Literaturnachweis - Detailanzeige
| Autor/inn/en | Shala, Arif; Grajcevci, Albulene |
|---|---|
| Titel | Kosovar Students' Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement? |
| Quelle | In: International Journal of Educational Reform, 32 (2023) 3, S.357-368 (12 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Grajcevci, Albulene) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| DOI | 10.1177/10567879231168372 |
| Schlagwörter | Foreign Countries; Achievement Tests; International Assessment; Science Achievement; Mathematics Achievement; Elementary Secondary Education; Mathematics Tests; Science Tests; Family Environment; Educational Resources; Educational Environment; Institutional Characteristics; Self Esteem; Student Attitudes; Preferences; Correlation; Socioeconomic Status; Gender Differences; Web Sites; Attendance; Comparative Analysis; Kosovo; Trends in International Mathematics and Science Study Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Familienmilieu; Bildungsmittel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Korrelation; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Web-Design; Anwesenheit |
| Abstract | Results of the TIMSS 2019 reveal that Kosovar students have lower achievement levels in both mathematics and science. In understanding this gap in achievement, it is of value to take a closer look at factors that may influence student learning. Results of this analysis reveal that factors such as home and school resources influence achievement with students who report more home resources and attend high-resource schools outperforming other groups of students. Student perceptions of their learning also shaped achievement with students performing higher when they had higher levels of confidence and preference for the subjects. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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