Examining Mathematics Achievement: An Analysis of Fourth and Eighth Grade TIMSS 2015 U.S. Data by Ethnicity, Gender, Student Bullying, Parental Involvement, and Engaging Teaching
Abstract
The purpose of this study was to examine mathematic academic achievement of 4th and 8th grade African American, Latinx, and Asian students by gender and content domains of TIMSS mathematics assessment, and to expand the knowledge base regarding the relationships among students’ ethnicities, gender, grade, student bullying, parental involvement, engaging teaching, and their mathematic academic achievement. The guiding research questions were:
1. What is the performance of 4th and 8th grade African American, Latinx, and Asian students on TIMSS by gender and the content domains of mathematics tests?
2. What are the relationships among 4th and 8th grade African American, Latinx, and Asian students on TIMSS mathematics achievement and other variables (gender, student bullying, parental involvement, and engaging teaching)?
3. To what extent do students’ gender, student bullying, parental involvement, and engaging teaching explain variation in 4th and 8th grade African American, Latinx, and Asian students’ math achievement on TIMSS respectively?
To respond to these questions, a quantitative research design was implemented. Descriptive statistics, correlation coefficients and multiple linear regression were performed. Major research findings for this study were as follows:
1. On 4th grade assessment, African American, Latinx, and Asian boys scored higher than their counterparts across all domains. However, on 8th grade assessment, African American girls scored higher than African American boys on Geometry, Data and Chance, and Algebra. Moreover, Latinx girls reported higher mean score than Latinx boys on Algebra.
2. All groups except Asian boys scored higher on Number, followed by Data Display, and Geometric Shapes and Measures on 4th grade mathematics tests. In terms of 4th grade Asian boy group, they reported the highest score on Number, followed by Geometric Shapes and Measures, and Data Display. On 8th grade assessments, all groups reported the highest scores on Algebra and the lowest scores on Geometry, but the second and third highest domains were different across groups.
3. According to the multiple linear regression analyses, parental involvement was a significant indicator for all students across grade and ethnicities. In addition, engaging teaching from mathematics teachers was significant only for Latinx students’ achievement.
Subject
Mathematics educationTIMSS 2015
African American students, Latinx students, Asian students
academic achievement
student bullying
parental involvement
engaging teaching
Citation
Moon, Chi Yun (2020). Examining Mathematics Achievement: An Analysis of Fourth and Eighth Grade TIMSS 2015 U.S. Data by Ethnicity, Gender, Student Bullying, Parental Involvement, and Engaging Teaching. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /192449.
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