Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.666024
Title: Using and applying international survey data on mathematics and science education
Author: MacIntyre, Thomas Gunn
ISNI:       0000 0004 5352 8116
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2014
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Abstract:
There were two purposes set out in this study, first to identify the principal associations with educational performance of Scottish students as reported in the 2007 wave of the Trends in International Mathematics and Science Study (TIMSS2007), and second to evaluate methods of data analysis where sample surveys use plausible value (PV) methodology. Four sets of data were used for the secondary analysis of TIMSS2007, with student's responses to cognitive items and questionnaire data emanating from two stages (G$ and G*) that each addressed two disciplines (mathematics and science). Explanatory models for each stage and discipline were analysed using hierarchical linear modelling techniques to accommodate the cluster sample design of the survey. Guided by existing literature in STEM education the study examined elements of students' learning experiences that fell within a social constructivist theory of learning to ascertain whether the empirical data supported current claims on effective practice. A number of control variables were included in the analyses, some well-established constructs and others derived from background questionnaires. Overall, the results showed that selected background characteristics were consistently related to mathematics and science achievement. The strength of association with home resources, and although girls were generally associated with lower achievement scores, that gender association was strongest in G4 mathematics achievement. The findings suggest there is limited support for current claims in respect of a reform agenda that privileges discussion and collaborative group work. Other policy initiatives on assessment for learning and using technologies in class are not supported in the data, with either no evidence of association or a significant negative effect in the models of mathematics and science achievement. Aspects of practical work and scientific enquiry are positively associated with G4 science achievement, with particular credence given to 'doing' and 'watching' experiments or investigations, buy there is no association with achievement scores at G8 for any of planning, watching or conducting experiments. This latter finding provides empirical evidence of difference across stages on an aspect of practice that is heavily debated. The primary method of analysis utilised a four-level structure, with PV as the unit of analysis. Substantive findings were compared with alternative methods: first making the dependent variable an average of the five PVs; second using one PV as the response variable; and third computing statistics from all five PVs and merging results using Rubin's Rules for combining multilevel method underestimates standard errors in the model in the same way as witnessed for the average of PVs. This leads to the conclusion that the only valid route to analysing imputed data is through Rubin's method of combining results from all five PVs.
Supervisor: Raffe, David; Paterson, Lindsay Sponsor: Economic and Social Research Council (ESRC)
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.666024  DOI: Not available
Keywords: TIMSS ; multilevel models ; plausible values ; mathematics education ; science education
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