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1. Comparison of Supra and Infrahyoid Muscle Activity in Healthy and Dysphagic Elderly Populations

Author

Imaz-Higuera, J., Beltran-Sanchez, J., Garcia-Casado, J., Ye-Lin, Y., Martinez-de-Juan, J. L., Gutierrez-Delgado, M., Prieto-House, J., Más-Sesé, G., Belda-Calabuig, A., Prats-Boluda, G., Magjarević, Ratko, Series Editor, Ładyżyński, Piotr, Associate Editor, Ibrahim, Fatimah, Associate Editor, Lackovic, Igor, Associate Editor, Rock, Emilio Sacristan, Associate Editor, Costin, Hariton-Nicolae, editor, and Petroiu, Gladiola Gabriela, editor

Published
2024
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8. Effects of Confidence in Science on Chemistry Achievement of Eighth-Grade Students in Korea on the TIMSS 2015 Assessment

Author

House, J. Daniel and Telese, James A.

Abstract

Results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that students in Korea displayed high levels of science achievement. In order to understand those achievement outcomes, a number of studies have examined science teaching in Korea and explored the effects of teaching practices on student achievement and beliefs about science. The purpose of this study was to examine the relationship between confidence in science and chemistry achievement test scores for eighth-grade students in Korea who participated in the TIMSS 2015 assessment. Students included in this study were from the TIMSS 2015 eighth-grade (Population 2) sample from Korea. Several significant findings were noted. Students who expressed positive appraisals of their abilities in science were more likely to show higher levels of chemistry achievement. Conversely, students in Korea who made negative comparisons of themselves to other students tended to show lower chemistry achievement test scores.

Published
2019

19. Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

Author

House, J. Daniel and Telese, James A.

Abstract

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and achievement test scores for a national sample of fourth grade students from Korea who participated in the TIMSS 2011 assessment. Several significant findings were obtained. Students who showed high achievement levels in science were more likely to report that they learned things quickly in science and usually did well in science. Conversely, students who expressed negative comparisons of themselves to others tended to earn lower science test scores. The results from this study indicated that self-beliefs about science were significantly related to achievement test scores for fourth-grade students in Korea.

Published
2017

20. Gender Differences in Prediction of Graduate Course Performance from Admissions Test Scores: An Empirical Example of Statistical Methods for Investigating Prediction Bias. AIR 1998 Annual Forum Paper.

Author

House, J. Daniel

Abstract

This study focused on gender differences in examining the extent to which Graduate Record Examination (GRE) scores predicted subsequent achievement. Data on 275 graduate students in professional psychology programs at a large midwestern university were collected and analyzed. Two methods for the identification of prediction bias were used and student performance in 10 specific graduate courses was examined. It was found that GRE scores were effective predictors of the graduate course performance of the students. However, for a number of courses, GRE scores under predicted the achievement of female students and over predicted the achievement of male students. Specifically, GRE verbal scores were found to under predict female achievement in four courses, while GRE quantitative scores under predicted female achievement in seven courses. GRE analytical scores under predicted female achievement in four courses, while overall GRE scores under predicted female achievement in six courses. (Contains 48 references.) (MDM)

Published
1998

21. The Effects of Entering Characteristics and College Experiences on Student Satisfaction and Degree Completion: An Application of the Input-Environment-Outcome Assessment Model.

Author

House, J. Daniel

Abstract

This study investigated the contributions of entering characteristics and college experiences on student satisfaction and degree completion using the input-environment-outcome assessment model developed by A. W. Astin (1995). A total of 594 college students who had started college about 5 years previously completed a survey about their college experiences. Data from this survey was merged with data provided by the students at the time they began college. It was found that students who spent more hours commuting tended to spend fewer hours per week studying and doing homework. Students who spent more hours per week studying and doing homework and who worked on a group project in class were more likely to be satisfied with their overall instruction in college. It was also found that students with higher high school grade point averages tended to have higher self-ratings of their overall academic ability and higher expectations of graduating with honors. Students with higher high school grades, higher self-ratings of their academic ability, and greater expectations of graduating with honors were more likely to earn a bachelor's degree and to be satisfied with their college experience. (Contains 31 references.) (MDM)

Published
1998

22. Gender Differences in Prediction of Grade Performance from Graduate Record Examination Scores.

Author

House, J. Daniel, Gupta, Suman, and Xiao, Beiling

Abstract

One focus of educational measurement has been the examination of the relationship between students' entering academic characteristics and their subsequent achievement outcomes. In the case of admissions tests, an important consideration is that test scores predict later achievement similarly for all groups of students who take the test. The purposes of this study were to: (1) assess the validity of the Graduate Record Examination (GRE) for predicting students' grade performance; and (2) investigate gender bias in the prediction of student performance from GRE scores. A sample of 6,015 graduate students in 8 academic disciplines was examined. GRE scores were found to be significant predictors of subsequent grade performance for students in several academic disciplines. In addition, the findings from this study indicate that, in some instances, admissions test scores may not predict later achievement similarly for male and female students. (Contains 3 tables and 36 references.) (Author/SLD)

Published
1997

23. Student Achievement in Science and Mathematics General Education Courses: An Assessment of the Effects of Academic Background and Noncognitive Variables.

Author

Olsen, Juliann K. and House, J. Daniel

Abstract

The purpose of this study was to assess the efficacy of academic background and noncognitive variables as predictors of student achievement in science and mathematics. Participants in this study were 9,802 students who began as new freshmen during 5 consecutive fall semesters and took at least 1 of 14 frequently taken mathematics and science general education courses. Significant relationships between entering academic characteristics, self-appraisals of ability and achievement expectancies, and grade performance were noted. In addition, a number of high school senior-year activities were related to later grade performance. These findings provide direction for future assessments of students' mathematics and science outcomes. An appendix discusses the entering academic characteristics, including American College Testing program scores. (Contains 14 tables and 21 references.) (Author/SLD)

Published
1997

24. College Persistence and Grade Outcomes: Noncognitive Variables as Predictors for African-American, Asian-American, Hispanic, Native American, and White Students. AIR 1996 Annual Forum Paper.

Author

House, J. Daniel

Abstract

This study investigated the efficacy of noncognitive variables and academic background as a function of student ethnic group for the prediction of college grade performance and persistence. New freshmen during four consecutive fall semesters were administered the Cooperative Institutional Research Program Freshmen Survey. The sample included 251 Hispanic, 378 Asian-American, 644 African-American, 15 Native American, and 8,301 White students. Data concerning student attitudes, family characteristics, and high school background were evaluated. From these items, seven noncognitive and other variables were constructed: achievement expectancies, academic self-concept, financial goals, social goals, desire for recognition, parental education, and high school curriculum. All variables were analyzed for their efficacy as predictors of college attrition. American College Testing Program Composite scores, high school class percentile rank, academic self-concept and expectations, high school curriculum, and parental education significantly correlated with grade point average and enrollment status after 2 and 4 years. Financial and social goals were negatively correlated with achievement outcomes. Some differences between student ethnic groups on effective predictors of subsequent achievement were found. Ten tables give data on the correlations found. (Contains 35 references.) (CK)

Published
1996

25. Noncognitive Variables as Predictors of Achievement in Freshmen English. AIR 1996 Annual Forum Paper.

Author

House, J. Daniel and Prion, Susan K.

Abstract

This study investigated the correlation between noncognitive variables and academic success in a freshman composition course. A sample of 257 freshmen taking an introductory English course completed a survey assessing their attitudes and achievement expectancies. The questionnaire measured self-ratings of overall academic ability, drive to achieve, writing ability, creativity, and self-confidence in intellectual ability. Correlations were computed for the entire sample and separately for male and female students. American College Testing Program Composite scores and self-ratings on academic ability, achievement drive, and academic expectations showed a significant positive correlation with English course grades. Results suggest that noncognitive variables should be considered when providing academic counseling during the freshman year. Four tables provide correlation data and results of multiple regression analyses. (Contains 29 references.) (CK)

Published
1996

26. Noncognitive Predictors of Achievement in a General Education Course: A Multi-Institutional Study.

Author

House, J. Daniel

Abstract

This study investigated the efficacy of noncognitive variables for predicting college student achievement in an introductory psychology course. The sample included 102 new first-year students at a private urban university and 233 new first-year students at a rural public university. Data were collected on self-ratings of overall academic ability, drive to achieve, mathematical ability, self-confidence in intellectual ability, expectations of making at least a "B" average in college, expectations of graduating with honors, American College Test (ACT) composite scores, the number of years of high school mathematics completed, and the course grade. The study found that professional behavior: rational use of knowledge; personal directed interaction with people; operationally obtaining some results; and fulfilling conditions by provision with means. This self-confidence in intellectual ability were significantly correlated with subsequent psychology course grades among the students from the private urban university but not for students at the rural public university. (Contains 21 references.) (MDM)

Published
1995

27. College Grade Outcomes and Attrition: An Exploratory Study of Noncognitive Variables and Academic Background as Predictors.

Author

House, J. Daniel

Abstract

This study investigated the efficacy of noncognitive variables and academic background for the prediction of college grade performance and persistence. A total of 7,377 new first-year college students participated in the study, completing demographic questionnaires at the start of the school year. Data were also collected on American College Test (ACT) composite scores, high school rank, cumulative grade point average (GPA) after 1, 2, and 4 years in college, and enrollment status after 2 and 4 years in college. The study found that the combination of ACT composite scores and high school class rank alone explained 26 percent of the variance in college GPA after 1 year and 26.5 percent of the variance after 2 years. This variance effect was more pronounced for white students than for Hispanic, Asian, and black students. The study also found that students with higher financial and social goals exhibited, on average, lower grades and persistence rates than students with lower financial and social goals. The effects of ethnicity, gender, parent educational background, desire for recognition, and achievement expectancies are also considered. (Contains 39 references.) (MDM)

Published
1994

29. Differential Prediction of Graduate Student Achievement from Miller Analogies Test Scores.

Author

House, J. Daniel and Keeley, Edward J.

Abstract

Although the Miller Analogies Test (MAT) is used extensively as an admissions test for graduate programs, relatively little research has examined the validity of the MAT for predicting subsequent graduate student achievement and no published studies have examined differential prediction of student performance from MAT scores. There were two purposes of this study. The first purpose was to investigate the validity of the MAT for predicting the achievement of graduate students in education. The second purpose of this study was to examine the extent of age and gender differences in prediction of graduate student performance from MAT scores. The students included in this analysis were a sample of 1,438 students who began master's level study in education at a large private university during a seven-year period. Results from this study indicated that MAT scores were significantly correlated with students' cumulative grade point averages and with their grade performance in five specific graduate courses. These results also indicated that MAT scores do not predict graduate performance similarly for male and female students and for students of all ages. (Contains 69 references.) (SLD)

Published
1993

30. Student Attitudes and Academic Background as Predictors of Achievement in College Mathematics.

Author

House, J. Daniel

Abstract

A number of studies have examined the relationships between noncognitive variables, such as academic self-concept and achievement expectancies, and subsequent academic performance. Results from a recent study indicated that noncognitive variables were more effective predictors of college chemistry grades than were admissions test scores or high school coursework. The purpose of this study was to investigate the predictive relationship between initial student attitudes, admissions test scores, high school mathematics coursework, and subsequent achievement in college mathematics. Subjects (n=958) were students who began as new freshmen during the same fall semester and took a Finite Mathematics course during their freshman year. The results indicated that students' noncognitive characteristics were significant predictors of subsequent achievement in college math. Contains 55 references. (Author/MKR)

Published
1993

31. Transfer Shock Revisited: A Longitudinal Study of Transfer Academic Performance.

Author

Keeley, Edward J., III and House, J. Daniel

Abstract

A study was performed at Northern Illinois University (NIU) to measure the effect of "transfer shock" on community college students' academic performance during their first semesters of enrollment at NIU, as well as to determine whether academic class, gender, ethnicity, age, major, resident status, and previous degree achievements had any influence on transfer shock. The study examined mean grade point averages (GPA's) at transfer and for each of four semesters at NIU beginning fall 1989. Results of the study included: (1) overall, students did experience some degree of transfer shock, with junior transfer students' GPA's declining from 3.099 to 2.764 in their first term and sophomore transfers' GPA's falling from 2.971 to 2.677; (2) students transferring from Illinois public community colleges generally showed a higher degree of transfer shock than did transfers from all other institutions, especially at the sophomore level; (3) earning an Associate degree seemed to be a positive factor in academic performance; (4) women brought better transfer GPA's than the men, and generally outperformed men at both levels; (5) transfers aged 25 and over experienced very little transfer shock, while the under-21 group outperformed their 21-24 year old peers; (6) minority Illinois community college transfers brought in lower transfer GPA's and experienced a greater degree of transfer shock; and (7) transfer performance varied widely by majors. A list of references and data presented in graph form are included. (MAB)

Published
1993

32. Noncognitive Predictors of Achievement in Introductory College Chemistry. AIR 1993 Annual Forum Paper.

Author

House, J. Daniel

Abstract

This study investigated the predictive relationship between initial student attitudes, admissions test scores, years of high school math taken, and the student's subsequent achievement in introductory college chemistry. A group of 179 students who began as new freshmen during the same fall semester and took an introductory chemistry course during their first year of college, participated in the study. All students completed a survey which included several items that measured students' self-ratings of their academic abilities and their expectancies for academic achievement. The results indicated that students' initial attitudes are significant predictors of their subsequent grade achievement in introductory college chemistry. In addition, it was found that self-ratings of mathematical ability were significant predictors of earning a grade of C or better, while the number of years of high school math taken was a significant predictor of earning a passing grade (D or better). These results suggest that there is a set of minimum mathematical skills necessary for passing introductory chemistry and that initial attitudes become significant predictors only for students who have the prerequisite math skills. Contains 54 references. (GLR)

Published
1993

33. Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons

Author

House, J. Daniel and Telese, James A.

Abstract

Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in Korea. The purpose of this study was to examine the effects of engagement in mathematics lessons and confidence in mathematics on achievement test scores of students in Korea using data from the TIMSS 2011 assessment. There were several significant findings from this investigation. Students who held positive beliefs about their mathematics ability tended to show high levels of achievement. Conversely, students who expressed negative comparisons of themselves to other students were more likely to earn lower achievement test scores. Further, students who were engaged in their mathematics lessons also had higher test scores. These findings indicate that both mathematics beliefs and engagement in school lessons were significantly related to test scores for eighth-grade students in Korea.

Published
2016

34. Globally available land for soil-based greenhouse gas removal practices for 2000-2014

Author

Myrgiotis, V., Slevin, D., Vetter, S.H., Aitkenhead, M., Dondini, M., Eory, V., Goglio, P., Harris, J., Hillier, J., House, J., Lefebrve, D., MacLeod, M., Manning, D., Medina-Carmona, C., Mohamed-Yunus, S., Moran, D., Payen, F., Rees, B., Sohi, S., Sykes, A., Williams, M., Williams, A., Wollenberg, L., Smith, P., Myrgiotis, V., Slevin, D., Vetter, S.H., Aitkenhead, M., Dondini, M., Eory, V., Goglio, P., Harris, J., Hillier, J., House, J., Lefebrve, D., MacLeod, M., Manning, D., Medina-Carmona, C., Mohamed-Yunus, S., Moran, D., Payen, F., Rees, B., Sohi, S., Sykes, A., Williams, M., Williams, A., Wollenberg, L., and Smith, P.

Abstract

Global spatial data on yields of wheat, sugarcane and maize at 0.25 and 0.5 degrees resolution for 2000-2014. Annual data on wheat, sugarcane and maize yield have been extracted from agricultural statistics, which are recorded annually at regional and national scale depending on the country. The yield data were spatially disaggregated to produce gridded maps (0.25 and 0.5 degrees spatial resolution) of yields per crop type. The earthstat dataset, which provides gridded data on crop distribution (i.e. a crop mask for 2000q), was used to obtain information on the spatial distribution of wheat, sugarcane and maize across the world. The spatial disaggregation process was repeated for every year between 2000 and 2014. The data were produced to constrain agro-ecosystem carbon cycling estimates used in large-scale atmospheric CO2 inversion studies and to be used as inputs in agro-ecosystem biogeochemistry models. The data are provided in netcdf4 (.nc) format.

Published
2023

35. Engagement in Science Lessons and Achievement Test Scores of Eighth-Grade Students in Korea: Findings from the TIMSS 2011 Assessment

Author

House, J. Daniel and Telese, James A.

Abstract

Scientific literacy and student engagement in science are important components of the school curriculum in Korea. In addition, several studies from the Trends in International Mathematics and Science Study (TIMSS) assessments have identified factors associated with the learning outcomes of students in Korea. The purpose of this study was to examine relationships between engagement in science lessons and science test scores for eighth-grade students in Korea using data from the TIMSS 2011 assessment. There were several significant findings from this study. Students who showed high levels of science achievement reported that their teacher was easy to understand and that they understood the teacher's expectations. Conversely, students who frequently thought about things not related to the science lesson tended to earn lower achievement test scores. These findings demonstrate that student engagement in science lessons was significantly related to science achievement test scores.

Published
2015

37. Confidence in Mathematics and Algebra Achievement of Eighth-Grade Students in Japan: Findings from the TIMSS 2011 Assessment

Author

House, J. Daniel and Telese, James A.

Abstract

There is continuing interest in the identification of student and instructional factors associated with the mathematics achievement of students in Japan. The Trends in International Mathematics and Science Study (TIMSS) assessments have provided opportunities to examine factors associated with mathematics achievement. The purpose of this study was to investigate relationships between confidence in mathematics and algebra test scores for eighth-grade students in Japan using data from the TIMSS 2011 assessment. There were a number of significant results from this study. Students who showed high levels of algebra achievement tended to indicate that they usually did well in mathematics and learned things quickly in mathematics. Similarly, students who felt they were good at working out difficult problems tended to show high test scores. Conversely, students who reported negative comparisons of themselves to their classmates tended to earn lower test scores. These findings indicate that it is important to consider student confidence in mathematics when assessing factors associated with algebra achievement.

Published
2014

39. Mathematics Instruction and Achievement of Eighth-Grade Students in Korea: Results from the TIMSS 2007 Assessment

Author

House, J, Daniel and Telese, James A.

Abstract

Effective teaching practice for improving student achievement in mathematics is a critical area for instructional design. Further, results from international assessments of mathematics achievement have indicated that students in Korea typically earned test scores higher then international averages. The purpose of this study was to investigate the effects of mathematics beliefs and classroom instructional practices on the achievement outcomes of eight-grade students in Korea using data from the TIMSS 2007 assessment. There were several significant findings from this study. Students who earned high test scores frequently engaged in independent learning activities and decided on their own procedures for solving complex problems during their mathematics lessons. In addition, students who showed high achievement levels expressed positive self-beliefs about their abilities in mathematics. These findings indicate that it is important to simultaneously examine the effects of students beliefs and instructional practices when investigating factors associated with achievement outcomes.

Published
2013

44. Classroom Instructional Strategies and Science Career Interest for Adolescent Students in Korea: Results from the TIMSS 2003 Assessment

Author

House, J. Daniel

Abstract

Several instructional strategies are significantly related to student outcomes in science. Authentic instruction enables students to connect science topics learned in the classroom with real-world contexts and problems. Cooperative learning activities and homework assignments are also associated with science outcomes. The purpose of this study was to examine relationships between classroom instructional activities and interest in a science career for students in Korea. Students included in this study were 5,125 students from Korea who participated in the TIMSS 2003 assessment. Several instructional strategies were examined and variance estimation procedures for complex sampling designs were employed. Students who expressed interest in a science career reported that they frequently related what they were learning in science to their daily lives. Similarly, students who frequently worked problems on their own and designed experiments or investigations also expressed interest in a science career. These results extend previous findings by examining a large national sample of students who were part of a comprehensive international assessment. (Contains 1 table.)

Published
2009

45. Elementary-School Mathematics Instruction and Achievement of Fourth-Grade Students in Japan: Findings from the TIMSS 2007 Assessment

Author

House, J. Daniel

Abstract

Research findings indicate that specific instructional strategies, such as the use of real-world examples and independent learning activities, are positively related to mathematics achievement. This study was designed to investigate relationships between classroom instructional strategies and mathematics achievement of elementary-school students in Japan. Students included in this analysis were 4,077 students from the TIMSS 2007 Population 1 (fourth-grade) sample from Japan. Variance estimation procedures for complex sampling designs were used in this study. These findings identify a number of classroom instructional strategies that were significantly associated with mathematics achievement for elementary-school students in Japan. Students who frequently worked problems on their own and explained their answers during mathematics lessons tended to earn higher mathematics achievement test scores. Further, students who memorized how to work mathematics problems also showed higher achievement levels. These results extend previous findings by examining a national sample of students in a cross-cultural setting where high levels of mathematics achievement have been identified. (Contains 1 table.)

Published
2009

46. Relationships between Student and Instructional Factors and Algebra Achievement of Students in the United States and Japan: An Analysis of TIMSS 2003 Data

Author

House, J. Daniel and Telese, James A.

Abstract

Algebra knowledge is a critical part of middle-school mathematics achievement, and success in algebra is necessary for taking higher level mathematics courses and leads to higher scores on standardized tests. The purpose of this study was to simultaneously examine relationships between mathematics beliefs, classroom instructional strategies, and algebra achievement of adolescent students in the United States and Japan using data from the TIMSS 2003 assessment. Students from both countries who earned higher test scores were more likely to indicate positive beliefs in their mathematical ability, whereas students who earned lower test scores expressed negative comparisons of themselves to other students. Considering instructional practices, students who frequently worked problems on their own tended to earn higher test scores. These results indicate that students' mathematics beliefs and classroom instructional practices were significantly related to algebra achievement for students in the United States and Japan. (Contains 2 tables.)

Published
2008
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47. Effects of Classroom Instructional Strategies and Self-Beliefs on Science Achievement of Elementary-School Students in Japan: Results from the TIMSS 2003 Assessment

Author

House, J. Daniel

Abstract

There is evidence that student beliefs about science and classroom instructional strategies are related to achievement outcomes. This study was designed to examine relationships between student beliefs about science, instructional activities, and science achievement of elementary-school students in Japan. Students included in this analysis were 4,006 students from the TIMSS 2003 Population 1 (9-year-olds) International Sample from Japan. Variance estimation techniques for complex sampling designs were employed in this study. Cooperative learning activities and active learning strategies were positively associated with science achievement. In addition, these findings indicated that student beliefs about science were significantly related to achievement, even after considering the effects of teaching activities. Students who held positive beliefs about their science ability earned higher test scores while students who expressed negative comparisons of themselves to other students showed lower science test scores. These results indicate that science beliefs and instructional activities should be examined simultaneously when assessing factors related to science achievement. (Contains 1 table.)

Published
2008

48. Mathematics Beliefs and Achievement of Elementary School Students in Japan and the United States: Results from the Third International Mathematics and Science Study

Author

House, J. Daniel

Abstract

Student self-beliefs are significantly related to several types of academic achievement. In addition, results from international assessments have indicated that students in Japan have typically scored above international averages (D. L. Kelly, I. V. S. Mullis, & M. O. Martin, 2000). In this study, the author examined relationships between mathematics beliefs and achievement of elementary school-aged students in the United States and Japan. The students had participated in the Third International Mathematics and Science Study (TIMSS; A. E. Beaton et al., 1996). The author examined several self-beliefs and used variance estimation techniques for complex sampling designs. The author identified a number of significant relationships between self-beliefs and mathematics achievement. Students who attributed success in mathematics to controllable factors (e.g., hard work, studying at home) showed higher test scores whereas students who attributed success in mathematics at school to external factors (e.g., good luck) tended to earn lower mathematics test scores. These results extend the findings of previous research results because the author examined large national samples of students in cross-cultural settings as part of a comprehensive international assessment. (Contains 2 tables.)

Published
2006
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49. The Effects of Classroom Instructional Strategies on Science Achievement of Elementary-School Students in Japan: Findings from the Third International Mathematics and Science Study (TIMSS)

Author

House, J. Daniel

Abstract

This article deals with the Third International Mathematics and Science Study (TIMSS). TIMSS has provided a comprehensive assessment of educational contexts and mathematics and science achievement (National Research Council, 1999). The initial TIMSS assessment was conducted in 1995 (TIMSS 1995) and several studies have examined factors related to science achievement. Several types of data were collected on the TIMSS student questionnaire, including information regarding instructional activities, student characteristics, out-of-school activities, learning resources, and science achievement. Students included in these analyses were from the TIMSS Population 1 International Sample (9-year-olds) from Japan. There were 7,941 students (3,946 females and 3,995 males) who completed all of the measures used in this study. This study examined the effects of several classroom instructional strategies. Several procedures were used in this study, such as: (1) jackknife variance estimation procedure; (2) computation of correlation coefficients; and (3) multiple regression procedures. There were several significant findings from this study. Students who more frequently did an experiment in class also tended to earn higher science achievement test scores. In addition, students who more frequently used cooperative learning strategies (we work together in pairs or small groups) during their science lessons also showed higher science test scores. Among other things, this study presents a number of directions for additional research. (Contains 3 tables.)

Published
2006

50. Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

Author

House, J. Daniel

Abstract

An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics achievement. The purpose of this study was to simultaneously examine relationships between instructional strategies, self-beliefs, and mathematics achievement of students in Japan. Students included in these analyses were from the Third International Mathematics and Science Study 1999 (TIMSS 1999) International Sample (13-year-olds) from Japan. Variance estimation procedures for complex sampling designs were employed and the dependent measure used in this study was each students' algebra score on the TIMSS mathematics assessment. There were several significant findings from this study and these results identify significant relationships between classroom teaching practices and algebra achievement. Further, students who held positive attitudes toward mathematics tended to have higher algebra test scores while students who attributed success in mathematics at school to good luck tended to have lower algebra scores. These results emphasize the importance of instructional strategies and the consideration of student motivation and self-beliefs when designing instructional programs for mathematics learning.

Published
2006

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