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The Relationship between Testing Frequency and Student Achievement in Eighth-Grade Mathematics: An International Comparative Study based on TIMSS 2011

机译：八年级数学考试频率与学生成绩的关系：基于TIMSS 2011的国际比较研究

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摘要

The purpose of this study was to examine the relationship between quiz frequency and student achievement in eighth-grade mathematics as measured by TIMSS. The more specific goal of the study was determining the best quiz frequency (daily, weekly, monthly, no quizzes) and student achievement relationship for an eighth-grade mathematics course. The study investigated the above-mentioned relationship in all of the eighth-grade of participant countries combined, as well as in four specific countries: Korea, Singapore, Turkey, and the United States. Another goal of the study was to determine high performing and low performing countries' quizzing practices, and to determine the best relationship of quiz frequency and student achievement in these countries. The study obtained data from the TIMSS 2011 exam and from student, teacher, and school questionnaires. In addition to quiz practices, students' and schools' SES data were also used in this study as control variables. Quiz frequency data (independent variable) were retrieved from teacher questionnaires, socioeconomic status (SES) data (control variables) were retrieved from student and school questionnaires, and student achievement data were retrieved from the TIMSS 2011 exam. Several multiple linear regressions were performed to determine whether quiz frequency is a significant predictor of student achievement in all countries combined, as well as in individual countries. Regression results indicated that quizzing frequency is not a significant contributor to student achievement in eighth-grade mathematics, either in all countries combined or in individual countries after controlling for SES variables. Furthermore, regression results indicated that weekly quizzes had the best relationship in all countries, monthly quizzes in the top two performing countries (Korea and Singapore), and daily quizzes in Turkey and the United States. Results also indicated that almost all teachers use quizzes. Moreover, the study also found that SES status is a significant contributor to student achievement, and that student achievement significantly and constantly increased as student SES status improve.
机译：这项研究的目的是检验TIMSS测验的八年级数学测验频率与学生成绩之间的关系。该研究的更具体目标是确定八年级数学课程的最佳测验频率（每日，每周，每月，无测验）和学生成绩的关系。该研究在所有八年级参与国以及四个特定国家（韩国，新加坡，土耳其和美国）中研究了上述关系。该研究的另一个目标是确定高绩效国家和低绩效国家的测验实践，并确定这些国家的测验频率与学生成绩的最佳关系。该研究从TIMSS 2011考试以及学生，老师和学校的调查表中获取数据。除测验练习外，本研究还使用学生和学校的SES数据作为控制变量。从教师调查表中检索测验频率数据（独立变量），从学生和学校调查表中检索社会经济状况（SES）数据（控制变量），并从TIMSS 2011考试中检索学生成绩数据。进行了多个多元线性回归，以确定测验频率是否对所有国家以及各个国家的学生成绩有重要的预测作用。回归结果表明，在控制SES变量的所有国家中或在单个国家中，测验频率对八年级学生的学习成绩均无显着贡献。此外，回归结果表明，每周测验在所有国家中关系最好，在表现最好的两个国家（韩国和新加坡）中每月测验，在土耳其和美国中的每日测验。结果还表明，几乎所有的老师都使用测验。此外，研究还发现，SES地位是学生成就的重要因素，并且随着学生SES地位的提高，学生的成就显着且不断提高。

著录项

  • 作者

    Guven, Ufuk.;

  • 作者单位

    Duquesne University.;

  • 授予单位 Duquesne University.;
  • 学科 Education.;Mathematics education.;Educational tests measurements.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 190 p.
  • 总页数 190
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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