School Emphasis on Academic Success and TIMSS Science/Math Achievements

Authors

  • Masood Badri UAE University

Keywords:

TIMSS, Parental involvement, Teacher’s attitude, Student attitude, Student achievement

Abstract

The study provided a structural equation modeling (SEM) of school leaderships’ views of school emphasis on academic success relative to students’ performances in Trends in Mathematics and Science Study (TIMSS) 2015 in Science and Math in the United Arab Emirates (UAE). The school emphasis was reflected by teachers, parents, and students’ priority and ambition for academic success. The school questionnaire items related to school leaders’ perception of teachers, parents, and students were used for the analysis (13 items). Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to construct the SEM. The SEM provided acceptable fit statistics with several significant paths. Results pointed to the significance of attitudes and behavior of teachers, parents, and students. There were significant paths from teachers to students, from parents to both students and TIMSS scores, and from students to TIMSS scores. The direct impact of the parent construct on the TIMSS scores was elaborated carefully. Implications of the study were discussed along with future research directions.

Author Biography

Masood Badri, UAE University

Currently he is the Executive Director, Research and Planning, Abu Dhabi Department of Education & Knowledge. Seconded from the UAE University where he is a Professor of Operations Management/Logistics and Supply Chain Management. He received his PhD in 1989 from the University of Mississippi in Production and Operations Management, MBA from University of San Diego, and BS in Mechanical Engineering from the University of California in San Diego. He published more than 100 papers in international journals. His recent research interests among other interests, include strategic and policy planning, education reform, quality planning in public and private institutions, and causal analysis of determinants of strategic and policy implementation outcomes. 

References

Badri, M. (2019 School emphasis on academic success and TIMSS science/math achievements. International Journal of Research in Education and Science (IJRES), 5(1), 176-189.

Downloads

Published

2018-11-27

Issue

Vol 5, No 1 (2019)

Section

Articles

License

Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.

The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.

Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.