Akademik Veri Yönetim Sistemi
5th International Conference on Data Science and Applications (ICONDATA’22), Fethiye, Türkiye, 07 Eylül 2022
Providing
qualified education and raising well-educated students are the core
responsibilities to achieve success in various areas such as art, science, and
culture for countries. The significant paths to do this are tracking education
systems periodically, specifying educational quality level, and enhancing it by
considering various techniques such as other countries’ educational policies.
One of the preferable and straightforward ways to see educational improvements
is to use students’ exam scores. At this point, for similar purposes, the
International Mathematics and Science Trends Survey (TIMSS) is conducted every four
years for 70 countries. The survey regularly makes exams for fourth and eighth-grade
students and collects their mathematics and science achievement scores. The
scores gathered in the TIMSS database are utilized to determine the
similarities and differences, educational levels of the countries, and the most
valuable factors that affect the students' achievement scores. In this study,
we aim to draw attention to critical and essential points of educational
achievement factors with the last updated TIMSS data for three countries from different
success rankings. By doing so, Linear Mixed Model is taken into account to
consider the variation between- and also within- observations due to the
dependent structure of the nested dataset. Distinct analysis ideas and paths
are run for the sample of mathematics scores of the fourth-grade students
living in a developed country England and developing countries, Turkey and
South Africa. The affecting factors of students' mathematics achievement are determined
as gender, born status, an emotional factor, mathematical tendency factor, SES
score, country, and the interactions between country and covariates (except
country and SES score).