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Are instructional practices different between East and West? An analysis of grade 8 TIMSS 2019 data

Are instructional practices different between East and West? An analysis of grade 8 TIMSS 2019 data
Are instructional practices different between East and West? An analysis of grade 8 TIMSS 2019 data
After every round of International Largescale Assessments like TIMSS and PISA excellent achievement by countries in East Asia are explained in terms of their instructional practices. However, instructional practices are not easily captured in self-reported scales. In addition, speculation on what approaches lead to the highest mathematics achievement are often combined and conflated with discussions how mathematical content needs to be taught. This article reports on a secondary analysis of TIMSS 2019 grade 8 data from 46 jurisdictions of teacher-reported answers on instructional practices. Using a data-driven Exploratory Factor Analysis three instructional scales are compiled, and supplemented with variables on barriers towards instruction and instructional time. Multilevel models of all countries are created for students and teachers, in which the relationship between these instructional practices and mathematics achievement is explored. Across countries, the results show that the three new scales for instructional practice work in limited and different ways, but that barriers towards instruction, and to a lesser extent instructional time, predict mathematics achievement. However, there is no consistent pattern of instructional practices across all countries, also not between East Asian countries.
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8

Bokhove, Christian (2022) Are instructional practices different between East and West? An analysis of grade 8 TIMSS 2019 data. Asian Journal for Mathematics Education, 1 (2). (doi:10.1177/27527263221109752).

Record type: Article

Abstract

After every round of International Largescale Assessments like TIMSS and PISA excellent achievement by countries in East Asia are explained in terms of their instructional practices. However, instructional practices are not easily captured in self-reported scales. In addition, speculation on what approaches lead to the highest mathematics achievement are often combined and conflated with discussions how mathematical content needs to be taught. This article reports on a secondary analysis of TIMSS 2019 grade 8 data from 46 jurisdictions of teacher-reported answers on instructional practices. Using a data-driven Exploratory Factor Analysis three instructional scales are compiled, and supplemented with variables on barriers towards instruction and instructional time. Multilevel models of all countries are created for students and teachers, in which the relationship between these instructional practices and mathematics achievement is explored. Across countries, the results show that the three new scales for instructional practice work in limited and different ways, but that barriers towards instruction, and to a lesser extent instructional time, predict mathematics achievement. However, there is no consistent pattern of instructional practices across all countries, also not between East Asian countries.

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Accepted/In Press date: 9 June 2022
Published date: 6 July 2022

Identifiers

Local EPrints ID: 458211
URI: http://eprints.soton.ac.uk/id/eprint/458211
PURE UUID: 0d031626-805d-482c-b0f1-69bad3efbbca
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723

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Date deposited: 30 Jun 2022 17:23
Last modified: 09 Dec 2022 05:01

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