Development of differential equation of school factors affecting performance in the fourth grade TIMSS 2019 exam in high and low performance students

Subject Areas : Education

asieh zianejad shirazi ¹ (PhD candidate in Educational Psychology, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.)
nadereh sohrabi sheghefti ² (Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.)
maryam koroshnia ³ (Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.)
hossein bagholi ⁴ (Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.)
soltanali kazemi ⁵ (Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.)

Received: 2022-03-19 Accepted : 2023-01-28 Published : 2023-02-20

Keywords: academic performance, TIMSS 2019 exam, Math exam, Science exam, School factors,

Abstract :

Introduction: The International TIMSS exams, which include math and science exams, are held every four years to improve the performance of countries' education systems, the results of which are influenced by a variety of factors. The purpose of this study is to formulate a differential equation of successful and unsuccessful students based on school components in the TIMSS 2019 exam. research methodology: The method of this research is correlational in the form of differential equation. The statistical population is all schools participating in the TIMSS 2019 exam. The sampling method is the same as the regular two-stage cluster sampling method that was performed in the TIMSS 2019 exam. The data collection tool in this study is the questions of the 2019 TIMSS International Examination Questionnaire for family, student, principal and teacher, which was published by the International Association for the Evaluation of Academic Achievement (IEA) in 2019. This test is valid because it is a global standard test and to calculate its reliability, Cronbach's alpha method was estimated on about 30 people in the study population and a coefficient of 0.85 was obtained, which indicates its reliability. Differential analysis method was used to analyze the data. Findings: The findings of this study showed that the characteristics of the school with a resolution of 0.711, about being a teacher with a resolution of 0.255, the school's emphasis on scientific success with a resolution of 0.247, the school atmosphere with a resolution of 0.227, readiness for school with a coefficient of 0.226, mathematical assessment with a coefficient of 0.199, about teaching with a coefficient of distinction of 0.180, school emphasis on academic success with a coefficient of distinction of 0.152, subjects of mathematics teaching with a coefficient of separation of 0.147  and the experience and education of the principal with a coefficient of separation of 0.145 have the greatest impact on the separation of successful students from unsuccessful students based on school components. Conclusion: The results of data analysis showed that the differential analysis equation is able to distinguish successful students from unsuccessful students based on school components.

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