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Understanding school effects in South Africa using multilevel analysis: findings from TIMSS 2011

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dc.date.accessioned 2015-06-15 en
dc.date.accessioned 2021-02-09T15:24:12Z
dc.date.available 2021-02-09T15:24:12Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/1915
dc.description.abstract Studies of school effect usually evolve around two major issues; understanding of the factors within schools that explain variation in students achievement levels, and how differences among schools account for the variation in their student' achievement levels. Given the limited studies of school effect research in South Africa, this paper explores how different characteristics of students and school are related to performance. Using the 2011 South African TIMSS (Trends in International Mathematics and Science Study) data, the study employs multilevel analysis to identify the most important indicators of successful schools in South Africa. The initial analysis entails the partitioning of the overall variation in students' achievement level in mathematics into within and between schools that allows us to estimate school effects (the extent to which schools make a difference in students' achievement levels). A follow-up analysis involves the addition of student and school characteristics in the multilevel models to profile students and schools that are most successful. The multilevel analysis indicated that differences in schools account for about 62% of the variation in students' achievement levels in mathematics. Students are more successful when they attend schools that are adequately resourced, have teachers that are satisfied with their working conditions and that are specialised in the field of mathematics. The results also show that the attitude of the students toward mathematics has an impact on their performance. The findings demonstrate the need for the South African educational policy makers to continue improving the learning environment of less resourced schools and also encourage teachers to instil a sense value and self-confidence in learning mathematics and to improve teacher qualification. en
dc.format.medium Print en
dc.publisher University of Almeria en
dc.subject EDUCATION en
dc.subject TIMSS en
dc.subject MATHEMATICS ACHIEVEMENT en
dc.subject SCIENCE ACHIEVEMENT en
dc.title Understanding school effects in South Africa using multilevel analysis: findings from TIMSS 2011 en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume 13(1) en
dc.BudgetYear 2015/16 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Electronic Journal of Research in Educational Psychology en
dc.PlaceOfPublication Almeria, Spain en
dc.ArchiveNumber 8704 en
dc.URL http://ktree.hsrc.ac.za/doc_read_all.php?docid=15636 en
dc.PageNumber 151-170 en
dc.outputnumber 7427 en
dc.bibliographictitle Winnaar, L.D., Frempong, G. & Blignaut, R. (2015) Understanding school effects in South Africa using multilevel analysis: findings from TIMSS 2011. <i>Electronic Journal of Research in Educational Psychology</i>. 13(1):151-170. http://hdl.handle.net/20.500.11910/1915 en
dc.publicationyear 2015 en
dc.contributor.author1 Winnaar, L.D. en
dc.contributor.author2 Frempong, G. en
dc.contributor.author3 Blignaut, R. en


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