A multilevel analysis of factors affecting students' mathematics achievement in five Southeast Asian countries in the Programme of International Student Assessment 2012

• Main Authors: Tang Thi Thuy, 曾氏垂
• Other Authors: Fang-Shen
• Format: Others
• Language: en_US
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/nw8m7m

博士 === 國立暨南國際大學 === 國際文教與比較教育學系 === 104 === The purpose of the present study is to explore the impact of school- and student-level factors and their interaction on students’ mathematical performance across Vietnam, Thailand, Singapore, Malaysia, and Indonesia by analyzing the Programme for International Student Assessment (PISA) 2012 dataset. Based on three theoretical approaches, the input-process-context-output paradigm, the theory of planned behavior, and the contingency theory, predicting variables were chosen and hierarchical linear modeling (HLM) techniques were conducted for each of the five countries using the PISA 2012 database. The HLM results indicated that students in these countries could make better mathematics achievement thanks to the following factors at the student level: (1) students spending more time learning at home or with a tutor; (2) higher levels of mathematics self-efficacy; (3) higher familiarity with mathematics concept; (4) lower levels of mathematics anxiety; (5) higher cognitive activation; (6) less experience with applied mathematics tasks at school; and (7) less student-oriented behaviors of teachers. As the school level, only a few factors were found to influence students’ mathematical performance. The only factor which contributes to students’ mathematics learning success across the five countries is higher economic, social, and cultural status. Other variables such as school type, school size, proportion of girls at school, student-teacher ratio, class size, teacher participation, and student-related factors affecting school climate show inconsistent effects on the outcome variable in the five countries. The influence on students’ mathematical performance varied from school to school with respect to different student- and school-level factors. Policy implications have also been discussed in the study.