여학생보다 지속적으로 높은 평균점수를 받고 있다. TIMSS 1995와 TIMSS 2011의 성별 점수 차이는 유의한 것으로 나타났다. TIMSS 2011에 참가한 42개국 중 성차가 없거나 여학생이 더 높은 성취도를 보인 국가는 35개국이며 남학생이 더 높은 성취도를 보인 국가는 우리나라를 포함하여 7개국이다. 수학 성취도의 성차는 사회문화적 요인과 수학학습태도와 연관이 있다는 여러 연구 결과가 있다. 본 연구는 TIMSS 2011에 참가한 중2학년 5,165명 남녀학생들의 수학성취도 결과를 분석하여 사회문화적 요인이 수학학습태도와 수학성취도에 미치는 영향을 찾아보았다. 연구결과 남녀학생의 교사선호도는 유의한 성차가 없었는데 학부모의 교육 참여도에 유의한 성차가 있었다. 여학생의 수학에 관한 가치와 수학에 관한 자신감은 남학생보다 유의하게 낮았다. 학부모의 교육 참여도는 여학생의 수학학습태도와 수학성취도에 더 높은 영향력을 미치는 것으로 나타났다. 학부모들의 교육 참여도를 높이고 여학생들의 수학에 관한 가치와 자신감을 높이기 위해서는 여학생들의 롤 모델과 여성들의 과학 분야의 진출을 장려하는 사회적 요인의 조성이 함께 필요하다.

Analysis of Features of Korean Eighth Grades' TIMSS 2015 Achievement in Chemistry (우리나라 중학생들의 TIMSS 2015 화학 영역 성취 특성 분석)

  • Kwak, Youngsun
    • Journal of The Korean Association For Science Education
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    • v.38 no.5
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    • pp.625-633
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    • 2018
  • The goal of this study is to investigate the features of Korean eighth graders' achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders' achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students' percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in 'applying' domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students' better science competencies and real-world application of science knowledge.

Exploration of Features of Korean Eighth Grade Students' Attitudes Toward Science (우리나라 중학교 2학년 학생들의 과학에 대한 정의적 태도 특성 탐색)

  • Kwak, Youngsun
    • Journal of The Korean Association For Science Education
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    • v.37 no.1
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    • pp.135-142
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    • 2017
  • The Trends in International Mathematics and Science Study (TIMSS) announced the TIMSS 2015 results at the end of 2016. In this research, we analyzed the relationship between Korean eighth grade students' attitude toward science and science achievement, trends in students' attitude toward science based on common items used in three to four cycles of TIMSS, and trends across grades in students' attitude toward science. According to the results, Korean eighth grade students showed the lowest level of confidence with science, interest in learning science, and valuing science among the 15 top performing countries as well as all the participant countries. In addition, according to the analysis result of common items, Korean students' confidence with science and interest in learning science have decreased, whereas students' valuing science with instrumental values has increased between TIMSS 2011 and TIMSS 2015. According to trends across grades, the cohort of students, assessed at the fourth grade in TIMSS 2011 and moved to the eighth grade four years later in 2015, decreased in their confidence with science and interest in learning science. Discussed in the conclusion are further studies and ways to improve science teaching and learning to improve students' attitude toward science.

Korean students' mathematics achievement according to the TIMSS-R international benchmarks - focused on the relationship with mathematics curriculum and text - (TIMSS-R 국제성취수준에 따른 우리나라 학생들의 수학 성취도 분석-교육과정, 교과서와의 관련성을 중심으로-)

  • 나귀수
    • Journal of Educational Research in Mathematics
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    • v.13 no.3
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    • pp.383-401
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    • 2003
  • This study intends to examine the characteristics of Korean students' mathematics achievement according to the TIMSS-R International Benchmarks in the relation with mathematics curriculum and text. The concrete contents of this study are as followings. First, we consider the Korean students' mathematical abilities according to the TIMSS-R international benchmarks classified into Top 10% Benchmark, Upper Quarter Benchmark, Median Benchmark, and Lower Quarter Benchmark. Second, we examine the precent correct and the error-types of Korean students on the anchor items of such benchmarks. From these examinations, we grasp the mathematical titles that Korean students showed insufficient performance and lead the educational implications.

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Exploration of Changes in TIMSS Science Achievement and Educational Context Variables of Cohort Groups with Grade Change (학년 변화에 따른 코호트 집단의 TIMSS 과학 성취도 및 교육맥락변인의 변화 탐색)

  • Kwak, Youngsun
    • Journal of the Korean Society of Earth Science Education
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    • v.12 no.2
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    • pp.119-130
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    • 2019
  • The TIMSS assessment is conducted every four years, and Korean fourth grade cohort in TIMSS 2011 participated in TIMSS 2015 again as eighth graders, which produced the first achievement data of the cohort group of elementary and middle schools. In this study, in order to investigate the causes of the decline in Korean students' science achievement with grade changes from the fourth to the eighth grade, we analyzed educational context variables such as characteristics of students, teachers, and classroom instructions of the top 5 achievement countries participated in both TIMSS 2011 and TIMSS 2015. According to the results, students' sense of school belonging increased, whereas students' positive attitudes toward science teaching decreased with the grade change from the fourth to the eighth. As for the teacher characteristics, the teacher's professional development activity increased, and the teacher's confidence in science teaching showed similar tendency to the international average. Regarding classroom instruction characteristics, the frequency of inquiry-related science activities was highest at the fourth grade, and lower than the international average at the eighth grade. Based the results, we suggested implications for science teaching and learning as well as further studies including development of differentiated strategy by the school level to improve students' achievement, the necessity of converting into more student-engaging science classes, and the necessity of in-depth study on the teacher related educational contextual variables.

Analysis of the current situation of Affective Characteristics of Korean Students Based on the Results of PISA and TIMSS (PISA와 TIMSS 결과에 나타난 우리나라 학생의 정의적 성취 실태 분석 - 수학 교과를 중심으로 -)

  • Choe, Seung-Hyun;Park, Sangwook;Hwang, Hye Jeang
    • Journal of the Korean School Mathematics Society
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    • v.17 no.1
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    • pp.23-43
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    • 2014
  • This study aims to develop strategies for improving the affective characteristics of Korean students based on results from international achievement tests. In pursuing the goal, different research methods are employed including a) analysis of the theories and literature regarding the affective domains included in PISA and TIMSS studies; b) analysis of the current situation and needs of Korean students with respect to the affective factors based on PISA and TIMSS results; c) case studies of best practices in relation to students' affective domains in Korea and abroad; and d) development of strategies for improving and supporting Korean students' affective characteristics. Especially, this paper describes meta-analyses of the results from the previous PISA and TIMSS studies. Afterwards, it reports statistical analyses results on the relationship between students' affective achievements and educational context variables. Data from TIMSS 2011, TIMSS 2007, PISA 2006, and PISA 2003 are used for the analyses, and contextual variables are selected through rigorous statistical analyses including frequency and correlation, and expert consultation. The effects of educational contextual variables on students' affective achievement in mathematics and science are analyzed through Hierarchical Linear Model.

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The Analysis of Characteristic Achievement of TIMSS 2011 G8 High-Performing Countries According to the Mathematics Cognitive Attributes (수학 인지적 속성에 따른 TIMSS 2011 8학년 성취도 상위국 특성 비교)

  • Park, Ji Hyun;Kim, Soojin
    • Journal of Educational Research in Mathematics
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    • v.25 no.3
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    • pp.303-321
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    • 2015
  • This research purposes to find out the mathematical cognitive characteristics of Korean students and compare it with that of TIMSS 2011 high-achieving countries based on the Cognitive Diagnostic Theory. Based on framework and questions of TIMSS 2011, we select cognitive attributes. Using the data of 8th grade students' mathematical achievement in TIMSS 2011, we compare and analyze the top 15-countries students' cognitive traits. As a result, cognition domain of TIMSS 2011 is reclassified as 9 cognitive attributes. we could distinguish between easy attributes and difficult attributes that students in each country relatively think. Especially, Students of Korea relatively think Recall/Recognize, Compute, Classify/Measure and Represent are easy. On the other hand, relatively they have difficulties in Retrieve, Implement, and Generalize. Based on this research result, It is necessary to establish an educational measures for each attributes which students have difficulties.

Analysis of Features of Korean Fourth Grade Students' TIMSS Science Achievement in Content Domains with Curriculum Change (교육과정 변화에 따른 우리나라 초등학교 4학년 학생들의 TIMSS 과학 내용영역별 성취 특성 분석)

  • Kwak, Youngsun
    • Journal of The Korean Association For Science Education
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    • v.37 no.4
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    • pp.599-609
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    • 2017
  • The goal of this research is to analyze the trend of Korean fourth grade students' achievement in TIMSS 2011 and TIMSS 2015 science content domains and to suggest implications for science curriculum and teaching & learning improvement. With four elementary science teachers and three science educators, we analyzed Korean fourth grade students' percentage of correct responses in TIMSS 2015 science content and cognitive domains, and conducted item-curriculum matching analysis for test items. According to the results, Korean students performed relatively better in test topics covered in the science curriculum for 3-4 grades regardless of the science content domain (i.e., Life science, Physical science, or Earth science). Korean students showed low percentage of correct answers for items related to such topics as heat conduction, the action of electricity, the motion of the earth and the moon, etc., which were covered in the 5th-6th grades in the 2009 revised curriculum. For science cognitive domains, Korean students' achievement dropped significantly in reasoning between TIMSS 2011 and TIMSS 2015. Discussed in the conclusion are implications to reconstruct elementary school science curriculum, and ways to improve science teaching and learning.

An Analysis of Science Achievement of The Third International Mathematics and Science Study-Repeat(TIMSS-R) (제3차 수학.과학 성취도 국제 비교 반복연구(TIMSS-R) 과학 성취도 분석)

  • Hong, Mi-Young;Park, Chung;Kim, Sung-Sook
    • Journal of The Korean Association For Science Education
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    • v.21 no.2
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    • pp.328-341
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    • 2001
  • The purpose of this study was to analyze the achievements in science results of the TIMSS-R test, which was performed in 1999 with 38 nations participating. In this study, general trends in international science achievement considering the differences beween nation, content areas, and gender were analyzed through descriptive statics. The average scale score of Korean 8th grades students was 549, which was significantly higher than international average of 488. However it showed a relative decline from 4th grade in TIMSS to 8th grade in TIMSS-R. Chinese Taipei and Singapore students had the highest average performance, followed by Hungary, Japan, and Korea. The average gender differences of Korean students showed a decrease from TIMSS in 1995 to TlMSS-R in 1999, but it was still significantly higher than the international average. The average differences of overall science and each content area were not statistically significant both internationally and domestically.

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