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Third International Mathematics and Science Study Repeat

TIMSS-R 1999 (1997–2001)

TIMSS 1999, also known as TIMSS-Repeat (TIMSS-R), measured progress in eighth-grade mathematics and science around the world. TIMSS 1999 provided countries that participated in the 1995 testing with trend data at Grade 8. The four-year period between the first and second data collection saw the population of students originally assessed as fourth graders move on to Grade 8. This development allowed countries that participated in 1995 at Grade 4 to compare the performance of fourth-graders in that year with their performance as eighth-graders in 1999. As in the 1995 study, TIMSS 1999 also investigated, through background questionnaires, the context for learning mathematics and science in the participating countries. Information was collected about educational systems, curriculum, instructional practices, and characteristics of students, teachers, and schools.

The TIMSS 1999 data collection was conducted in October–December 1998 (Southern Hemisphere) and March–June 1999 (Northern Hemisphere).

Target Population

The target population for TIMSS 1999 was defined as the upper of the two adjacent grades with the most 13-year-olds, which, in most countries , was Grade 8.

Participating Educational Systems

Australia, Belgium (Flemish), Bulgaria, Canada, Chile, Chinese Taipei, Cyprus, Czech Republic, England, Finland, Hong Kong (SAR), Hungary, Indonesia, Iran, Israel, Italy, Japan, Jordan, Korea, Latvia, Lithuania, Macedonia, Malaysia, Moldova, Morocco, Netherlands, New Zealand, Philippines, Romania, Russian Federation, Singapore, Slovak Republic, Slovenia, South Africa, Thailand, Tunisia, Turkey, United States.

Key Findings

  1. Five Asian countries were the top performers in mathematics. They were Singapore, Korea, Chinese Taipei, Hong Kong (SAR), and Japan. All of these countries had about two-thirds or more of their students reaching the Upper Quarter Benchmark. The students were able to apply their mathematical understanding and knowledge in a variety of relatively complex situations involving fractions, decimals, geometric properties, and algebraic expressions.
  2. Chinese Taipei and Singapore had more than half their students reaching the Upper Quarter Benchmark, a level reached by just 25 percent of all students assessed internationally. Students reaching this benchmark showed conceptual understanding of various science cycles, systems, and principles.
  3. Between 1995 and 1999, countries that showed an increase in average mathematics achievement at Grade 8 were Latvia (Latvian-speaking schools), Canada, and Cyprus. Only the Czech Republic showed a decrease. For science, an increase in achievement was observed also in Latvia (Latvian-speaking schools) as well as in Lithuania, Canada, and Hungary. A decrease was observed in Bulgaria.
  4. In mathematics, most gender differences were negligible (except in Israel, the Czech Republic, Iran, and Tunisia). No country showed a significant increase in gender difference; Korea showed a decrease in comparison to 1995.
  5. In science, boys outperformed girls in 16 countries. A significant reduction between 1995 and 1999 in the gender difference occurred in Hong Kong (SAR), Slovenia, and Israel.
  6. Across the participating countries, students generally had positive attitudes towards mathematics and science, although less so in countries where science is taught as a separate subject at Grade 8. Positive self-concept in ability to do mathematics and science was associated with higher achievement. In general, boys had a more positive self-concept than girls.
  7. In all countries except three (Australia, Canada, and the United States), specifications for students’ curriculum goals in mathematics and science were developed within national curricula. Seventeen countries offered separate course in different science subjects—earth science, biology, chemistry, and physics.
  8. On average, the percentage of instructional time designated for mathematics instruction remained about the same from Grade 4 to Grade 6 but decreased by Grade 8 (from 17–16 percent to 13 percent). In contrast, the instructional time specified for science increased from Grade 4 to Grade 8 (from 11 to 16 percent).
  9. In mathematics classes, the two most predominant activities across the countries were teacher lectures and teacher-guided student practice (nearly half of class time). Science teachers reported spending almost one-quarter of their class time on lecturing. Fifteen percent of the science class time was devoted to student experiments and 14 percent to teacher-guided student practice.
  10. Students in schools that reported being well resourced generally had higher average mathematics and science achievement.

Major Publications

Martin, M.O., Gregory, K.D., & Stemler, S.E. (Eds.). (2000).

TIMSS 1999 Technical Report: IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade.

Chestnut Hill, MA: Boston College.

 

Martin, M.O., Mullis, I.V.S., Gonzales, E.J., Gregory, K.D., Smith, T.A., Chrostowski, S.J., Garden, R.A., & O’Connor, K.M. (2000).

TIMSS 1999 International Science Report: Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade.

Chestnut Hill, MA: Boston College.

 

Mullis, I.V.S., Martin, M.O., Gonzales, E.J., Gregory, K.D., Garden, R.A., O’Connor, K.M., Chrostowski, S.J., & Smith, T.A. (2000).

TIMSS 1999 International Mathematics Report: Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade.

Chestnut Hill, MA: Boston College.

 

For more information, please contact

http://timss.bc.edu/

 

TIMSS 1999

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