CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Chapter 4
Students’ Backgrounds and
Attitudes Towards Science
With its overarching goal of improving student learning in mathematics and science, TIMSS focuses primarily on curricular, instructional,
and school resource factors in presenting information on the context
in which learning takes place. However, as documented extensively
by previous IEA studies of science achievement,1 student achievement
also is related to home background factors, and to students’ activities
and attitudes. Since information on such factors is indispensable for
interpreting the achievement results, this chapter provides detailed
information about students’ home backgrounds and resources for
learning, how they spend their time out of school, their self-confidence
in learning science, and the value they place on science. Also provided
is information on trends in attitudes to learning science across 1995,
1999, and 2003.
What Educational Resources Do Students Have in Their Homes?
IEA’s ongoing assessments of student achievement in mathematics
and science (TIMSS) and reading literacy (PIRLS) have shown that in
almost every country, students from homes with extensive educational
resources have higher achievement in science and other subjects than
1
For results from TIMSS 1999, see Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Gregory, K.D., Smith, T.A., Chrostowski,
S.J., Garden, R.A., and O’Connor, K.M. (2000), TIMSS 1999 International Science Report: Findings from IEA’s Repeat
of the Third International Mathematics and Science Study at the Eighth Grade, Chestnut Hill, MA: Boston College. For
TIMSS 1995 results, see Beaton, A.E., Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Smith, T.A., and Kelly, D.L. (1996),
Science Achievement in the Middle School Years: IEA’s Third International Mathematics and Science Study, Chestnut
Hill, MA: Boston College;
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
129
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
those from less advantaged backgrounds. For the 2003 data presented
in this report, TIMSS has focused on just a few central variables: level
of parental education, students’ educational aspirations, speaking the
language of the test at home, having a range of study aids in the home
and computer use at home, and at school.
Because for most children, parents are their first and probably
most important educators, the level of education of the parents may
be the most important educational resource in the home. Exhibit 4.1
summarizes eighth-grade students’ reports of the highest level of education attained by their parents. Ordered alphabetically by country,
this two-page display shows the percentages of students in each of five
categories of parents’ educational level, together with their average
science achievement. Standard errors for percentages and averages also
are shown. The education level of the parent with most education was
used in assigning students to categories.
Although response rates to questions in the TIMSS questionnaires generally were high, students in some countries had difficulty
in answering specific questions, particularly those about their parents’
level of education. The exhibits in this chapter have special notations
on this point. For a country where responses are available for at least
70 but less than 85 percent of the students, an “r” is included next to
its data. Where responses are available for at least 50 but less than 70
percent of the students, an “s” is included. Where responses are available for less than 50 percent, an “x” replaces the data.
Exhibit 4.1 reveals great diversity in levels of parental education
within and across the TIMSS countries. On average across countries,
the percentages of eighth-grade students reporting that the highest
level of education attained by either parent was as follows: finished
university – 28%; finished post-secondary education but not university – 17%; finished upper secondary – 28%; finished lower secondary
– 15%; and no more than primary (includes not attending school at all)
– 12%. Countries with the highest percentages (40% or more) of students reporting university-educated parents included Armenia, Estonia,
130
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Israel, Japan, Latvia, Norway, the Russian Federation, Sweden, and the
United States. Among benchmarking participants, Indiana and Ontario
were included. In contrast, countries reporting the highest percentages (40% or more) of parents with no more than primary education
included Botswana, Iran, Morocco, Saudi Arabia, and Tunisia.
The different educational approaches, structures, and organizations across the TIMSS countries make comparisons of educational
levels difficult, and this is exacerbated by high levels of ‘do not know’
and missing responses in some countries. Nonetheless, Exhibit 4.1
makes it clear that higher levels of parents’ education are associated
with higher eighth-grade student achievement in science in almost
all countries. At 507 score points, the average science achievement of
students with university-educated parents was more than 90 points
greater than the average of students whose parents had no more than
primary education.
As shown in Exhibit 4.2, students generally had high expectations for university education, particularly those who had a parent with
a university education. More than half the eighth-grade students (54%
on average across countries) reported that they expect to finish university, 30 percent do not expect to complete a university education,
and a further 15 percent do not know. Students expecting to finish
university had substantially greater average science achievement than
those without university expectations. Among those expecting to finish
university, the average achievement of those students with a parent
who finished university (21% of students) was 30 points greater than
those without a university-educated parent (33%).
Although speaking more than one language has advantages,
TIMSS 1999 showed that, with some exceptions, countries with large
proportions of students from homes where the language of the test
(and consequently the language of instruction) is not often spoken
had lower average science achievement at eighth grade than those
who spoke it more often. Exhibit 4.3, which presents students’
reports of how frequently they spoke the language of the TIMSS test
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
131
Exhibit 4.1: Highest Level of Education of Either Parent*
SCIENCE
Grade
Finished University
or Equivalent
or Higher
Countries
Percent of
Students
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
s
r
r
r
r
r
r
r
s
s
r
r
r
r
s
r
r
s
r
Average
Achievement
Percent of
Students
Average
Achievement
Finished Upper
Secondary Schooling
Percent of
Students
Average
Achievement
51
29
33
25
10
28
16
17
28
24
40
10
12
37
9
10
45
21
45
35
35
43
19
36
22
11
34
16
22
28
66
27
19
17
44
27
x
20
16
34
26
11
48
11
56
x
28
(1.5)
(1.3)
(0.7)
(1.4)
(0.7)
(1.3)
(1.0)
(1.4)
(0.8)
(1.1)
(1.4)
(0.7)
(1.0)
(1.6)
(0.9)
(0.8)
(1.3)
(1.3)
(1.4)
(1.8)
(1.2)
(1.8)
(1.2)
(1.6)
(1.3)
(0.9)
(1.4)
(1.3)
(1.6)
(1.9)
(1.4)
(0.9)
(1.2)
(1.8)
(2.3)
(1.9)
x
(1.2)
(0.6)
(1.9)
(1.3)
(1.0)
(1.8)
(0.9)
(1.3)
x
(0.2)
475
564
462
542
419
494
480
619
470
482
574
310
577
580
465
490
523
514
576
506
580
532
434
548
498
548
495
413
563
558
517
469
440
522
536
424
x
514
638
556
548
341
550
426
554
x
507
(4.1)
(4.7)
(2.6)
(3.2)
(8.8)
(10.1)
(4.3)
(3.7)
(3.5)
(4.8)
(3.1)
(9.5)
(5.9)
(3.1)
(6.7)
(5.7)
(3.9)
(5.7)
(2.5)
(5.2)
(2.2)
(3.7)
(6.7)
(2.6)
(5.0)
(6.4)
(3.9)
(6.1)
(4.6)
(7.0)
(2.3)
(4.4)
(7.8)
(5.8)
(3.3)
(6.0)
x
(3.1)
(3.6)
(3.8)
(2.9)
(20.1)
(3.7)
(5.1)
(3.4)
x
(0.9)
22
27
7
26
14
36
10
11
14
0
39
17
12
0
6
10
24
5
18
15
15
0
21
31
19
20
18
0
32
30
16
12
22
16
26
0
x
68
4
0
31
13
18
12
9
x
17
(0.9)
(1.0)
(0.5)
(1.0)
(0.6)
(1.4)
(0.5)
(0.6)
(0.7)
(0.0)
(1.1)
(0.9)
(0.5)
(0.0)
(0.5)
(0.7)
(0.9)
(0.4)
(0.7)
(0.8)
(0.6)
(0.0)
(1.0)
(1.0)
(0.9)
(0.9)
(1.0)
(0.0)
(1.3)
(1.5)
(1.0)
(0.5)
(0.8)
(1.0)
(1.5)
(0.0)
x
(1.2)
(0.3)
(0.0)
(0.8)
(0.7)
(1.1)
(0.8)
(0.4)
x
(0.1)
461
540
446
540
388
485
444
593
459
~
548
285
565
~
438
471
487
507
555
488
560
~
417
523
476
526
483
~
560
541
494
443
399
489
515
~
x
467
605
~
530
280
540
424
522
x
487
(4.4)
(4.7)
(5.6)
(3.0)
(4.4)
(5.2)
(4.6)
(4.2)
(3.7)
~
(2.7)
(8.5)
(4.3)
~
(6.4)
(3.8)
(4.2)
(6.1)
(3.2)
(4.9)
(3.0)
~
(5.9)
(3.2)
(4.3)
(4.1)
(4.8)
~
(3.7)
(5.9)
(4.0)
(5.4)
(6.8)
(5.1)
(4.3)
~
x
(2.6)
(7.2)
~
(2.3)
(12.5)
(4.5)
(3.7)
(3.6)
x
(0.8)
24
25
23
31
16
29
32
46
36
11
19
22
36
49
24
15
18
40
36
30
41
34
19
30
43
27
21
17
43
34
12
36
33
47
24
12
x
2
21
65
34
30
22
16
26
x
28
(1.1)
(1.1)
(0.6)
(1.1)
(0.8)
(1.4)
(1.1)
(1.0)
(0.9)
(0.6)
(0.7)
(1.0)
(0.9)
(1.6)
(1.1)
(0.8)
(0.9)
(0.9)
(1.1)
(1.0)
(1.0)
(1.4)
(0.7)
(1.3)
(1.2)
(0.9)
(1.1)
(0.8)
(1.9)
(1.9)
(0.9)
(0.8)
(0.9)
(1.5)
(1.2)
(0.5)
x
(0.2)
(0.8)
(1.9)
(1.1)
(0.9)
(1.3)
(0.6)
(0.9)
x
(0.2)
451
517
449
516
360
469
415
568
439
452
534
276
558
530
433
475
468
501
536
475
551
517
405
497
449
518
471
405
527
518
496
441
368
475
494
404
x
~
602
512
515
250
518
411
511
x
472
(4.8)
(4.6)
(3.5)
(3.5)
(4.1)
(6.3)
(3.2)
(3.3)
(3.4)
(6.6)
(3.4)
(7.3)
(3.0)
(2.8)
(5.1)
(3.9)
(5.0)
(3.1)
(2.5)
(3.6)
(2.0)
(3.5)
(5.8)
(2.7)
(3.7)
(4.2)
(4.8)
(5.9)
(3.2)
(5.3)
(6.5)
(3.3)
(5.9)
(5.0)
(4.4)
(5.9)
x
~
(4.1)
(3.2)
(3.1)
(7.1)
(4.3)
(4.3)
(3.0)
x
(0.8)
34
46
46
33
(2.1)
(2.1)
(2.3)
(1.6)
510
551
557
549
(4.5)
(5.5)
(3.4)
(4.4)
14
10
37
34
(1.1)
(0.8)
(1.6)
(0.9)
493
531
534
540
(3.6)
(5.4)
(3.1)
(3.8)
21
33
13
21
(1.1)
(1.3)
(1.1)
(1.1)
488
530
527
516
(3.7)
(5.4)
(4.5)
(3.4)
Background data provided by students.
*
Based on countries' categorizations to UNESCO's International Standard Classification of Education
(Operational Manual for ISCED-1997).
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
132
Finished Post-secondary
Vocational/Technical Education
But Not University
8
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students. An “x” indicates data are available for less
than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.1:
Highest Level of Education of Either Parent*
SCIENCE
Grade
Finished
Lower Secondary
Schooling
Countries
Percent of
Students
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
s
r
r
r
r
r
r
r
s
s
r
r
r
r
s
r
r
s
r
8
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
No More than Primary Schooling
Average
Achievement
Percent of
Students
Average
Achievement
2
15
20
11
20
6
31
21
15
29
2
37
25
14
22
22
8
30
2
12
6
23
15
2
11
24
17
17
0
5
4
18
13
13
6
19
x
9
48
1
8
18
9
17
6
x
15
(0.4)
(0.9)
(0.7)
(0.7)
(0.8)
(0.7)
(1.0)
(1.1)
(0.7)
(0.9)
(0.3)
(1.2)
(0.8)
(1.3)
(0.9)
(0.8)
(0.6)
(1.1)
(0.3)
(0.9)
(0.4)
(1.1)
(0.8)
(0.3)
(0.8)
(1.0)
(0.9)
(1.1)
(0.0)
(0.7)
(0.5)
(0.8)
(0.5)
(1.6)
(0.5)
(1.7)
x
(0.9)
(0.8)
(0.3)
(0.7)
(0.7)
(0.8)
(0.7)
(0.4)
x
(0.1)
~
505
426
505
357
462
387
547
409
413
~
235
555
489
402
446
458
469
~
455
531
508
375
~
398
494
460
388
~
498
470
420
337
464
475
391
x
412
570
~
486
220
504
403
479
x
442
~
(5.4)
(4.1)
(4.8)
(4.9)
(13.3)
(3.2)
(5.0)
(3.8)
(4.8)
~
(6.6)
(2.9)
(6.5)
(6.0)
(2.9)
(7.0)
(3.8)
~
(5.7)
(5.0)
(3.4)
(5.9)
~
(5.8)
(3.9)
(5.4)
(5.3)
~
(10.9)
(9.1)
(4.6)
(6.5)
(10.8)
(7.3)
(4.8)
x
(5.3)
(4.6)
~
(5.4)
(5.3)
(6.4)
(2.7)
(5.8)
x
(1.0)
1
3
17
6
41
2
11
6
7
36
0
14
15
0
39
43
5
5
0
8
3
0
26
1
5
18
10
50
3
2
2
6
14
7
0
41
x
1
11
0
1
28
3
44
3
x
12
(0.2)
(0.4)
(0.7)
(0.7)
(1.2)
(0.4)
(0.9)
(0.5)
(0.4)
(1.4)
(0.1)
(1.0)
(0.7)
(0.1)
(1.6)
(1.6)
(0.6)
(0.4)
(0.0)
(0.6)
(0.4)
(0.1)
(1.7)
(0.2)
(0.6)
(1.0)
(0.8)
(1.7)
(0.4)
(0.4)
(0.3)
(0.5)
(0.9)
(0.8)
(0.1)
(1.7)
x
(0.2)
(0.5)
(0.1)
(0.2)
(1.1)
(0.5)
(1.5)
(0.3)
x
(0.1)
~
461
421
446
352
~
363
540
398
403
~
223
549
~
412
440
456
434
~
428
507
~
349
~
362
493
435
397
488
~
~
385
332
398
~
390
x
~
529
~
~
193
463
393
456
x
416
~
(11.6)
(3.4)
(9.9)
(3.2)
~
(5.3)
(6.3)
(6.3)
(4.5)
~
(5.8)
(4.4)
~
(4.7)
(2.5)
(9.5)
(7.7)
~
(7.2)
(6.4)
~
(5.8)
~
(14.0)
(4.3)
(7.2)
(3.3)
(10.2)
~
~
(7.6)
(6.8)
(9.0)
~
(3.8)
x
~
(6.7)
~
~
(5.4)
(12.6)
(2.3)
(6.0)
x
(1.4)
20
7
3
10
(1.5)
(0.9)
(0.5)
(0.7)
477
492
526
518
(4.3)
(9.9)
(11.4)
(4.6)
11
4
2
1
(0.8)
(0.5)
(0.4)
(0.3)
454
493
~
~
(5.7)
(14.8)
~
~
Background data provided by students.
*
Based on countries' categorizations to UNESCO's International Standard Classification of Education
(Operational Manual for ISCED-1997).
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students. An “x” indicates data are available for less
than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
133
Exhibit 4.2: Students' Educational Aspirations Relative to Parents' Educational Level*
SCIENCE
Grade
Finish University
and Either Parent
Went to University
or Equivalent
Countries
Percent of
Students
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
s
r
s
r
s
r
r
s
r
r
r
r
s
s
r
r
r
r
r
s
r
r
s
r
Average
Achievement
Finish University
but Neither Parent
Went to University
or Equivalent
Percent of
Students
Percent of
Students
Average
Achievement
Do Not Know
Regardless of
Parents' Education
Percent of
Students
Average
Achievement
36
22
28
16
8
23
15
15
23
23
25
6
11
38
8
7
35
15
29
27
31
35
16
33
20
10
23
13
13
17
47
20
15
14
35
24
x
15
13
25
18
8
32
8
48
x
21
(1.5)
(1.3)
(0.7)
(1.2)
(0.6)
(1.3)
(1.0)
(1.3)
(0.8)
(1.1)
(1.2)
(0.6)
(0.9)
(1.8)
(0.9)
(0.6)
(1.1)
(1.1)
(1.3)
(1.6)
(1.2)
(1.7)
(1.1)
(1.6)
(1.3)
(0.9)
(1.3)
(1.2)
(1.3)
(1.6)
(1.3)
(0.8)
(1.2)
(1.6)
(2.2)
(1.9)
x
(1.1)
(0.5)
(1.8)
(1.1)
(1.0)
(1.4)
(0.7)
(1.3)
x
(0.2)
493
574
473
553
436
500
487
624
481
496
588
350
583
588
474
504
532
527
592
519
584
539
447
554
508
552
507
417
577
577
521
484
456
536
547
432
x
528
643
573
565
386
561
436
558
x
520
(4.1)
(4.5)
(2.7)
(3.4)
(8.1)
(11.3)
(4.3)
(3.7)
(3.6)
(4.6)
(3.4)
(10.8)
(4.7)
(3.0)
(6.8)
(7.0)
(4.1)
(5.6)
(2.9)
(6.0)
(2.2)
(3.3)
(6.6)
(2.9)
(4.7)
(6.6)
(4.2)
(5.7)
(4.7)
(8.0)
(2.6)
(4.2)
(6.9)
(5.5)
(3.4)
(6.6)
x
(3.6)
(3.7)
(3.9)
(3.2)
(18.7)
(4.1)
(4.6)
(3.5)
x
(0.9)
18
22
39
17
36
28
43
56
40
44
19
21
63
36
46
37
29
35
17
35
48
34
52
42
40
54
23
38
16
22
13
34
26
30
30
45
x
27
43
27
26
26
14
46
27
x
33
(0.9)
(1.0)
(0.8)
(0.9)
(0.9)
(1.1)
(1.1)
(1.0)
(0.9)
(1.2)
(0.7)
(1.4)
(1.1)
(1.2)
(1.3)
(0.9)
(0.9)
(1.1)
(0.7)
(1.2)
(0.9)
(1.5)
(1.2)
(1.3)
(1.1)
(1.5)
(1.0)
(1.2)
(1.5)
(1.3)
(0.9)
(0.9)
(1.2)
(1.2)
(1.4)
(1.6)
x
(0.9)
(1.1)
(1.1)
(0.9)
(0.9)
(0.8)
(1.1)
(0.8)
x
(0.2)
479
556
455
548
401
493
420
587
458
443
566
318
567
549
431
467
494
511
575
489
560
526
405
521
480
519
488
406
580
549
502
458
405
505
518
404
x
506
604
544
548
273
539
409
518
x
490
(4.9)
(4.4)
(2.5)
(3.2)
(2.9)
(6.0)
(3.5)
(2.7)
(2.5)
(4.2)
(3.6)
(7.8)
(2.5)
(3.1)
(4.4)
(2.9)
(3.4)
(2.8)
(2.7)
(3.7)
(1.9)
(3.2)
(4.9)
(2.5)
(3.3)
(3.5)
(4.6)
(4.0)
(4.1)
(7.2)
(5.2)
(3.2)
(6.3)
(4.6)
(3.7)
(3.9)
x
(3.7)
(3.2)
(3.6)
(3.3)
(9.3)
(5.9)
(2.7)
(3.1)
x
(0.7)
37
45
16
46
45
37
36
16
18
18
37
67
19
19
25
16
23
38
37
13
11
16
16
26
30
26
37
20
55
36
19
19
44
41
21
13
x
48
28
36
42
54
33
26
16
x
30
(1.5)
(1.4)
(0.7)
(1.6)
(1.0)
(1.7)
(1.0)
(0.9)
(0.8)
(0.8)
(1.1)
(1.5)
(1.0)
(1.4)
(1.2)
(0.8)
(0.8)
(1.2)
(1.2)
(0.8)
(0.5)
(1.3)
(0.9)
(1.2)
(1.1)
(1.3)
(1.4)
(1.1)
(2.5)
(1.9)
(1.0)
(0.8)
(1.7)
(1.7)
(1.2)
(1.0)
x
(1.3)
(1.0)
(1.5)
(1.1)
(1.2)
(1.5)
(0.8)
(0.7)
x
(0.2)
440
511
395
511
337
464
382
506
397
382
540
239
524
484
401
436
454
469
530
429
506
515
351
494
406
487
460
392
529
519
483
394
346
457
489
381
x
440
530
496
499
221
515
394
487
x
446
(4.6)
(3.8)
(3.3)
(3.3)
(3.0)
(6.2)
(2.7)
(4.0)
(3.8)
(5.0)
(2.8)
(5.3)
(5.5)
(4.6)
(6.4)
(3.8)
(5.1)
(3.7)
(2.3)
(5.2)
(4.2)
(5.5)
(6.0)
(3.3)
(4.8)
(4.0)
(4.2)
(3.8)
(3.0)
(5.0)
(4.6)
(4.6)
(6.0)
(5.4)
(5.7)
(6.3)
x
(2.4)
(6.0)
(2.8)
(2.6)
(5.6)
(3.6)
(2.4)
(3.7)
x
(0.9)
9
11
16
21
12
12
7
14
19
14
19
7
8
8
21
39
14
12
18
24
9
15
16
0
10
10
17
29
16
25
21
26
15
16
13
19
x
10
15
13
14
12
21
21
9
x
15
(0.5)
(0.7)
(0.6)
(0.8)
(0.6)
(0.9)
(0.4)
(0.6)
(0.6)
(0.8)
(0.6)
(0.6)
(0.4)
(0.7)
(1.0)
(1.1)
(0.6)
(0.6)
(0.7)
(1.0)
(0.4)
(0.9)
(0.9)
(0.0)
(0.8)
(0.7)
(0.9)
(1.3)
(1.1)
(1.3)
(0.8)
(0.8)
(0.9)
(1.2)
(0.6)
(1.7)
x
(0.6)
(0.5)
(0.8)
(0.8)
(0.8)
(0.9)
(0.7)
(0.3)
x
(0.1)
456
522
427
508
329
466
385
540
414
424
533
198
550
508
407
441
478
462
538
464
540
490
353
~
408
508
454
393
539
517
502
427
357
435
481
393
x
432
574
482
517
202
522
402
520
x
453
(6.1)
(6.7)
(4.7)
(4.5)
(6.4)
(8.1)
(7.0)
(5.5)
(3.8)
(4.8)
(3.8)
(12.1)
(5.8)
(8.4)
(4.7)
(2.7)
(5.0)
(5.3)
(3.6)
(3.6)
(4.3)
(5.8)
(6.7)
~
(6.6)
(5.2)
(4.6)
(4.4)
(5.2)
(6.2)
(3.3)
(3.7)
(7.4)
(7.5)
(4.7)
(4.7)
x
(5.6)
(6.2)
(5.9)
(3.4)
(8.9)
(4.3)
(3.1)
(4.0)
x
(0.8)
23
40
39
26
(1.7)
(2.4)
(2.2)
(1.6)
520
557
561
553
(4.9)
(5.7)
(3.6)
(4.9)
27
33
26
28
(1.3)
(1.5)
(1.4)
(1.1)
503
536
544
539
(3.9)
(5.2)
(3.6)
(4.2)
18
16
22
35
(1.2)
(1.5)
(1.7)
(1.9)
470
499
517
520
(4.1)
(4.8)
(4.6)
(3.2)
32
11
13
11
(1.3)
(1.0)
(0.9)
(0.7)
470
517
531
529
(3.5)
(6.4)
(3.6)
(4.8)
Background data provided by students.
*
Based on countries' categorizations to UNESCO's International Standard Classification of Education
(Operational Manual for ISCED-1997).
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
134
Average
Achievement
Not Finish University
Regardless of
Parents' Education
8
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students. An “x” indicates data are available for less
than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
at home in relation to their average science achievement, shows that
this remains true for the TIMSS 2003 countries, and holds also for
science achievement at the fourth grade. At both eighth and fourth
grades, students from homes where the language of the test is always
or almost always spoken had higher average achievement than those
who spoke it less frequently.
Whereas in most countries a large majority of students at each
grade are from homes where the language of the test is spoken frequently, on average, internationally, about 20 percent of students
were from homes where the language of the test was spoken only
sometimes, or never. Countries where the majority of students speak
the language of the test so infrequently included Botswana, Ghana,
Indonesia, Lebanon, the Philippines, Singapore, and South Africa at
the eighth grade, and Morocco, the Philippines, and Singapore at the
fourth grade. Although in general average science achievement in such
countries was relatively low, Singapore was a notable exception, with
average achievement above the international average even among
those rarely speaking the language of the test at home.
Many countries tested in more than one language in order to
cover their whole student population. These included Bahrain (Arabic
and English), Egypt (Arabic, English, and French), Estonia (Estonian and
Russian), Hong Kong SAR (Chinese and English), Israel (Hebrew and
Arabic), Latvia (Latvian and Russian), Lebanon (French and English)
Macedonia (Macedonian and Albanian), Moldova (Moldavian and
Russian), New Zealand (English and Maori at grade 4 only), Norway
(Bokmål and Nynorsk), the Palestinian National Authority (Arabic and
English), Romania (Romanian and Hungarian), the Slovak Republic
(Slovak and Hungarian), and South Africa (English and Afrikaans).
Among benchmarking participants, the Basque Country, Spain tested
in Basque and Castilian, and the Canadian provinces of Ontario and
Quebec in English and French. However, in countries like Botswana,
Ghana, Indonesia, Morocco, the Philippines, Singapore, and South
Africa, testing in all possible dialects and languages was prohibitive.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
135
Exhibit 4.3: Students Speak Language of the Test at Home
SCIENCE
Grade
Always
Sometimes
Almost Always
8
Never
Countries
Percent of
Students
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Average
Achievement
Percent of
Students
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
80
80
66
77
5
81
87
44
79
61
90
23
77
95
22
55
79
94
94
72
71
77
5
89
89
51
68
35
83
80
85
73
2
86
86
100
92
93
23
79
80
18
84
51
83
87
68
(1.0)
(2.3)
(1.1)
(1.3)
(0.3)
(2.0)
(0.7)
(1.5)
(0.8)
(1.3)
(0.6)
(1.1)
(0.8)
(0.4)
(2.0)
(3.2)
(1.0)
(0.5)
(0.4)
(1.2)
(0.8)
(1.9)
(0.5)
(1.0)
(1.4)
(2.1)
(1.6)
(1.8)
(1.3)
(1.3)
(0.8)
(1.3)
(0.3)
(1.8)
(2.0)
(0.0)
(0.6)
(0.7)
(0.6)
(1.6)
(1.3)
(1.7)
(1.3)
(1.7)
(0.9)
(1.6)
(0.2)
460
529
437
526
374
482
416
589
442
421
554
260
565
543
421
463
488
493
554
472
558
514
396
519
452
502
474
389
541
525
498
437
~
469
514
398
513
468
613
519
526
347
531
399
533
547
482
(3.7)
(3.5)
(2.1)
(2.2)
(13.5)
(5.4)
(2.8)
(2.9)
(2.2)
(3.9)
(2.5)
(7.0)
(2.6)
(2.8)
(6.5)
(2.9)
(3.1)
(3.0)
(1.7)
(3.6)
(1.8)
(2.6)
(11.1)
(2.3)
(3.7)
(3.4)
(3.9)
(4.1)
(3.1)
(5.1)
(1.9)
(3.5)
~
(5.1)
(3.6)
(4.0)
(3.3)
(2.6)
(3.9)
(3.3)
(2.0)
(17.3)
(2.4)
(2.1)
(2.9)
(4.5)
(0.8)
16
12
15
11
6
10
9
36
14
14
8
10
15
4
11
9
15
3
4
13
28
14
12
9
4
14
18
18
12
12
10
11
4
8
10
0
5
5
19
12
11
9
10
13
10
10
11
(0.8)
(1.1)
(0.7)
(0.6)
(0.4)
(0.8)
(0.5)
(1.0)
(0.6)
(0.8)
(0.4)
(0.7)
(0.6)
(0.4)
(0.7)
(0.6)
(0.7)
(0.3)
(0.3)
(0.7)
(0.8)
(0.9)
(0.7)
(0.5)
(0.4)
(0.8)
(0.9)
(0.9)
(1.0)
(0.8)
(0.5)
(0.6)
(0.3)
(0.6)
(1.0)
(0.0)
(0.5)
(0.4)
(0.6)
(0.7)
(0.7)
(0.7)
(0.8)
(0.8)
(0.5)
(1.3)
(0.1)
474
524
460
506
412
494
408
573
452
444
546
279
535
548
427
469
505
475
533
509
562
519
411
526
449
521
474
411
517
508
489
452
385
483
531
~
532
484
602
528
504
310
507
422
516
540
483
(4.1)
(8.8)
(3.6)
(6.1)
(10.9)
(8.7)
(4.8)
(3.7)
(3.6)
(6.0)
(4.6)
(10.9)
(5.6)
(9.2)
(6.8)
(3.9)
(5.1)
(8.0)
(5.8)
(6.4)
(2.4)
(3.2)
(7.0)
(4.6)
(9.5)
(4.3)
(4.5)
(4.0)
(6.7)
(6.9)
(6.1)
(6.0)
(12.2)
(6.2)
(9.5)
~
(8.7)
(6.5)
(3.9)
(6.1)
(3.6)
(13.8)
(5.8)
(4.9)
(5.5)
(7.2)
(1.0)
4
7
15
9
80
8
4
19
6
22
2
63
7
0
57
21
5
3
1
11
1
6
68
2
5
28
13
39
4
6
3
13
80
4
4
0
3
2
49
7
6
57
5
28
5
2
17
(0.5)
(1.3)
(0.7)
(0.8)
(0.8)
(1.4)
(0.4)
(1.2)
(0.4)
(1.0)
(0.3)
(1.3)
(0.5)
(0.1)
(2.0)
(1.8)
(0.5)
(0.3)
(0.2)
(0.7)
(0.2)
(1.3)
(1.1)
(0.4)
(0.9)
(1.9)
(1.2)
(1.4)
(0.5)
(0.8)
(0.4)
(1.0)
(1.0)
(1.0)
(1.1)
(0.0)
(0.3)
(0.4)
(0.8)
(1.0)
(0.7)
(1.7)
(0.7)
(1.3)
(0.4)
(0.6)
(0.1)
446
521
429
459
366
445
357
532
426
429
~
263
520
~
419
434
482
428
~
473
~
484
395
~
410
518
464
400
488
495
435
425
385
451
471
~
464
~
557
479
487
225
471
401
472
~
442
(11.6)
(13.2)
(4.0)
(9.2)
(2.5)
(11.3)
(8.8)
(6.7)
(6.7)
(5.3)
~
(5.8)
(7.6)
~
(4.1)
(3.9)
(6.9)
(8.5)
~
(6.0)
~
(9.5)
(4.5)
~
(12.8)
(6.1)
(5.9)
(3.1)
(11.8)
(11.7)
(10.6)
(5.6)
(5.8)
(17.7)
(17.3)
~
(10.3)
~
(5.1)
(7.5)
(5.3)
(4.3)
(9.2)
(3.4)
(7.0)
~
(1.5)
0
1
4
4
9
1
0
1
2
3
1
5
1
0
10
15
1
1
0
4
0
2
15
1
2
7
1
8
1
1
1
2
14
2
1
0
1
0
8
2
2
15
1
9
1
1
4
(0.1)
(0.4)
(0.5)
(0.6)
(0.6)
(0.3)
(0.1)
(0.2)
(0.2)
(0.3)
(0.2)
(0.9)
(0.2)
(0.1)
(0.8)
(1.9)
(0.2)
(0.2)
(0.1)
(0.5)
(0.0)
(0.5)
(0.8)
(0.2)
(0.6)
(0.8)
(0.2)
(0.8)
(0.2)
(0.3)
(0.2)
(0.3)
(0.9)
(1.0)
(0.3)
(0.0)
(0.2)
(0.1)
(0.4)
(0.4)
(0.5)
(1.0)
(0.2)
(0.9)
(0.2)
(0.2)
(0.1)
~
~
430
489
316
~
~
~
~
387
~
155
~
~
417
438
~
~
~
457
~
~
374
~
~
523
~
400
~
~
~
~
343
~
~
~
~
~
545
~
~
153
~
409
~
~
389
~
~
(5.9)
(8.7)
(6.5)
~
~
~
~
(14.5)
~
(11.5)
~
~
(6.6)
(4.2)
~
~
~
(16.7)
~
~
(7.1)
~
~
(9.9)
~
(7.8)
~
~
~
~
(6.4)
~
~
~
~
~
(6.7)
~
~
(5.2)
~
(4.6)
~
~
(2.4)
65
88
72
72
(1.6)
(0.9)
(2.0)
(1.8)
489
534
536
536
(3.1)
(4.6)
(2.5)
(2.8)
25
7
16
19
(1.1)
(0.8)
(1.1)
(0.9)
490
534
528
527
(4.7)
(7.9)
(4.7)
(5.4)
8
4
9
7
(0.7)
(0.4)
(0.9)
(0.9)
486
483
523
498
(6.3)
(12.2)
(6.8)
(7.8)
3
1
2
2
(0.5)
(0.2)
(0.3)
(0.4)
477
~
~
~
(9.0)
~
~
~
Background data provided by students.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
136
Average
Achievement
A tilde (~) indicates insufficient data to report achievement.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.3:
Students Speak Language of the Test at Home
SCIENCE
Grade
Always
Almost Always
Sometimes
4
Never
Countries
Percent of
Students
Armenia
Australia
Belgium (Flemish)
Chinese Taipei
Cyprus
England
Hong Kong, SAR
Hungary
Iran, Islamic Rep. of
Italy
Japan
Latvia
Lithuania
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Philippines
Russian Federation
Scotland
Singapore
Slovenia
Tunisia
United States
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
84
80
68
31
72
82
51
91
53
88
91
78
83
76
35
75
76
78
6
81
78
24
72
43
73
67
(1.0)
(1.7)
(1.4)
(1.2)
(1.1)
(1.3)
(1.3)
(0.6)
(3.4)
(0.7)
(0.5)
(1.5)
(1.0)
(1.8)
(2.3)
(1.2)
(1.0)
(1.0)
(0.6)
(2.3)
(1.3)
(1.2)
(1.3)
(2.5)
(1.1)
(0.3)
83 (0.9)
63 (1.7)
67 (1.3)
Average
Achievement
440
525
525
568
481
544
558
531
434
520
547
535
514
500
306
531
529
471
302
526
506
592
494
318
546
494
Percent of
Students
(4.7)
(4.6)
(1.6)
(2.3)
(2.4)
(3.7)
(3.5)
(2.9)
(4.7)
(3.8)
(1.5)
(2.4)
(2.6)
(5.0)
(8.4)
(1.8)
(2.3)
(2.6)
(15.1)
(4.8)
(3.2)
(6.0)
(2.7)
(7.9)
(2.4)
(1.1)
556 (3.7)
546 (3.6)
500 (2.8)
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
11
11
16
41
14
12
24
8
6
3
8
15
13
14
11
17
13
15
8
8
10
22
18
9
13
14
(0.7)
(0.9)
(0.9)
(0.8)
(0.7)
(0.8)
(0.8)
(0.6)
(0.5)
(0.3)
(0.5)
(0.8)
(0.8)
(1.0)
(0.8)
(0.9)
(0.6)
(0.8)
(0.9)
(0.7)
(0.6)
(1.0)
(1.1)
(0.8)
(0.5)
(0.2)
11 (0.7)
24 (1.1)
24 (0.9)
Average
Achievement
448
525
520
553
491
549
535
540
438
494
526
537
521
492
318
518
533
471
307
544
509
598
497
313
538
493
(5.9)
(4.9)
(2.7)
(2.0)
(4.3)
(5.8)
(3.3)
(5.7)
(8.2)
(10.3)
(5.2)
(4.3)
(5.2)
(7.4)
(9.7)
(4.7)
(5.6)
(5.1)
(23.7)
(6.7)
(5.3)
(4.5)
(4.5)
(13.0)
(3.8)
(1.6)
566 (5.9)
549 (5.9)
509 (3.5)
Percent of
Students
4
8
12
26
11
5
21
1
21
6
1
6
3
9
28
7
11
5
59
8
9
47
8
36
12
15
(0.4)
(1.0)
(1.2)
(1.1)
(0.6)
(0.7)
(1.0)
(0.2)
(1.9)
(0.5)
(0.2)
(0.8)
(0.6)
(1.1)
(1.6)
(0.8)
(0.8)
(0.5)
(1.8)
(1.7)
(0.8)
(1.5)
(1.0)
(2.2)
(0.8)
(0.2)
5 (0.7)
13 (1.1)
8 (0.8)
Average
Achievement
413
493
487
533
469
484
523
~
407
486
~
496
479
490
322
485
458
409
363
515
480
545
474
325
482
462
(10.5)
(8.5)
(5.4)
(2.8)
(5.0)
(7.2)
(3.6)
~
(5.1)
(6.7)
~
(7.7)
(9.7)
(7.0)
(7.3)
(5.0)
(7.8)
(8.8)
(10.4)
(16.9)
(5.9)
(5.6)
(6.8)
(6.6)
(4.4)
(1.8)
506 (8.4)
505 (5.9)
480 (5.9)
Percent of
Students
1
1
4
1
3
1
4
0
20
2
0
2
0
1
27
1
1
1
27
2
3
7
2
12
2
5
(0.2)
(0.2)
(0.5)
(0.1)
(0.3)
(0.2)
(0.4)
(0.1)
(2.5)
(0.3)
(0.1)
(0.4)
(0.1)
(0.3)
(2.5)
(0.3)
(0.2)
(0.2)
(2.1)
(0.5)
(0.4)
(0.6)
(0.3)
(1.5)
(0.1)
(0.2)
1 (0.2)
1 (0.2)
2 (0.3)
Average
Achievement
~
~
500
~
467
~
495
~
368
~
~
~
~
~
296
~
~
~
284
~
450
512
~
325
~
411
~
~
(6.9)
~
(7.0)
~
(5.4)
~
(7.3)
~
~
~
~
~
(11.5)
~
~
~
(7.5)
~
(10.9)
(8.1)
~
(11.7)
~
(2.8)
~~
~~
~~
A tilde (~) indicates insufficient data to report achievement.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
137
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Earlier IEA studies have shown that students from homes with
extensive literacy resources have higher achievement than those from
less advantaged backgrounds. For example, TIMSS 1999 has shown
a consistent relationship between number of books in the home and
student achievement in both mathematics and science at the eighth
grade,2 and PIRLS 2001 demonstrated a similar relationship with
reading literacy at the fourth grade.3 Providing further information on
this topic, Exhibit 4.4 shows for each country at both eighth and fourth
grades the percentage of students at each of five ranges of number of
books in the home in relation to average science achievement. This
exhibit reveals a wide range both across and within each country. For
example, the percentage of eighth-grade students reporting more than
200 books in their homes exceeded 30 percent in Australia, Estonia,
Hungary, and Sweden, whereas in Botswana, Egypt, Ghana, Indonesia, Iran, Morocco, the Philippines, and South Africa, more than
30 percent of students were from homes with 10 books or less. The
situation among fourth-grade students was similar.
Across countries, on average, 15 percent of eighth-grade students were from homes with more than 200 books, 13 percent from
homes with 101-200 books, 27 percent from homes with 26-100 books,
26 percent from homes with 11-25 books, and 18 percent with 0-10
books. There also was a clear-cut relationship, on average, between
number of books in the home and science achievement. Eighth-grade
students reporting more than 200 books in their homes had an average
score of 506 on the science scale, compared with an average of just 438
for students reporting 10 books or less, a difference of 68 points. The
difference at fourth grade was similar.
In addition to literacy resources such as books, TIMSS has
found that having study aids such as a computer or a study desk
or table at home was associated with higher student achievement.
Exhibit 4.5 shows the percentage of eighth- and fourth-grade students in each country that had a computer or study desk or table,
together with their average science achievement. About 60 percent
138
2
Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Gregory, K.D., Garden, R.A., O’Connor, K.M, Chrostowski, S.J., and Smith, T.A. (2000), TIMSS
1999 International Mathematics Report: Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth
Grade, Chestnut Hill, MA: Boston College; Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Gregory, K.D., Smith, T.A., Chrostowski, S.J., Garden,
R.A., and O’Connor, K.M. (2000), TIMSS 1999 International Science Report: Findings from IEA’s Repeat of the Third International Mathematics
and Science Study at the Eighth Grade, Chestnut Hill, MA: Boston College.
3
Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., and Kennedy, A.M. (2003), PIRLS 2001 International Report: IEA’s Study of Reading Literacy
Achievement in Primary Schools in 35 Countries, Chestnut Hill, MA: Boston College.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
of eighth-grade students, on average, reported having a computer at
home, as did a slightly greater percentage of fourth-grade students
(65%). However, there were great differences between countries.
For 17 of the participants – Australia, Belgium (Flemish), Chinese
Taipei, England, Hong Kong SAR, Israel, Korea, the Netherlands, New
Zealand, Norway, Scotland, Singapore, Sweden, the United States,
Indiana, Ontario, and Quebec – virtually all eighth-grade students
(90% or more) reported having a computer at home. In contrast,
less than 20 percent of eighth-grade students in Armenia, Botswana,
Egypt, Indonesia, Moldova, and Morocco reported having a computer.
The science achievement difference between students with a computer
at home and those without was substantial on average – 35 scale score
points at eighth grade and 27 points at fourth grade.
Perhaps not surprisingly, somewhat greater percentages of students reported having a study desk or table at home – 83 percent and
80 percent at eighth and fourth grades, respectively. In many countries (20 at eighth grade and 9 at fourth grade), more than 90 percent
of students reported having a study desk. Having such a study facility was associated with higher average science achievement at both
grades – 34 point difference at eighth grade and a 26 point difference
at fourth grade.
Because having a computer at home does not necessarily mean
that students have access to it, TIMSS also asked students where they
actually use a computer – at home, at school, or some other place.
Exhibit 4.6 summarizes these responses, presenting countries in order
of the percentage of students that reported using a computer both at
home and at school. On average, almost 40% of eighth-grade students
reported using a computer both at home and at school. Eighteen percent reported using a computer at home but not at school, 19 percent
using one at school but not at home, and 10 percent at some other
place. Fourteen percent of eighth-grade students reported that they
do not use a computer at all. The percentages for fourth grade were
fairly similar.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
139
Exhibit 4.4: Books in the Home
SCIENCE
Grade
More than 200 Books
101-200 Books
8
26-100 Books
Countries
Percent of
Students
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
20
31
17
12
4
28
5
15
11
6
45
10
9
31
1
7
22
19
17
9
19
28
8
12
8
5
8
5
21
25
27
7
3
12
21
10
17
6
14
12
13
6
32
4
24
24
15
(1.0)
(1.4)
(0.5)
(0.6)
(0.5)
(1.3)
(0.4)
(1.0)
(0.5)
(0.4)
(1.2)
(0.6)
(0.6)
(1.2)
(0.2)
(0.5)
(0.9)
(0.9)
(0.7)
(0.6)
(0.8)
(1.3)
(0.6)
(0.8)
(0.7)
(0.5)
(0.8)
(0.6)
(1.4)
(1.5)
(1.2)
(0.5)
(0.3)
(1.2)
(1.3)
(0.7)
(1.0)
(0.5)
(0.5)
(0.8)
(0.7)
(0.5)
(1.3)
(0.4)
(0.9)
(1.1)
(0.1)
478
553
450
539
407
494
484
616
472
447
567
259
576
578
~
492
511
524
584
499
596
532
421
551
471
557
507
410
567
556
515
446
373
516
538
422
564
509
631
564
545
315
558
433
569
588
506
(5.1)
(4.1)
(2.7)
(4.0)
(14.6)
(8.2)
(6.4)
(3.5)
(5.0)
(8.9)
(2.9)
(11.1)
(5.6)
(3.2)
~
(6.1)
(4.1)
(4.2)
(3.2)
(7.9)
(2.2)
(3.6)
(8.9)
(4.5)
(7.8)
(6.4)
(5.2)
(10.3)
(4.4)
(7.4)
(2.6)
(7.1)
(13.1)
(7.2)
(3.5)
(7.4)
(4.8)
(4.7)
(4.1)
(4.7)
(4.5)
(20.7)
(3.2)
(7.8)
(3.6)
(5.7)
(1.0)
13
23
14
15
5
18
7
14
16
6
18
6
8
22
3
5
22
14
17
8
22
25
8
15
8
9
9
4
19
22
22
6
4
13
26
9
16
9
16
18
15
5
21
6
18
18
13
(0.6)
(0.8)
(0.6)
(0.6)
(0.3)
(0.9)
(0.4)
(0.6)
(0.7)
(0.4)
(0.6)
(0.4)
(0.4)
(0.7)
(0.3)
(0.3)
(0.7)
(0.6)
(0.5)
(0.5)
(0.7)
(0.8)
(0.8)
(0.7)
(0.6)
(0.6)
(0.6)
(0.3)
(0.9)
(1.1)
(0.7)
(0.4)
(0.3)
(1.1)
(0.9)
(0.9)
(0.7)
(0.5)
(0.5)
(0.8)
(0.7)
(0.4)
(0.6)
(0.5)
(0.5)
(1.0)
(0.1)
475
540
457
538
402
484
458
602
458
438
552
276
574
551
449
483
507
502
567
509
572
517
446
537
489
540
494
403
556
537
504
457
423
508
526
414
541
518
607
547
542
316
537
426
552
564
498
(4.2)
(3.4)
(3.4)
(2.6)
(7.4)
(6.0)
(5.8)
(3.8)
(3.5)
(9.5)
(3.6)
(13.8)
(4.2)
(3.5)
(9.6)
(5.2)
(3.9)
(4.7)
(2.9)
(7.2)
(2.3)
(3.1)
(8.6)
(4.2)
(6.6)
(5.2)
(5.9)
(8.8)
(3.8)
(4.4)
(2.8)
(6.8)
(12.3)
(5.3)
(4.1)
(6.0)
(4.3)
(5.3)
(4.2)
(4.1)
(3.2)
(22.1)
(3.0)
(6.3)
(3.4)
(6.5)
(1.0)
28
30
31
34
13
25
27
30
35
18
23
16
27
29
19
17
33
25
32
28
33
31
25
34
28
28
23
21
31
31
33
24
17
29
32
25
29
27
33
41
38
14
27
22
28
27
27
(0.7)
(1.0)
(0.8)
(0.9)
(0.6)
(1.1)
(0.9)
(0.7)
(0.8)
(0.7)
(0.7)
(0.7)
(0.6)
(1.0)
(0.7)
(0.8)
(0.8)
(0.7)
(0.8)
(0.9)
(0.8)
(1.1)
(1.0)
(0.9)
(0.9)
(0.8)
(1.0)
(0.9)
(1.3)
(1.0)
(0.9)
(0.7)
(0.8)
(1.2)
(1.4)
(1.0)
(0.8)
(1.0)
(0.7)
(0.9)
(0.9)
(0.7)
(0.9)
(0.9)
(0.6)
(1.0)
(0.1)
467
517
445
524
395
481
437
582
453
440
543
277
565
531
431
468
487
497
552
496
556
504
423
525
476
524
483
404
535
512
493
456
418
479
512
410
516
490
589
520
527
288
511
415
527
541
483
(3.6)
(4.8)
(2.1)
(2.7)
(6.2)
(5.9)
(3.5)
(3.2)
(3.0)
(5.3)
(3.1)
(8.2)
(3.0)
(3.1)
(5.1)
(3.5)
(3.6)
(3.8)
(2.3)
(4.1)
(2.2)
(3.2)
(5.0)
(2.3)
(3.9)
(3.6)
(4.3)
(3.6)
(3.2)
(4.5)
(3.1)
(4.4)
(7.8)
(4.3)
(4.2)
(4.9)
(3.6)
(3.8)
(3.7)
(3.0)
(2.2)
(13.6)
(3.0)
(3.1)
(2.9)
(4.4)
(0.7)
25
19
28
13
(1.4)
(1.6)
(1.6)
(0.8)
514
566
560
553
(4.6)
(6.4)
(3.1)
(4.6)
20
17
21
16
(0.9)
(0.9)
(0.9)
(0.9)
505
552
539
551
(4.6)
(5.7)
(3.3)
(4.9)
36
32
31
33
(1.3)
(1.0)
(1.1)
(0.9)
481
537
523
535
(3.2)
(4.4)
(3.7)
(3.2)
Background data provided by students.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
140
Average
Achievement
A tilde (~) indicates insufficient data to report achievement.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.4:
Books in the Home
SCIENCE
Grade
11-25 Books
8
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
0-10 Books
Countries
Percent of
Students
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Average
Achievement
Percent of
Students
Average
Achievement
24
11
26
25
30
15
37
24
27
38
11
34
28
13
45
31
17
29
22
33
10
12
36
30
40
40
37
38
19
14
11
36
34
27
17
33
21
38
24
24
27
31
14
44
18
17
26
(0.9)
(0.8)
(0.8)
(0.8)
(0.9)
(0.7)
(0.9)
(0.9)
(0.7)
(0.8)
(0.6)
(1.0)
(0.7)
(0.6)
(0.9)
(0.8)
(0.8)
(0.7)
(0.6)
(0.9)
(0.6)
(0.7)
(1.1)
(1.1)
(1.2)
(1.0)
(1.2)
(1.0)
(1.2)
(0.8)
(0.6)
(0.8)
(0.8)
(1.4)
(1.1)
(1.1)
(1.0)
(1.0)
(0.7)
(1.1)
(0.7)
(0.9)
(0.7)
(1.1)
(0.6)
(0.9)
(0.1)
453
493
423
503
368
470
402
552
427
424
528
264
555
499
416
454
460
474
539
470
533
491
384
503
443
501
467
392
508
490
463
432
381
451
481
391
480
458
546
481
502
241
481
400
493
520
458
(4.8)
(5.8)
(3.0)
(4.0)
(3.4)
(6.3)
(2.6)
(3.8)
(3.3)
(4.2)
(3.8)
(6.3)
(3.6)
(4.5)
(4.4)
(2.6)
(4.2)
(4.0)
(2.4)
(4.2)
(2.9)
(4.1)
(5.2)
(2.7)
(3.9)
(3.4)
(4.6)
(3.4)
(5.3)
(4.4)
(4.6)
(3.6)
(5.7)
(5.9)
(5.0)
(4.5)
(3.3)
(2.5)
(6.1)
(3.2)
(3.5)
(6.0)
(4.4)
(2.0)
(3.3)
(4.8)
(0.7)
15
5
11
14
48
14
23
17
11
33
3
34
28
5
32
39
6
13
13
23
15
4
23
10
17
17
23
33
10
8
7
27
43
20
4
23
16
21
12
5
8
44
6
23
13
13
18
(0.9)
(0.5)
(0.5)
(0.7)
(1.3)
(1.6)
(1.2)
(0.9)
(0.5)
(1.2)
(0.3)
(1.5)
(0.7)
(0.7)
(1.0)
(1.3)
(0.4)
(0.7)
(0.7)
(0.8)
(0.7)
(0.4)
(1.4)
(0.7)
(0.8)
(0.9)
(1.1)
(1.4)
(0.8)
(0.7)
(0.4)
(1.0)
(1.0)
(1.7)
(0.5)
(1.4)
(0.9)
(1.1)
(0.7)
(0.5)
(0.6)
(1.3)
(0.6)
(1.1)
(0.6)
(1.1)
(0.1)
433
464
420
477
348
449
374
515
391
415
516
246
538
466
416
437
448
457
517
449
514
479
353
483
401
482
452
399
492
453
441
421
356
435
458
382
460
428
508
440
474
218
472
392
469
487
438
(5.2)
(8.7)
(5.0)
(5.7)
(3.0)
(11.8)
(3.5)
(4.2)
(4.6)
(3.8)
(7.4)
(6.4)
(4.2)
(7.7)
(4.3)
(2.6)
(7.5)
(5.5)
(3.3)
(4.3)
(3.0)
(7.0)
(5.2)
(6.4)
(5.9)
(4.7)
(5.1)
(3.6)
(5.7)
(7.8)
(7.0)
(3.7)
(5.6)
(9.0)
(9.4)
(4.3)
(4.8)
(4.0)
(6.9)
(7.5)
(4.7)
(4.5)
(6.2)
(2.3)
(4.6)
(5.0)
(1.0)
15
19
14
24
(0.8)
(1.0)
(0.9)
(1.1)
462
510
507
519
(4.3)
(5.8)
(5.1)
(3.3)
5
14
7
14
(0.5)
(1.2)
(0.6)
(0.7)
435
477
497
501
(9.3)
(6.3)
(5.0)
(4.3)
Background data provided by students.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
()
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
141
Exhibit 4.4: Books in the Home
SCIENCE
Grade
More than 200 Books
101-200 Books
4
26-100 Books
Countries
Percent of
Students
Armenia
Australia
Belgium (Flemish)
Chinese Taipei
Cyprus
England
Hong Kong, SAR
Hungary
Iran, Islamic Rep. of
Italy
Japan
Latvia
Lithuania
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Philippines
Russian Federation
Scotland
Singapore
Slovenia
Tunisia
United States
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
r
r
18
23
11
15
9
19
7
18
5
10
7
17
8
6
2
14
17
17
5
13
21
10
13
4
15
12
(1.0)
(1.3)
(0.7)
(0.8)
(0.7)
(1.2)
(0.6)
(1.1)
(0.6)
(0.8)
(0.4)
(0.9)
(0.6)
(0.6)
(0.3)
(1.1)
(0.7)
(0.9)
(0.6)
(0.7)
(1.1)
(0.6)
(0.9)
(0.6)
(0.7)
(0.2)
16 (1.1)
20 (1.4)
7 (0.5)
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
142
Average
Achievement
459
542
532
580
490
575
557
560
454
525
566
548
527
526
~
548
548
487
318
545
523
609
502
357
563
518
(5.3)
(4.5)
(4.3)
(3.6)
(4.4)
(5.8)
(5.0)
(4.9)
(11.3)
(4.6)
(5.6)
(3.6)
(3.9)
(9.9)
~
(3.9)
(3.8)
(4.9)
(16.8)
(7.8)
(5.0)
(6.3)
(6.5)
(16.0)
(3.6)
(1.5)
565 (6.3)
566 (5.3)
516 (5.4)
Percent of
Students
14
23
17
14
14
20
10
17
5
11
14
21
11
8
3
18
21
22
6
15
18
17
15
8
17
14
(0.7)
(1.1)
(0.7)
(0.6)
(0.7)
(1.0)
(0.8)
(0.8)
(0.5)
(0.6)
(0.6)
(0.9)
(0.6)
(0.7)
(0.3)
(1.0)
(0.8)
(0.8)
(0.6)
(0.8)
(0.8)
(0.9)
(0.9)
(0.8)
(0.5)
(0.2)
19 (1.1)
22 (1.1)
11 (0.7)
Average
Achievement
456
543
532
570
489
561
555
549
436
531
561
543
534
524
322
533
544
483
340
537
520
595
507
351
568
507
(5.7)
(3.7)
(2.8)
(3.1)
(4.3)
(4.6)
(5.7)
(4.3)
(9.7)
(5.2)
(3.2)
(4.2)
(4.6)
(7.1)
(16.3)
(3.6)
(4.2)
(3.8)
(21.1)
(6.8)
(5.3)
(5.8)
(5.0)
(11.8)
(3.0)
(1.5)
578 (5.5)
558 (5.5)
518 (3.3)
Percent of
Students
29
34
42
30
38
35
28
35
13
27
40
38
36
24
10
37
36
37
14
35
31
40
36
18
34
31
(1.1)
(1.1)
(1.0)
(0.7)
(1.0)
(1.2)
(1.0)
(1.0)
(0.9)
(0.8)
(0.9)
(1.1)
(1.0)
(1.2)
(1.0)
(1.2)
(1.0)
(0.9)
(1.1)
(1.2)
(1.0)
(0.9)
(0.9)
(1.2)
(0.7)
(0.2)
36 (1.1)
35 (1.3)
44 (1.0)
Average
Achievement
448
519
524
557
491
542
548
536
450
525
553
535
526
516
336
529
526
470
388
532
508
578
506
360
545
502
(4.9)
(4.0)
(1.8)
(2.2)
(3.3)
(3.3)
(3.8)
(2.8)
(6.1)
(4.8)
(2.1)
(3.0)
(2.7)
(6.1)
(13.4)
(2.5)
(3.1)
(3.1)
(19.8)
(5.1)
(3.4)
(4.7)
(3.0)
(8.0)
(2.4)
(1.2)
560 (3.8)
539 (3.4)
509 (2.9)
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.4:
Books in the Home
SCIENCE
Grade
11-25 Books
4
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
0-10 Books
Countries
Percent of
Students
Armenia
Australia
Belgium (Flemish)
Chinese Taipei
Cyprus
England
Hong Kong, SAR
Hungary
Iran, Islamic Rep. of
Italy
Japan
Latvia
Lithuania
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Philippines
Russian Federation
Scotland
Singapore
Slovenia
Tunisia
United States
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
r
r
22
13
23
24
29
17
30
22
22
33
28
18
34
31
26
21
17
17
27
27
20
22
28
29
22
24
(0.9)
(0.9)
(0.9)
(0.8)
(1.0)
(1.0)
(0.8)
(0.9)
(1.2)
(1.0)
(0.8)
(0.9)
(1.1)
(1.4)
(1.5)
(1.1)
(0.6)
(0.8)
(1.1)
(1.5)
(1.1)
(0.9)
(1.1)
(1.5)
(0.6)
(0.2)
19 (1.2)
16 (1.3)
27 (0.8)
Average
Achievement
437
487
506
540
476
511
540
506
439
511
529
515
506
493
320
515
491
445
368
516
481
538
475
337
509
480
(6.4)
(6.8)
(2.5)
(2.2)
(2.9)
(4.5)
(3.2)
(4.1)
(5.4)
(4.3)
(2.4)
(3.3)
(3.2)
(5.4)
(7.8)
(2.8)
(4.9)
(4.4)
(11.6)
(5.7)
(3.6)
(4.8)
(3.7)
(7.0)
(2.5)
(1.1)
535 (4.7)
513 (4.4)
491 (3.0)
Percent of
Students
17
6
8
17
11
8
25
8
55
18
12
6
13
30
60
9
9
7
48
10
11
11
7
41
13
18
(1.2)
(0.8)
(0.5)
(0.8)
(0.7)
(0.8)
(1.4)
(0.7)
(2.1)
(0.9)
(0.8)
(0.7)
(0.9)
(1.4)
(2.1)
(0.8)
(0.7)
(0.5)
(2.1)
(0.7)
(0.7)
(0.8)
(0.6)
(2.3)
(0.6)
(0.2)
10 (0.8)
7 (0.9)
11 (0.7)
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
Average
Achievement
416
464
484
516
453
475
533
479
396
498
514
491
476
475
304
486
463
418
299
499
462
497
443
290
491
453
(6.9)
(10.2)
(5.2)
(2.6)
(4.8)
(6.3)
(4.0)
(6.2)
(4.5)
(6.8)
(3.6)
(6.6)
(6.0)
(6.9)
(8.1)
(5.6)
(6.2)
(7.0)
(7.2)
(8.5)
(6.3)
(8.6)
(7.3)
(7.0)
(3.5)
(1.4)
508 (7.0)
496 (7.9)
473 (4.9)
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
143
Exhibit 4.5: Computer and Study Desk/Table in the Home
SCIENCE
Grade
Have Computer
Do Not Have Computer
Have Study Desk/Table
8
Do Not Have
Study Desk/Table
Countries
Percent of
Students
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Average
Achievement
Percent of
Students
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
19
96
81
95
16
37
39
91
82
16
67
24
97
75
17
27
92
84
82
41
98
43
59
48
42
57
18
18
98
91
96
41
21
32
30
57
91
44
94
67
86
37
98
22
93
94
60
(0.7)
(0.3)
(0.6)
(0.5)
(0.8)
(1.5)
(1.4)
(0.8)
(0.6)
(0.8)
(1.1)
(1.1)
(0.3)
(1.0)
(1.3)
(1.4)
(0.7)
(0.7)
(0.8)
(1.7)
(0.3)
(1.6)
(1.5)
(1.6)
(1.6)
(1.4)
(1.0)
(1.2)
(0.3)
(0.7)
(0.4)
(1.2)
(1.1)
(1.9)
(2.0)
(1.9)
(0.7)
(1.4)
(0.4)
(1.2)
(0.9)
(1.3)
(0.3)
(1.4)
(0.4)
(0.5)
(0.2)
461
530
443
519
374
481
442
576
450
458
563
239
557
554
444
468
494
497
558
502
560
526
409
535
466
522
471
398
537
524
497
455
396
499
538
407
516
487
583
528
525
277
526
418
532
548
484
(4.6)
(3.7)
(1.8)
(2.4)
(8.2)
(8.3)
(3.6)
(3.3)
(2.0)
(5.4)
(2.6)
(7.7)
(2.9)
(2.7)
(5.7)
(3.6)
(3.1)
(3.0)
(1.7)
(4.7)
(1.6)
(2.9)
(4.9)
(2.5)
(4.6)
(4.4)
(4.7)
(4.9)
(3.1)
(5.2)
(2.0)
(4.2)
(8.7)
(5.6)
(4.3)
(5.0)
(3.4)
(3.1)
(4.0)
(3.4)
(1.7)
(12.9)
(2.6)
(3.9)
(3.1)
(4.5)
(0.7)
81
4
19
5
84
63
61
9
18
84
33
76
3
25
83
73
8
16
18
59
2
57
41
52
58
43
82
82
2
9
4
59
79
68
70
43
9
56
6
33
14
63
2
78
7
6
40
(0.7)
(0.3)
(0.6)
(0.5)
(0.8)
(1.5)
(1.4)
(0.8)
(0.6)
(0.8)
(1.1)
(1.1)
(0.3)
(1.0)
(1.3)
(1.4)
(0.7)
(0.7)
(0.8)
(1.7)
(0.3)
(1.6)
(1.5)
(1.6)
(1.6)
(1.4)
(1.0)
(1.2)
(0.3)
(0.7)
(0.4)
(1.2)
(1.1)
(1.9)
(2.0)
(1.9)
(0.7)
(1.4)
(0.4)
(1.2)
(0.9)
(1.3)
(0.3)
(1.4)
(0.4)
(0.5)
(0.2)
463
480
422
457
367
480
396
523
407
418
535
269
535
512
420
451
436
463
529
459
~
504
373
506
441
495
474
398
~
489
445
425
374
460
504
388
475
455
498
496
499
227
~
400
471
509
449
(3.6)
(7.8)
(3.6)
(10.0)
(2.5)
(5.0)
(2.7)
(5.4)
(3.6)
(4.0)
(3.0)
(6.2)
(9.2)
(4.4)
(4.0)
(2.4)
(6.0)
(6.0)
(3.2)
(3.7)
~
(2.7)
(5.5)
(2.3)
(3.7)
(3.5)
(3.5)
(2.6)
~
(5.8)
(8.6)
(3.1)
(5.8)
(5.0)
(3.5)
(3.5)
(5.6)
(2.6)
(9.4)
(3.7)
(3.9)
(5.4)
~
(2.0)
(5.6)
(7.5)
(0.9)
64
92
80
95
68
79
56
93
95
80
93
60
75
98
75
50
97
88
96
73
97
94
71
97
87
87
80
73
99
87
98
77
75
77
92
61
82
91
91
88
97
58
98
73
86
87
83
(1.1)
(0.5)
(0.7)
(0.4)
(0.8)
(1.2)
(1.0)
(0.5)
(0.3)
(1.0)
(0.6)
(1.5)
(0.8)
(0.3)
(1.2)
(1.6)
(0.3)
(0.6)
(0.3)
(1.3)
(0.3)
(0.6)
(1.2)
(0.3)
(0.8)
(0.6)
(1.2)
(1.4)
(0.2)
(0.8)
(0.3)
(1.3)
(1.1)
(1.8)
(0.5)
(1.5)
(0.8)
(0.6)
(0.5)
(0.8)
(0.4)
(1.5)
(0.3)
(1.2)
(0.5)
(1.0)
(0.1)
472
529
443
518
374
482
427
573
445
440
553
280
558
544
427
466
491
493
554
487
560
514
403
520
456
512
476
401
537
525
496
442
387
484
516
408
517
472
582
521
522
265
525
409
533
550
480
(3.7)
(3.9)
(2.0)
(2.4)
(3.6)
(5.7)
(3.0)
(3.4)
(1.9)
(3.5)
(2.5)
(6.4)
(3.0)
(2.8)
(3.8)
(2.5)
(3.1)
(3.1)
(1.7)
(3.6)
(1.6)
(2.5)
(4.5)
(2.2)
(3.5)
(3.8)
(3.6)
(3.0)
(3.2)
(5.1)
(2.0)
(3.2)
(6.2)
(4.6)
(3.8)
(4.3)
(3.4)
(2.5)
(4.1)
(3.2)
(1.8)
(10.0)
(2.7)
(2.2)
(3.1)
(4.4)
(0.6)
36
8
20
5
32
21
44
7
5
20
7
40
25
2
25
50
3
12
4
27
3
6
29
3
13
13
20
27
1
13
2
23
25
23
8
39
18
9
9
12
3
42
2
27
14
13
17
(1.1)
(0.5)
(0.7)
(0.4)
(0.8)
(1.2)
(1.0)
(0.5)
(0.3)
(1.0)
(0.6)
(1.5)
(0.8)
(0.3)
(1.2)
(1.6)
(0.3)
(0.6)
(0.3)
(1.3)
(0.3)
(0.6)
(1.2)
(0.3)
(0.8)
(0.6)
(1.2)
(1.4)
(0.2)
(0.8)
(0.3)
(1.3)
(1.1)
(1.8)
(0.5)
(1.5)
(0.8)
(0.6)
(0.5)
(0.8)
(0.4)
(1.5)
(0.3)
(1.2)
(0.5)
(1.0)
(0.1)
444
511
424
485
354
469
396
539
386
367
555
236
553
~
405
443
450
477
526
448
513
497
374
495
415
498
462
390
~
489
~
420
356
430
490
384
489
437
536
490
484
220
~
390
496
517
446
(4.0)
(6.5)
(3.1)
(6.5)
(3.0)
(7.4)
(3.2)
(5.8)
(7.9)
(5.5)
(5.7)
(6.7)
(4.2)
~
(5.5)
(2.6)
(8.9)
(4.7)
(6.5)
(5.8)
(8.3)
(6.8)
(5.1)
(13.8)
(6.6)
(4.5)
(4.8)
(4.9)
~
(7.3)
~
(4.9)
(6.0)
(7.1)
(6.4)
(4.5)
(5.0)
(5.2)
(7.8)
(4.7)
(11.8)
(5.1)
~
(2.8)
(4.2)
(6.4)
(1.2)
89
92
97
93
(0.7)
(0.9)
(0.4)
(0.5)
492
535
534
533
(2.7)
(4.6)
(2.6)
(3.2)
11
8
3
7
(0.7)
(0.9)
(0.4)
(0.5)
465
487
498
512
(5.2)
(9.7)
(9.3)
(4.0)
93
84
91
91
(0.6)
(0.9)
(0.7)
(0.6)
491
535
535
533
(2.7)
(4.6)
(2.6)
(3.1)
7
16
9
9
(0.6)
(0.9)
(0.7)
(0.6)
471
509
516
512
(6.4)
(7.3)
(5.5)
(5.8)
Background data provided by students.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
144
Average
Achievement
A tilde (~) indicates insufficient data to report achievement.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.5:
Computer and Study Desk/Table in the Home
SCIENCE
Grade
Have Computer
Do Not Have Computer
4
Do Not Have
Study Desk/Table
Have Study Desk/Table
Countries
Percent of
Students
Armenia
Australia
Belgium (Flemish)
Chinese Taipei
Cyprus
England
Hong Kong, SAR
Hungary
Iran, Islamic Rep. of
Italy
Japan
Latvia
Lithuania
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Philippines
Russian Federation
Scotland
Singapore
Slovenia
Tunisia
United States
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
28
92
90
89
75
91
85
71
25
79
77
42
45
20
20
93
87
91
26
23
89
89
77
26
92
65
(1.2)
(0.9)
(0.5)
(0.7)
(0.7)
(0.6)
(1.0)
(1.2)
(1.7)
(0.7)
(0.8)
(1.4)
(1.4)
(1.1)
(1.2)
(0.6)
(0.7)
(0.5)
(1.7)
(1.1)
(0.8)
(0.8)
(1.0)
(1.3)
(0.4)
(0.2)
90 (0.8)
92 (0.6)
89 (0.8)
Average
Achievement
446
526
520
555
485
545
544
543
445
519
548
538
521
499
327
527
530
471
382
533
506
573
501
348
541
499
(5.4)
(3.9)
(1.9)
(1.8)
(2.6)
(3.6)
(3.0)
(2.9)
(5.2)
(3.5)
(1.7)
(3.1)
(3.4)
(6.0)
(9.4)
(1.8)
(2.2)
(2.7)
(19.4)
(6.5)
(2.9)
(5.4)
(3.0)
(7.7)
(2.4)
(1.2)
558 (3.6)
544 (4.0)
504 (2.4)
Percent of
Students
r
72
8
10
11
25
9
15
29
75
21
23
58
55
80
80
7
13
9
74
77
11
11
23
74
8
35
(1.2)
(0.9)
(0.5)
(0.7)
(0.7)
(0.6)
(1.0)
(1.2)
(1.7)
(0.7)
(0.8)
(1.4)
(1.4)
(1.1)
(1.2)
(0.6)
(0.7)
(0.5)
(1.7)
(1.1)
(0.8)
(0.8)
(1.0)
(1.3)
(0.4)
(0.2)
10 (0.8)
8 (0.6)
11 (0.8)
Average
Achievement
438
478
505
524
471
508
537
510
406
507
532
529
508
499
307
500
483
440
319
525
488
511
471
309
492
472
(4.6)
(8.3)
(3.5)
(3.2)
(3.5)
(6.7)
(4.2)
(4.0)
(4.4)
(6.1)
(2.7)
(2.9)
(2.7)
(4.5)
(7.0)
(6.8)
(5.3)
(4.5)
(7.3)
(5.2)
(5.9)
(5.9)
(3.4)
(5.9)
(3.9)
(1.1)
Percent of
Students
r
520 (6.3)
506 (6.9)
477 (5.0)
60
85
91
87
90
80
71
96
40
72
94
91
97
81
52
94
80
92
69
83
77
90
91
64
77
80
(1.5)
(1.1)
(0.5)
(0.6)
(0.5)
(1.1)
(1.1)
(0.5)
(1.8)
(0.9)
(0.4)
(0.7)
(0.3)
(1.2)
(1.8)
(0.5)
(0.7)
(0.5)
(1.3)
(0.9)
(1.1)
(0.7)
(0.6)
(1.8)
(0.8)
(0.2)
80 (0.9)
83 (1.1)
86 (0.9)
Average
Achievement
447
526
519
554
485
544
541
533
448
523
545
533
514
502
323
526
529
471
350
530
509
572
492
334
545
496
(4.9)
(3.5)
(1.9)
(1.7)
(2.4)
(3.7)
(3.2)
(2.8)
(4.8)
(3.9)
(1.5)
(2.5)
(2.6)
(4.8)
(7.6)
(1.9)
(2.3)
(2.6)
(9.9)
(5.3)
(2.9)
(5.3)
(2.7)
(6.4)
(2.3)
(1.0)
558 (3.8)
545 (4.0)
504 (2.4)
Percent of
Students
r
40
15
9
13
10
20
29
4
60
28
6
9
3
19
48
6
20
8
31
17
23
10
9
36
23
20
(1.5)
(1.1)
(0.5)
(0.6)
(0.5)
(1.1)
(1.1)
(0.5)
(1.8)
(0.9)
(0.4)
(0.7)
(0.3)
(1.2)
(1.8)
(0.5)
(0.7)
(0.5)
(1.3)
(0.9)
(1.1)
(0.7)
(0.6)
(1.8)
(0.8)
(0.2)
20 (0.9)
17 (1.1)
14 (0.9)
Average
Achievement
430
501
517
539
449
529
548
482
396
501
530
523
489
478
298
516
498
428
303
516
483
511
480
297
511
470
(5.0)
(8.3)
(3.0)
(3.5)
(4.3)
(4.4)
(3.4)
(8.9)
(4.4)
(4.6)
(5.6)
(5.3)
(10.4)
(6.4)
(8.3)
(6.9)
(4.2)
(6.1)
(10.5)
(6.2)
(4.8)
(8.8)
(7.0)
(6.8)
(4.0)
(1.5)
540 (5.4)
521 (5.1)
480 (4.7)
Background data provided by students.
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
145
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Exhibit 4.6: Use of Computer
SCIENCE
Grade
Use Computer Both at Home
and at School
Use Computer at Home
but Not at School
8
Use Computer at School
but Not at Home
Countries
Percent of
Students
Hong Kong, SAR
Chinese Taipei
Australia
Singapore
United States
Netherlands
Sweden
Scotland
Israel
New Zealand
Norway
Cyprus
Belgium (Flemish)
Hungary
Japan
Slovenia
Estonia
Lebanon
Italy
Jordan
Korea, Rep. of
Bahrain
Slovak Republic
Lithuania
Malaysia
Palestinian Nat'l Auth.
Latvia
Chile
Egypt
South Africa
Serbia
Moldova, Rep. of
Morocco
Romania
Macedonia, Rep. of
Russian Federation
Saudi Arabia
Philippines
Ghana
Armenia
Indonesia
Tunisia
Bulgaria
Botswana
Iran, Islamic Rep. of
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
89
88
83
79
79
78
78
77
72
71
71
70
64
61
55
51
41
39
39
35
35
31
26
26
26
26
25
22
18
16
15
15
15
15
14
12
12
11
9
7
7
5
5
5
2
81
39
(0.7)
(0.9)
(0.9)
(0.7)
(1.0)
(1.5)
(1.3)
(1.1)
(1.8)
(1.4)
(1.5)
(0.7)
(1.9)
(1.4)
(1.3)
(1.5)
(1.5)
(1.4)
(1.9)
(1.5)
(1.6)
(1.4)
(1.8)
(1.5)
(1.7)
(1.5)
(1.3)
(1.2)
(0.7)
(1.2)
(1.3)
(1.2)
(1.1)
(1.7)
(1.2)
(1.1)
(1.5)
(0.9)
(0.7)
(0.7)
(1.4)
(0.5)
(0.8)
(0.7)
(0.6)
(0.8)
(0.2)
561
578
533
588
539
540
530
519
499
530
500
457
522
559
563
531
563
427
505
495
570
449
544
539
531
442
537
461
429
270
502
466
378
507
474
543
412
412
209
466
485
406
504
402
~
553
490
(2.7)
(3.2)
(3.7)
(3.9)
(2.9)
(3.1)
(2.6)
(3.5)
(3.5)
(5.5)
(2.2)
(2.0)
(2.7)
(2.8)
(2.4)
(2.2)
(2.8)
(5.1)
(3.6)
(5.4)
(2.3)
(2.8)
(4.9)
(2.8)
(5.0)
(5.7)
(3.2)
(4.0)
(6.2)
(21.4)
(4.6)
(8.2)
(5.3)
(7.0)
(6.4)
(5.6)
(12.7)
(11.9)
(10.3)
(7.2)
(7.2)
(5.2)
(13.9)
(21.5)
~
(4.8)
(1.1)
9
2
10
14
11
19
17
12
19
16
22
7
26
8
16
34
24
16
39
10
61
45
33
22
26
18
16
11
5
11
22
4
17
16
22
19
46
7
9
14
2
20
22
6
17
10
18
(0.6)
(0.2)
(0.9)
(0.5)
(0.9)
(1.4)
(1.3)
(0.9)
(1.6)
(1.3)
(1.4)
(0.5)
(1.8)
(1.0)
(1.1)
(1.7)
(1.3)
(1.4)
(1.9)
(0.8)
(1.7)
(1.4)
(2.0)
(1.4)
(1.8)
(1.3)
(1.0)
(0.8)
(0.5)
(1.1)
(1.6)
(0.4)
(1.1)
(1.2)
(1.5)
(2.3)
(2.0)
(0.5)
(0.7)
(0.8)
(0.4)
(1.4)
(1.4)
(0.5)
(1.2)
(0.7)
(0.2)
522
~
524
560
504
531
518
501
483
521
489
434
516
552
559
517
564
379
498
477
555
441
526
533
524
452
521
435
398
313
490
467
390
489
477
534
402
380
229
460
~
414
483
384
478
525
476
(6.7)
~
(6.2)
(5.5)
(6.1)
(5.3)
(5.0)
(5.0)
(4.3)
(5.5)
(3.6)
(6.6)
(4.4)
(7.2)
(4.6)
(2.7)
(4.1)
(7.8)
(3.8)
(6.7)
(2.1)
(2.2)
(3.9)
(3.8)
(6.1)
(5.6)
(4.6)
(6.2)
(9.3)
(18.3)
(4.0)
(8.7)
(4.5)
(6.0)
(5.8)
(4.3)
(4.1)
(12.3)
(11.8)
(4.8)
~
(4.4)
(9.7)
(9.0)
(4.1)
(6.5)
(1.0)
2
9
5
5
8
1
3
9
6
10
5
16
4
26
26
8
24
21
9
43
1
8
16
35
24
33
42
49
62
18
23
63
21
25
21
28
5
24
21
15
31
16
8
23
1
7
19
(0.2)
(0.8)
(0.4)
(0.4)
(0.4)
(0.2)
(0.3)
(0.6)
(0.5)
(0.7)
(0.5)
(0.6)
(0.5)
(1.1)
(0.8)
(0.8)
(1.1)
(2.0)
(0.7)
(1.5)
(0.2)
(0.4)
(1.5)
(1.6)
(1.7)
(1.6)
(1.8)
(1.8)
(1.4)
(1.3)
(2.0)
(2.1)
(1.7)
(2.1)
(2.0)
(1.8)
(0.8)
(1.7)
(1.6)
(2.0)
(3.2)
(1.5)
(1.1)
(2.5)
(0.3)
(0.7)
(0.2)
~
519
474
494
471
~
486
469
445
479
469
406
455
510
530
507
538
383
456
464
~
427
505
507
495
424
508
393
420
222
462
473
398
470
448
511
389
402
233
474
436
407
470
362
~
504
450
~
(5.2)
(8.2)
(9.5)
(5.2)
~
(8.4)
(5.0)
(6.6)
(5.8)
(6.8)
(3.8)
(11.4)
(5.1)
(2.5)
(4.4)
(3.0)
(7.9)
(7.0)
(3.9)
~
(5.1)
(5.2)
(2.9)
(4.4)
(3.4)
(3.1)
(3.3)
(4.1)
(6.5)
(4.4)
(3.6)
(5.1)
(7.6)
(5.2)
(3.8)
(7.6)
(8.3)
(10.8)
(6.0)
(5.1)
(2.7)
(8.1)
(4.8)
~
(7.5)
(0.9)
70
81
85
70
(2.1)
(1.3)
(1.0)
(1.9)
496
539
537
539
(3.1)
(4.7)
(2.7)
(3.4)
16
8
11
21
(1.9)
(0.9)
(1.0)
(1.8)
484
515
517
517
(5.0)
(8.1)
(5.2)
(3.8)
11
8
3
6
(0.8)
(0.9)
(0.5)
(0.6)
465
491
501
512
(5.6)
(6.8)
(9.2)
(4.6)
Background data provided by students.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
146
Average
Achievement
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.6:
Use of Computer
SCIENCE
Grade
Countries
Hong Kong, SAR
Chinese Taipei
Australia
Singapore
United States
Netherlands
Sweden
Scotland
Israel
New Zealand
Norway
Cyprus
Belgium (Flemish)
Hungary
Japan
Slovenia
Estonia
Lebanon
Italy
Jordan
Korea, Rep. of
Bahrain
Slovak Republic
Lithuania
Malaysia
Palestinian Nat'l Auth.
Latvia
Chile
Egypt
South Africa
Serbia
Moldova, Rep. of
Morocco
Romania
Macedonia, Rep. of
Russian Federation
Saudi Arabia
Philippines
Ghana
Armenia
Indonesia
Tunisia
Bulgaria
Botswana
Iran, Islamic Rep. of
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
Use Computer Only at Places
Other than Home
and School
Do Not Use Computers at All
Percent of
Students
Percent of
Students
Average
Achievement
0
0
1
1
1
0
1
1
2
2
1
2
5
2
1
3
6
14
5
7
2
10
13
13
14
13
12
10
8
27
19
8
28
24
32
21
12
14
26
18
19
23
40
5
12
1
10
(0.1)
(0.1)
(0.1)
(0.1)
(0.1)
(0.1)
(0.2)
(0.2)
(0.3)
(0.3)
(0.2)
(0.2)
(0.3)
(0.4)
(0.2)
(0.4)
(0.5)
(1.2)
(0.4)
(0.8)
(0.2)
(0.6)
(0.8)
(1.0)
(1.0)
(1.1)
(0.9)
(0.7)
(0.6)
(1.3)
(1.2)
(0.8)
(1.2)
(1.4)
(1.8)
(1.1)
(0.7)
(0.9)
(1.5)
(1.1)
(1.3)
(1.1)
(1.8)
(0.4)
(0.8)
(0.2)
(0.1)
~
~
~
~
~
~
~
~
~
~
~
~
501
~
~
482
532
356
457
456
~
420
492
502
493
427
496
405
413
225
450
470
409
453
444
511
387
400
266
467
391
407
474
377
457
~
434
2
1
0
2
(0.5)
(0.3)
(0.1)
(0.2)
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
(7.6)
~
~
(6.2)
(5.4)
(7.5)
(8.7)
(6.8)
~
(5.1)
(4.9)
(3.9)
(5.0)
(4.4)
(4.6)
(3.7)
(6.9)
(6.8)
(4.0)
(6.2)
(3.5)
(5.6)
(4.2)
(5.7)
(5.8)
(8.1)
(9.4)
(5.1)
(6.5)
(2.5)
(5.7)
(7.1)
(4.9)
~
(1.1)
~
~
~
~
Average
Achievement
0
0
1
1
1
2
2
1
1
2
2
5
1
3
2
4
4
10
9
4
0
6
12
4
11
10
5
8
7
28
20
9
20
20
10
21
25
44
34
45
40
36
24
61
68
1
14
(0.1)
(0.1)
(0.2)
(0.1)
(0.1)
(0.3)
(0.3)
(0.2)
(0.1)
(0.3)
(0.2)
(0.4)
(0.2)
(0.4)
(0.2)
(0.4)
(0.5)
(1.2)
(0.5)
(0.5)
(0.1)
(0.4)
(1.1)
(0.6)
(1.1)
(0.9)
(0.7)
(0.6)
(0.7)
(2.0)
(1.1)
(1.4)
(1.5)
(1.8)
(1.0)
(1.7)
(1.9)
(1.6)
(2.5)
(2.1)
(2.8)
(1.7)
(1.6)
(2.5)
(1.7)
(0.2)
(0.2)
~
~
~
~
~
~
~
~
~
~
~
401
~
516
~
492
517
367
460
471
~
418
480
491
493
442
472
381
456
233
445
491
406
454
425
490
394
350
281
458
415
396
484
372
447
~
432
1
1
0
1
(0.2)
(0.3)
(0.1)
(0.2)
~
~
~
~
Background data provided by students.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
8
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
~
~
~
~
~
~
~
~
~
~
~
(7.3)
~
(8.1)
~
(7.1)
(10.1)
(8.4)
(6.2)
(9.5)
~
(6.9)
(5.6)
(8.3)
(4.9)
(5.5)
(7.1)
(3.6)
(7.0)
(5.9)
(4.2)
(8.1)
(4.6)
(7.0)
(7.2)
(5.1)
(5.1)
(5.6)
(7.8)
(4.0)
(5.6)
(3.0)
(6.8)
(3.0)
(2.3)
~
(1.2)
~
~
~
~
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
147
Exhibit 4.6: Use of Computer
SCIENCE
Grade
Use Computer Both at Home
and at School
Use Computer at Home
but Not at School
4
Use Computer at School
but Not at Home
Countries
Percent of
Students
Chinese Taipei
Australia
England
Netherlands
Scotland
Hong Kong, SAR
United States
Singapore
New Zealand
Belgium (Flemish)
Norway
Japan
Cyprus
Slovenia
Italy
Hungary
Morocco
Philippines
Lithuania
Latvia
Moldova, Rep. of
Tunisia
Armenia
Russian Federation
Iran, Islamic Rep. of
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
81
80
79
79
78
76
73
71
71
66
60
54
36
33
30
24
16
16
11
10
8
7
6
4
2
43
(1.5)
(1.6)
(1.0)
(2.0)
(1.0)
(1.3)
(1.2)
(1.4)
(1.1)
(1.4)
(1.7)
(1.1)
(1.6)
(1.9)
(1.8)
(2.1)
(1.2)
(2.0)
(1.2)
(1.1)
(0.8)
(0.8)
(0.5)
(0.6)
(0.4)
(0.3)
79 (1.3)
78 (2.0)
75 (1.5)
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
148
Average
Achievement
557
531
547
528
508
547
547
578
533
524
473
555
488
494
524
548
301
375
526
539
453
312
423
506
~
496
(1.7)
(3.4)
(3.6)
(2.0)
(2.8)
(3.1)
(2.3)
(5.2)
(2.3)
(1.9)
(2.9)
(1.9)
(3.7)
(3.7)
(4.7)
(5.0)
(10.4)
(29.8)
(6.4)
(6.3)
(12.2)
(12.8)
(9.2)
(14.6)
~
(1.9)
561 (3.4)
546 (4.1)
505 (2.6)
Percent of
Students
5
7
8
12
8
9
12
17
12
21
28
9
27
46
38
43
25
11
35
27
14
24
30
20
11
20
(1.3)
(0.8)
(0.6)
(1.7)
(0.7)
(0.9)
(0.9)
(1.0)
(0.8)
(1.5)
(1.6)
(0.7)
(1.6)
(2.0)
(1.9)
(2.1)
(1.8)
(0.8)
(1.5)
(1.4)
(1.1)
(1.4)
(1.2)
(1.0)
(1.4)
(0.3)
8 (0.7)
12 (1.6)
12 (1.1)
Average
Achievement
543
503
533
524
482
519
525
551
511
513
473
537
489
499
520
536
328
373
521
541
497
339
435
529
469
492
(6.5)
(8.4)
(7.7)
(3.3)
(6.3)
(5.2)
(6.5)
(6.3)
(5.7)
(2.9)
(3.7)
(4.6)
(3.8)
(3.2)
(4.8)
(3.3)
(8.3)
(12.5)
(3.2)
(3.6)
(7.0)
(7.6)
(5.2)
(6.7)
(6.3)
(1.2)
534 (7.4)
533 (9.0)
493 (4.2)
Percent of
Students
12
11
11
4
12
11
11
8
13
6
5
31
16
6
12
9
7
8
18
17
10
7
9
11
2
11
(0.7)
(1.1)
(0.8)
(0.4)
(0.7)
(0.9)
(0.6)
(0.6)
(0.7)
(0.6)
(0.5)
(1.0)
(0.9)
(0.7)
(1.0)
(1.0)
(0.7)
(0.7)
(1.6)
(1.8)
(1.4)
(1.1)
(1.2)
(1.6)
(0.4)
(0.2)
10 (0.9)
7 (0.6)
10 (0.7)
Average
Achievement
522
475
505
496
484
541
491
509
479
508
439
531
470
484
497
503
278
361
504
535
504
294
440
519
~
474
(3.0)
(10.5)
(6.1)
(13.6)
(5.2)
(4.6)
(4.0)
(7.7)
(4.6)
(4.9)
(9.3)
(2.5)
(4.0)
(8.1)
(6.3)
(8.1)
(13.0)
(24.2)
(4.9)
(5.9)
(7.6)
(12.0)
(7.4)
(8.7)
~
(1.9)
524 (7.4)
516 (6.5)
487 (5.0)
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.6:
Use of Computer
SCIENCE
Grade
Countries
Chinese Taipei
Australia
England
Netherlands
Scotland
Hong Kong, SAR
United States
Singapore
New Zealand
Belgium (Flemish)
Norway
Japan
Cyprus
Slovenia
Italy
Hungary
Morocco
Philippines
Lithuania
Latvia
Moldova, Rep. of
Tunisia
Armenia
Russian Federation
Iran, Islamic Rep. of
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
Use Computer Only at Places
Other than Home
and School
Do Not Use Computers at All
Percent of
Students
Percent of
Students
0
1
1
1
1
1
2
2
3
1
2
2
8
5
8
12
15
9
24
25
25
15
24
30
8
9
(0.1)
(0.2)
(0.2)
(0.2)
(0.2)
(0.2)
(0.2)
(0.2)
(0.3)
(0.2)
(0.3)
(0.3)
(0.6)
(0.6)
(0.6)
(0.8)
(1.2)
(0.8)
(1.1)
(1.5)
(1.6)
(1.1)
(1.0)
(1.4)
(0.9)
(0.2)
1 (0.2)
2 (0.4)
1 (0.2)
Average
Achievement
~
~
~
~
~
~
~
~
481
~
~
~
461
465
502
504
312
355
508
529
507
355
436
525
436
455
~
~
~
~
~
~
~
~
(8.7)
~
~
~
(4.8)
(8.0)
(9.0)
(5.7)
(9.5)
(13.2)
(3.1)
(4.2)
(6.6)
(7.7)
(5.7)
(6.2)
(7.8)
(2.1)
~~
~~
~~
1
1
1
5
1
2
2
2
2
5
5
3
14
12
12
12
37
56
13
22
43
46
32
35
76
18
(0.1)
(0.1)
(0.2)
(0.5)
(0.2)
(0.3)
(0.1)
(0.2)
(0.3)
(0.4)
(0.6)
(0.4)
(0.7)
(0.9)
(0.7)
(0.8)
(3.2)
(2.5)
(1.0)
(1.6)
(2.5)
(2.1)
(1.5)
(1.6)
(1.9)
(0.3)
2 (0.3)
1 (0.2)
2 (0.3)
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
4
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Average
Achievement
~
~
~
511
~
~
~
~
~
504
435
526
475
472
511
528
303
312
508
522
502
295
446
531
406
458
~
~
~
(6.3)
~
~
~
~
~
(5.4)
(8.0)
(6.2)
(3.8)
(5.9)
(7.2)
(4.8)
(9.3)
(7.3)
(4.8)
(4.7)
(6.1)
(7.7)
(6.1)
(5.1)
(4.3)
(1.5)
~~
~~
~~
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
149
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Science achievement was positively related to computer usage,
particularly at eighth grade, with average achievement highest among
students reporting using computers at home and at school (490 points).
Next highest was achievement among students using computers at
home but not school (476 points), followed by students using computers at school but not home (450 points). Countries with the greatest
percentages of eighth-grade students using computers at home and at
school included Hong Kong SAR, Chinese Taipei, Australia, England,
and Indiana (80% or more), as well as Singapore, the United States,
The Netherlands, Sweden, Scotland, Israel, New Zealand, Norway, and
Cyprus (70% or more).
How Much of Their Out-of-School Time Do Students Spend on
Homework During the School Week?
One of the major ways that students can consolidate and extend
classroom learning is to spend time out of school studying or doing
homework in school subjects. Well-chosen homework assignments
can reinforce classroom learning, and by providing a challenge can
encourage students to extend their understanding of the subject matter.
Homework also allows students who are having trouble keeping up
with their classmates to review material taught in class.
To summarize the amount of time typically devoted to science
homework in each country, TIMSS constructed an index of the time
students spend doing science homework (TSH) that assigns students
to a high, medium, or low level on the basis of the frequency and
amount of science homework they are assigned each week. Students
at the high level reported that they were assigned more than 30
minutes of science homework at least 3-4 times per week. Students
at the low level were reportedly assigned not more than 30 minutes
of science homework, twice per week. The middle level included all
other response combinations.
Exhibit 4.7 presents the percentages of eighth- and fourth-grade
students at the various levels of this index across countries, and their
150
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
average science achievement. Countries are ordered by the percentage of students at the high level of the index. Also, the 17 countries
that taught biology, earth science, chemistry, and physics as separate
science subjects at eighth grade are presented in separate panels for
each subject. Twenty-seven of the countries and all four benchmarking participants at the eighth grade taught science as a single subject.
Among these, 13 percent of students were at the high level of the time
spent on science homework index, 44 percent at the medium level, and
43 percent at the low level. Countries with the greatest emphasis on
homework included Ghana, Egypt, the Palestinian National Authority, and Malaysia, where 20 percent or more of the students were at
the high level of the index. In these countries, homework seems to be
an important part of teachers’ instructional strategy. In contrast, there
seems to be relatively little emphasis on homework in Australia, Chile,
England, Hong Kong SAR, Iran, Japan, Korea, Saudi Arabia, Scotland,
and Tunisia, as well as the Canadian provinces of Ontario and Quebec,
where less than 10 percent of students were at the high level of the
index. Included in this group are several of the countries with the
highest achievement levels – Hong Kong SAR, Japan, and Korea.
In countries teaching eighth-grade biology as a separate subject,
nine percent of students on average were at the high level of the index,
compared with 10 percent for earth science, and 14 percent each for
chemistry and physics. Among these separate-science-subject countries, the Russian Federation, Moldova, and Armenia had the greatest
percentages of students at the high level of the science homework
index. It is noteworthy that there are several high-achieving countries among those at the low level of the homework index, including
Belgium (Flemish), Hungary, The Netherlands, the Slovak Republic,
and Sweden.
In general, less science homework is assigned at the fourth
grade, with six percent of students on average at the high level of the
index, 33 percent at the middle level, and 61 percent at the low level.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
151
Exhibit 4.7: Index of Time Students Spend Doing Science Homework (TSH) in a Normal
School Week
Index of Time
Students Spend Doing
Science Homework
High
TSH
SCIENCE
Grade
Medium
TSH
8
Low
TSH
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
General/
Integrated Science
Index based on students’
reports on the frequency and
amount of science homework
they are given. High level
indicates more than 30
minutes of science homework
assigned 3-4 times a week.
Low level indicates no more
than 30 minutes of science
homework no more than
twice a week. Medium level
includes all other possible
combinations of responses.
Ghana
Egypt
Palestinian Nat'l Auth.
Malaysia
Jordan
Singapore
d Philippines
South Africa
Botswana
Italy
Morocco
Bahrain
Norway
Israel
United States
a Chinese Taipei
New Zealand
Australia
Tunisia
Iran, Islamic Rep. of
Chile
Saudi Arabia
Hong Kong, SAR
Korea, Rep. of
Scotland
Japan
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
Background data provided by students.
a
Chinese Taipei: Students were asked about natural science; data pertain to grade 8 physics/chemistry
course.
d
Philippines: Students study only biology at grade 8.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
152
25
23
21
20
19
18
17
17
14
14
14
13
13
13
13
12
10
9
9
8
8
8
6
4
3
2
9
13
(1.2)
(0.7)
(1.1)
(1.0)
(0.9)
(0.7)
(0.7)
(0.7)
(0.7)
(1.0)
(0.7)
(0.7)
(0.8)
(0.9)
(0.7)
(1.2)
(1.3)
(0.8)
(0.6)
(0.7)
(0.6)
(0.7)
(0.5)
(0.4)
(0.4)
(0.3)
(1.3)
(0.2)
267
416
433
513
466
595
381
234
378
489
391
426
485
480
519
588
519
520
398
451
408
382
548
549
487
~
576
458
(8.5)
(4.4)
(4.4)
(4.4)
(4.2)
(4.1)
(7.5)
(9.6)
(6.1)
(5.9)
(5.3)
(4.1)
(3.7)
(4.7)
(4.3)
(4.6)
(6.2)
(6.4)
(4.0)
(5.6)
(5.2)
(6.0)
(4.6)
(6.3)
(14.2)
~
(9.6)
(1.3)
54
64
56
49
52
48
50
52
45
41
47
56
44
43
43
37
41
35
35
42
38
61
43
26
27
22
38
44
(1.0)
(0.8)
(1.3)
(0.9)
(1.2)
(0.7)
(0.8)
(0.9)
(1.0)
(1.1)
(1.1)
(1.3)
(1.2)
(1.6)
(1.4)
(1.3)
(1.6)
(1.6)
(0.9)
(1.4)
(0.8)
(1.5)
(1.4)
(1.7)
(1.4)
(1.4)
(1.5)
(0.2)
262
436
442
510
478
585
379
246
368
487
396
441
493
485
530
581
531
530
400
457
413
402
563
562
508
549
556
466
(6.0)
(4.0)
(3.4)
(3.6)
(3.9)
(4.4)
(5.7)
(7.9)
(3.2)
(3.7)
(3.4)
(2.5)
(3.1)
(4.3)
(3.4)
(4.0)
(6.9)
(3.3)
(2.8)
(2.9)
(3.5)
(4.6)
(2.9)
(2.4)
(5.0)
(3.5)
(5.0)
(0.9)
22
13
23
31
29
34
33
32
40
45
39
31
43
44
45
51
48
56
56
49
54
31
50
70
71
76
53
43
(1.0)
(0.6)
(1.3)
(1.3)
(1.5)
(0.9)
(1.2)
(0.9)
(1.2)
(1.4)
(1.3)
(1.4)
(1.7)
(2.0)
(1.7)
(2.1)
(2.0)
(2.0)
(1.2)
(1.7)
(1.1)
(1.7)
(1.4)
(2.0)
(1.5)
(1.6)
(1.8)
(0.3)
258
430
441
510
499
564
381
263
366
496
408
445
503
505
531
561
518
530
411
452
415
403
554
559
517
557
537
467
(8.1)
(6.6)
(4.8)
(4.6)
(5.0)
(5.5)
(7.2)
(7.4)
(3.6)
(3.7)
(3.5)
(2.6)
(2.3)
(3.4)
(3.7)
(3.5)
(5.1)
(4.4)
(2.6)
(2.7)
(3.0)
(4.6)
(3.9)
(1.9)
(3.4)
(2.0)
(5.2)
(0.9)
14
12
8
6
(1.1)
(1.2)
(0.9)
(0.6)
485
520
532
524
(4.2)
(6.3)
(5.7)
(6.8)
42
50
37
26
(1.8)
(2.8)
(1.8)
(1.6)
491
537
534
529
(4.0)
(4.6)
(3.7)
(4.6)
44
37
55
68
(2.4)
(3.0)
(2.3)
(1.8)
489
529
533
534
(3.3)
(7.4)
(2.8)
(3.2)
()
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.7:
Index of Time Students Spend Doing Science Homework (TSH) in a Normal
School Week (Continued...)
High
TSH
Medium
TSH
SCIENCE
Grade
8
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Low
TSH
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Biology
Moldova, Rep. of
Russian Federation
Armenia
b Lebanon
Indonesia
Latvia
Lithuania
Estonia
Macedonia, Rep. of
Romania
Bulgaria
Serbia
Hungary
Cyprus
Netherlands
Sweden
Slovak Republic
Slovenia
Belgium (Flemish)
International Avg.
r
r
r
r
s
27
23
17
16
15
14
11
10
6
6
5
4
4
3
3
2
2
2
1
9
(1.1)
(1.2)
(1.0)
(0.9)
(0.6)
(1.0)
(0.8)
(0.8)
(0.6)
(0.6)
(0.5)
(0.4)
(0.4)
(0.4)
(0.3)
(0.4)
(0.4)
(0.2)
(0.2)
(0.2)
479
507
471
376
423
505
504
537
417
443
478
427
516
426
528
~
~
~
~
469
(4.4)
(4.8)
(5.3)
(5.9)
(4.4)
(4.1)
(5.6)
(4.4)
(11.1)
(9.1)
(9.4)
(8.1)
(8.0)
(8.4)
(10.2)
~
~
~
~
(1.8)
54
52
51
45
52
45
41
46
31
24
26
24
28
14
29
37
18
15
16
34
(1.1)
(1.0)
(1.2)
(1.1)
(0.8)
(1.2)
(1.2)
(1.3)
(1.7)
(1.2)
(1.3)
(1.3)
(1.3)
(0.9)
(1.6)
(1.2)
(1.0)
(1.1)
(1.1)
(0.3)
473
515
466
387
424
508
515
547
431
459
474
452
524
403
530
520
494
499
510
481
(3.9)
(4.0)
(4.0)
(5.0)
(4.1)
(3.2)
(2.7)
(2.7)
(4.9)
(8.6)
(5.8)
(4.9)
(4.0)
(4.1)
(4.9)
(4.2)
(4.1)
(3.8)
(5.1)
(1.2)
19
24
32
39
33
41
47
44
63
70
69
72
69
83
68
61
80
83
83
57
(1.1)
(1.2)
(1.4)
(1.5)
(0.9)
(1.5)
(1.5)
(1.5)
(1.9)
(1.5)
(1.6)
(1.4)
(1.4)
(1.0)
(1.7)
(1.3)
(1.1)
(1.2)
(1.1)
(0.3)
475
526
466
417
427
524
529
564
475
483
485
481
555
453
540
535
524
528
522
500
(5.4)
(3.6)
(4.3)
(5.5)
(4.8)
(2.9)
(2.9)
(3.1)
(3.5)
(4.8)
(5.5)
(2.7)
(2.8)
(2.2)
(3.1)
(2.4)
(3.5)
(1.8)
(2.4)
(0.9)
26
24
16
15
15
12
11
8
7
6
5
4
4
3
2
1
–
–
–
10
(1.0)
(1.1)
(0.9)
(0.8)
(1.1)
(0.6)
(0.8)
(0.5)
(0.7)
(0.9)
(0.5)
(0.5)
(0.5)
(0.4)
(0.3)
(0.3)
–
–
–
(0.2)
479
510
466
506
456
417
537
419
404
478
512
426
531
487
~
~
–
–
–
473
(4.5)
(5.5)
(5.0)
(3.7)
(7.9)
(6.1)
(4.3)
(4.7)
(9.1)
(10.8)
(7.3)
(8.3)
(6.6)
(9.0)
~
~
–
–
–
(1.9)
54
50
44
42
34
52
44
45
31
26
28
24
29
37
17
20
–
–
–
36
(1.2)
(0.9)
(1.0)
(1.1)
(1.2)
(0.8)
(1.3)
(1.1)
(1.7)
(1.4)
(1.3)
(1.2)
(1.6)
(1.0)
(1.0)
(1.3)
–
–
–
(0.3)
473
516
461
516
468
424
546
444
434
477
528
458
533
520
499
508
–
–
–
488
(3.7)
(3.2)
(4.0)
(3.0)
(6.7)
(4.1)
(2.9)
(2.7)
(5.2)
(6.3)
(3.4)
(5.0)
(4.4)
(3.8)
(4.6)
(4.9)
–
–
–
(1.1)
20
26
40
42
50
36
45
48
62
68
67
72
67
60
81
79
–
–
–
54
(1.1)
(1.3)
(1.4)
(1.3)
(1.7)
(0.9)
(1.6)
(1.2)
(2.1)
(1.8)
(1.4)
(1.5)
(1.8)
(1.1)
(1.1)
(1.4)
–
–
–
(0.4)
476
522
471
531
484
428
566
453
477
486
555
480
539
534
523
522
–
–
–
503
(4.9)
(4.0)
(4.4)
(2.8)
(5.0)
(4.3)
(2.7)
(2.4)
(3.7)
(5.5)
(3.0)
(2.7)
(3.3)
(2.7)
(3.3)
(2.5)
–
–
–
(0.9)
Earth Science
Moldova, Rep. of
Russian Federation
Armenia
Lithuania
Romania
Indonesia
Estonia
Cyprus
Macedonia, Rep. of
Bulgaria
Hungary
Serbia
Netherlands
Sweden
Slovak Republic
Belgium (Flemish)
Latvia
b Lebanon
Slovenia
International Avg.
r
r
r
r
r
Background data provided by students.
b
Lebanon: Data in biology panel pertain to grade 8 life and earth sciences course.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A dash (–) indicates comparable data are not available. A tilde (~) indicates insufficient data to report
achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
153
Exhibit 4.7: Index of Time Students Spend Doing Science Homework (TSH) in a Normal
School Week (...Continued)
High
TSH
SCIENCE
Grade
Medium
TSH
8
Low
TSH
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Chemistry
Russian Federation
Moldova, Rep. of
Armenia
Lithuania
Latvia
Estonia
Lebanon
Macedonia, Rep. of
Romania
Serbia
Cyprus
Bulgaria
Hungary
Slovenia
Indonesia
Sweden
Slovak Republic
Belgium (Flemish)
c Netherlands
International Avg.
r
r
r
r
s
40
31
27
18
18
16
16
11
11
10
10
9
8
5
4
2
2
–
–
14
(1.2)
(1.0)
(1.1)
(0.8)
(1.1)
(1.2)
(1.0)
(0.9)
(0.9)
(0.9)
(0.5)
(0.8)
(0.7)
(0.5)
(0.5)
(0.4)
(0.2)
–
–
(0.2)
516
479
470
504
500
537
372
425
454
446
424
468
510
485
385
~
~
–
–
465
(4.5)
(4.2)
(4.8)
(3.8)
(4.3)
(4.1)
(5.4)
(8.2)
(6.3)
(5.4)
(4.7)
(8.7)
(5.2)
(5.9)
(10.1)
~
~
–
–
(1.4)
47
52
52
45
46
45
45
36
35
37
43
32
33
22
14
38
19
–
–
38
(1.0)
(1.0)
(1.1)
(1.0)
(1.0)
(1.0)
(1.3)
(1.3)
(1.3)
(1.1)
(0.9)
(1.3)
(1.2)
(1.2)
(0.9)
(1.2)
(1.1)
–
–
(0.3)
516
473
466
518
512
546
389
440
471
465
442
479
532
502
389
523
494
–
–
480
(3.5)
(3.9)
(4.0)
(2.7)
(2.9)
(2.6)
(5.3)
(4.4)
(7.2)
(4.1)
(2.6)
(5.7)
(3.3)
(3.3)
(7.0)
(3.9)
(3.9)
–
–
(1.1)
13
18
21
36
36
39
39
53
55
53
48
60
60
73
83
60
79
–
–
48
(0.8)
(1.0)
(1.0)
(1.2)
(1.4)
(1.6)
(1.4)
(1.7)
(1.7)
(1.6)
(1.1)
(1.8)
(1.5)
(1.4)
(1.1)
(1.3)
(1.2)
–
–
(0.3)
521
472
464
533
524
569
416
477
483
482
455
487
556
530
435
533
524
–
–
498
(5.4)
(4.9)
(4.2)
(3.0)
(3.3)
(3.1)
(5.2)
(3.9)
(4.7)
(3.1)
(2.3)
(5.7)
(3.2)
(2.0)
(3.9)
(2.5)
(3.5)
–
–
(0.9)
30
29
26
17
17
16
16
16
15
14
11
9
8
8
7
6
3
2
x
14
(1.1)
(1.0)
(1.1)
(0.9)
(1.1)
(0.7)
(0.9)
(0.7)
(0.9)
(0.9)
(0.9)
(0.8)
(0.7)
(0.6)
(0.8)
(0.6)
(0.3)
(0.4)
x
(0.2)
513
473
480
373
502
422
505
436
536
430
448
472
442
496
514
500
493
~
x
473
(4.5)
(4.7)
(4.8)
(5.6)
(4.0)
(5.1)
(4.2)
(4.1)
(4.2)
(6.6)
(7.2)
(9.5)
(6.2)
(5.0)
(8.3)
(6.4)
(7.7)
~
x
(1.5)
49
54
54
46
45
58
45
48
44
41
34
31
38
35
35
30
23
38
x
42
(1.0)
(1.2)
(1.1)
(1.1)
(1.2)
(1.0)
(1.0)
(1.1)
(1.0)
(1.6)
(1.3)
(1.8)
(1.2)
(1.4)
(1.7)
(1.0)
(1.3)
(1.1)
x
(0.3)
515
467
472
391
510
426
516
444
545
449
469
475
463
512
530
530
493
521
x
485
(3.7)
(3.8)
(3.9)
(5.0)
(3.5)
(4.1)
(2.8)
(2.5)
(2.7)
(5.4)
(7.0)
(5.8)
(3.6)
(3.0)
(4.4)
(3.4)
(4.7)
(3.9)
x
(1.1)
20
17
20
37
38
26
40
37
41
45
56
61
53
57
58
64
74
60
x
45
(1.1)
(1.0)
(1.0)
(1.4)
(1.4)
(0.8)
(1.4)
(1.2)
(1.5)
(2.0)
(1.8)
(2.2)
(1.5)
(1.5)
(2.2)
(1.3)
(1.4)
(1.2)
x
(0.4)
523
454
476
415
525
420
531
454
569
475
484
487
483
533
545
556
526
534
x
500
(5.1)
(5.0)
(4.0)
(5.6)
(2.9)
(4.9)
(2.9)
(3.0)
(2.8)
(3.7)
(4.9)
(5.7)
(3.0)
(2.2)
(3.3)
(2.9)
(3.3)
(2.6)
x
(0.9)
Physics
Russian Federation
Armenia
Moldova, Rep. of
Lebanon
Latvia
Indonesia
Lithuania
Cyprus
Estonia
Macedonia, Rep. of
Romania
Bulgaria
Serbia
Slovenia
c Netherlands
Hungary
Slovak Republic
Sweden
Belgium (Flemish)
International Avg.
r
r
r
r
Background data provided by students.
c
Netherlands: Data in physics panel pertain to grade 8 physics/chemistry course.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
154
A dash (–) indicates comparable data are not available. A tilde (~) indicates insufficient data to report
achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students. An “x” indicates data are available for less
than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.7:
Index of Time Students Spend Doing Science Homework (TSH) in a Normal
School Week
High
TSH
SCIENCE
Grade
Medium
TSH
4
Low
TSH
Countries
Percent of
Students
Philippines
Armenia
Tunisia
Morocco
Singapore
Iran, Islamic Rep. of
Moldova, Rep. of
Italy
Slovenia
Lithuania
Hong Kong, SAR
Russian Federation
Latvia
United States
Cyprus
Hungary
New Zealand
Chinese Taipei
Belgium (Flemish)
Scotland
Australia
Norway
England
Japan
Netherlands
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
r
s
s
r
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
16
15
14
13
11
10
9
8
7
7
7
6
5
4
4
4
3
3
2
2
2
2
2
1
1
6
(1.0)
(0.8)
(1.8)
(1.2)
(0.8)
(1.0)
(1.3)
(0.5)
(0.7)
(0.5)
(0.6)
(0.6)
(0.5)
(0.3)
(0.4)
(0.4)
(0.4)
(0.2)
(0.3)
(0.2)
(0.3)
(0.3)
(0.2)
(0.2)
(0.2)
(0.1)
3 (0.4)
5 (0.5)
3 (0.4)
Average
Achievement
307
434
337
319
555
410
476
488
466
495
520
498
515
494
451
487
478
506
~
~
~
~
~
~
~
458
(8.0)
(8.4)
(10.9)
(10.2)
(6.9)
(7.3)
(6.5)
(7.5)
(7.3)
(5.4)
(6.8)
(7.9)
(5.7)
(7.4)
(5.8)
(11.9)
(10.7)
(7.1)
~
~
~
~
~
~
~
(1.8)
510 (11.8)
521 (12.4)
464 (8.9)
Percent of
Students
51
50
40
45
46
42
45
35
41
34
52
37
32
24
26
30
31
29
23
16
20
18
26
16
8
33
(1.2)
(1.3)
(2.3)
(2.4)
(0.9)
(2.1)
(1.9)
(1.1)
(1.6)
(1.2)
(2.0)
(1.3)
(1.1)
(0.9)
(1.1)
(1.2)
(1.0)
(0.9)
(1.3)
(1.0)
(1.2)
(1.1)
(1.8)
(1.1)
(0.9)
(0.3)
24 (2.0)
31 (1.3)
18 (0.9)
Average
Achievement
335
441
332
321
564
412
496
508
487
509
547
516
523
526
464
518
519
542
507
494
522
457
551
534
506
485
(8.4)
(5.3)
(7.7)
(6.5)
(6.0)
(5.6)
(5.6)
(5.1)
(3.2)
(3.7)
(3.6)
(5.9)
(3.2)
(4.1)
(3.6)
(3.9)
(3.3)
(2.7)
(2.9)
(5.0)
(7.7)
(4.7)
(6.7)
(3.3)
(5.3)
(1.1)
543 (6.2)
539 (5.6)
486 (4.2)
Percent of
Students
33
35
46
42
43
48
45
57
52
59
41
58
62
71
70
66
66
68
75
82
78
80
73
82
92
61
(1.4)
(1.6)
(2.9)
(2.9)
(1.3)
(2.4)
(2.1)
(1.2)
(1.9)
(1.3)
(2.2)
(1.5)
(1.2)
(1.1)
(1.3)
(1.4)
(1.1)
(1.0)
(1.4)
(1.1)
(1.3)
(1.1)
(1.9)
(1.1)
(0.9)
(0.3)
73 (2.2)
65 (1.5)
79 (1.1)
Average
Achievement
354
453
347
320
574
422
511
528
503
522
545
539
542
547
493
544
531
557
525
508
527
481
544
546
528
500
(15.2)
(4.7)
(8.4)
(10.8)
(5.2)
(5.9)
(5.0)
(3.5)
(2.8)
(2.4)
(2.9)
(5.2)
(2.7)
(2.4)
(2.4)
(2.8)
(2.6)
(1.8)
(1.8)
(3.1)
(3.9)
(2.8)
(3.5)
(1.7)
(2.1)
(1.1)
562 (3.5)
544 (3.2)
508 (2.5)
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
155
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Exhibit 4.8:
How Students Spend Their Leisure Time on a Normal School Day
SCIENCE
Grade
8
Average Hours Spent Each Day*
Countries
Armenia
Australia
Bahrain
Belgium (Flemish)
Botswana
Bulgaria
Chile
Chinese Taipei
Cyprus
Egypt
Estonia
Ghana
Hong Kong, SAR
Hungary
Indonesia
Iran, Islamic Rep. of
Israel
Italy
Japan
Jordan
Korea, Rep. of
Latvia
Lebanon
Lithuania
Macedonia, Rep. of
Malaysia
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Palestinian Nat'l Auth.
Philippines
Romania
Russian Federation
Saudi Arabia
Scotland
Serbia
Singapore
Slovak Republic
Slovenia
South Africa
Sweden
Tunisia
United States
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Watch
Television
and Videos
1.8
2.0
2.0
2.1
1.4
2.5
2.2
1.7
2.1
0.8
2.3
0.7
2.3
2.1
1.5
1.6
2.5
1.8
2.7
1.5
1.7
2.4
1.8
2.1
2.3
2.1
1.9
1.3
2.1
2.1
2.2
1.2
1.6
2.0
2.0
1.6
2.2
2.1
2.3
2.5
2.2
1.5
2.1
1.4
2.2
2.0
1.9
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.04)
(0.02)
(0.03)
(0.03)
(0.02)
(0.03)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.04)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.04)
(0.03)
(0.04)
(0.04)
(0.04)
(0.04)
(0.05)
(0.04)
(0.03)
(0.02)
(0.04)
(0.04)
(0.03)
(0.05)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.04)
(0.00)
1.6
2.2
2.1
2.0
(0.04)
(0.06)
(0.04)
(0.03)
Play
Computer
Games
r
0.9
0.9
1.2
1.0
0.5
1.1
0.7
1.4
1.3
0.7
1.1
0.6
2.0
1.1
0.5
0.4
1.9
1.0
0.9
0.9
1.5
1.0
1.3
1.1
1.3
0.8
0.7
2.3
1.2
1.0
1.2
0.7
0.6
0.9
1.0
1.1
1.4
1.0
1.4
1.1
1.3
0.7
1.1
0.8
1.1
1.1
1.1
(0.03)
(0.02)
(0.02)
(0.03)
(0.02)
(0.04)
(0.02)
(0.04)
(0.02)
(0.02)
(0.03)
(0.02)
(0.04)
(0.03)
(0.02)
(0.02)
(0.03)
(0.02)
(0.02)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.06)
(0.04)
(0.04)
(0.03)
(0.02)
(0.02)
(0.03)
(0.03)
(0.03)
(0.04)
(0.03)
(0.02)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.02)
(0.04)
(0.00)
0.9
1.0
1.2
1.4
(0.03)
(0.04)
(0.04)
(0.03)
Play or Talk
with Friends
r
Background data provided by students.
*
Number of hours based on: No time = 0; Less than 1 hour = 0.5; 1-2 hours = 1.5; More than 2 but
less than 4 hours = 3; 4 or more hours = 4.5. Activities are not necessarily exclusive; students may
have reported engaging in more than one activity at the same time.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
156
1.6
1.7
1.6
1.9
2.1
2.6
2.3
1.4
2.1
0.8
2.8
1.2
1.6
2.2
1.3
1.4
2.3
2.6
1.6
1.2
1.8
2.8
1.6
2.6
2.2
1.5
2.0
1.3
2.0
1.8
2.7
1.3
1.7
2.1
2.5
1.3
2.7
2.1
1.7
2.8
2.0
2.0
2.8
1.5
2.4
2.4
1.9
(0.03)
(0.04)
(0.03)
(0.03)
(0.04)
(0.05)
(0.02)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.04)
(0.03)
(0.03)
(0.03)
(0.04)
(0.04)
(0.03)
(0.03)
(0.04)
(0.03)
(0.05)
(0.05)
(0.03)
(0.03)
(0.03)
(0.03)
(0.04)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.05)
(0.00)
2.4
2.4
2.0
2.0
(0.04)
(0.06)
(0.04)
(0.04)
Do Jobs
at Home
r
0.4
1.0
1.2
0.9
2.3
1.5
1.5
0.7
1.0
1.3
1.1
1.5
0.7
1.1
2.2
1.5
1.4
1.1
0.6
1.3
0.7
1.6
1.3
1.6
1.6
1.7
2.2
1.8
0.8
1.0
1.0
1.5
1.9
1.7
1.6
1.5
0.8
1.3
0.7
1.5
1.2
1.8
1.0
1.9
1.2
0.8
1.3
(0.02)
(0.02)
(0.02)
(0.02)
(0.03)
(0.03)
(0.02)
(0.01)
(0.03)
(0.03)
(0.02)
(0.03)
(0.01)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.01)
(0.03)
(0.01)
(0.03)
(0.03)
(0.04)
(0.03)
(0.02)
(0.06)
(0.03)
(0.02)
(0.02)
(0.03)
(0.03)
(0.03)
(0.05)
(0.03)
(0.04)
(0.02)
(0.03)
(0.02)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.02)
(0.03)
(0.00)
0.9
1.2
0.9
0.9
(0.03)
(0.04)
(0.02)
(0.02)
Read
a Book for
Enjoyment
Play
Sports
r
1.2
1.6
1.5
1.6
1.5
1.2
1.8
1.0
1.7
1.1
1.4
1.3
1.0
1.5
1.1
1.4
1.6
1.8
1.3
1.2
0.7
1.3
1.6
1.1
1.8
1.1
1.3
1.5
1.7
1.5
1.8
1.1
1.4
1.3
1.3
1.2
1.7
1.7
1.4
1.9
1.7
1.6
1.6
1.5
1.8
1.4
1.4
(0.03)
(0.03)
(0.03)
(0.03)
(0.02)
(0.04)
(0.03)
(0.02)
(0.03)
(0.02)
(0.03)
(0.02)
(0.02)
(0.03)
(0.02)
(0.04)
(0.03)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.04)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.02)
(0.04)
(0.03)
(0.03)
(0.02)
(0.04)
(0.03)
(0.02)
(0.03)
(0.02)
(0.02)
(0.05)
(0.00)
1.5
1.8
1.7
1.7
(0.03)
(0.04)
(0.03)
(0.04)
r
r
1.6
0.7
0.9
0.5
1.8
0.7
0.6
1.0
0.9
1.0
0.7
1.7
1.1
0.8
1.1
1.0
0.9
0.7
0.9
0.9
0.6
0.8
1.0
0.6
1.0
1.2
1.1
1.3
0.5
0.7
0.6
1.0
1.2
1.0
1.1
0.9
0.6
0.8
0.9
0.9
0.8
1.6
0.6
1.3
0.7
0.5
0.9
(0.03)
(0.02)
(0.02)
(0.01)
(0.03)
(0.03)
(0.01)
(0.02)
(0.02)
(0.02)
(0.02)
(0.03)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.01)
(0.03)
(0.02)
(0.02)
(0.02)
(0.02)
(0.03)
(0.03)
(0.02)
(0.03)
(0.02)
(0.02)
(0.02)
(0.03)
(0.03)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.03)
(0.02)
(0.02)
(0.01)
(0.02)
(0.00)
0.7
0.7
0.8
0.6
(0.02)
(0.03)
(0.02)
(0.02)
Use the
Internet
r
r
0.7
1.3
1.4
1.3
0.7
1.0
0.7
1.4
1.2
0.6
1.5
0.8
2.0
0.6
0.3
0.2
1.8
0.6
0.6
0.6
1.7
0.8
1.0
0.7
0.9
0.6
0.7
2.6
1.5
1.3
1.2
0.5
0.5
0.8
0.4
0.8
1.4
0.6
1.6
0.6
1.1
0.8
1.7
0.7
1.8
1.4
1.0
(0.03)
(0.04)
(0.03)
(0.03)
(0.02)
(0.04)
(0.02)
(0.04)
(0.02)
(0.02)
(0.04)
(0.03)
(0.03)
(0.03)
(0.02)
(0.02)
(0.04)
(0.02)
(0.02)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.03)
(0.02)
(0.03)
(0.06)
(0.04)
(0.04)
(0.03)
(0.02)
(0.03)
(0.04)
(0.02)
(0.05)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.02)
(0.04)
(0.02)
(0.03)
(0.04)
(0.00)
0.8
1.7
1.9
1.5
(0.03)
(0.04)
(0.04)
(0.04)
Work at
a Paid Job
r
r
1.0
0.4
0.6
0.2
0.6
0.3
0.3
0.2
0.6
0.6
0.4
0.8
0.1
0.2
0.8
0.7
0.6
0.9
0.1
0.6
0.1
0.5
0.8
0.3
0.7
0.3
0.5
2.8
0.8
0.6
0.7
0.6
0.8
0.5
0.2
0.8
0.5
0.3
0.2
0.4
0.4
0.8
0.4
0.6
0.6
0.5
0.6
(0.04)
(0.03)
(0.02)
(0.02)
(0.03)
(0.02)
(0.02)
(0.01)
(0.02)
(0.02)
(0.02)
(0.03)
(0.01)
(0.02)
(0.03)
(0.05)
(0.02)
(0.02)
(0.01)
(0.03)
(0.01)
(0.02)
(0.03)
(0.02)
(0.03)
(0.02)
(0.03)
(0.06)
(0.05)
(0.03)
(0.02)
(0.03)
(0.04)
(0.04)
(0.02)
(0.03)
(0.03)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.02)
(0.04)
(0.00)
0.4
0.6
0.6
0.6
(0.03)
(0.05)
(0.03)
(0.02)
()
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
An “r” indicates data are available for at least 70 but less than 85% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.8:
How Students Spend Their Leisure Time on a Normal School Day
SCIENCE
Grade
4
Average Hours Spent Each Day*
Countries
Armenia
Australia
Belgium (Flemish)
Chinese Taipei
Cyprus
England
Hong Kong, SAR
Hungary
Iran, Islamic Rep. of
Italy
Japan
Latvia
Lithuania
Moldova, Rep. of
Morocco
Netherlands
New Zealand
Norway
Philippines
Russian Federation
Scotland
Singapore
Slovenia
Tunisia
United States
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Watch
Television
and Videos
r
r
r
1.6
1.9
1.8
1.3
1.9
2.0
1.9
1.9
1.1
1.4
2.0
2.0
1.7
1.6
1.0
1.6
1.9
1.5
1.2
1.5
2.0
2.0
1.6
0.8
2.1
1.7
(0.04)
(0.04)
(0.03)
(0.03)
(0.03)
(0.04)
(0.03)
(0.03)
(0.04)
(0.03)
(0.03)
(0.04)
(0.04)
(0.04)
(0.05)
(0.04)
(0.03)
(0.02)
(0.04)
(0.03)
(0.04)
(0.02)
(0.05)
(0.03)
(0.03)
(0.01)
Play
Computer
Games
r
r
r
r
2.0 (0.04)
2.0 (0.04)
1.8 (0.03)
Background data provided by students.
*
Number of hours based on: No time = 0; Less than 1 hour = 0.5; 1-2 hours = 1.5; More than 2 but
less than 4 hours = 3; 4 or more hours = 4.5. Activities are not necessarily exclusive; students may
have reported engaging in more than one activity at the same time.
1.0
1.1
1.0
1.0
1.1
1.5
1.2
1.2
0.3
0.8
0.9
0.9
1.1
0.6
0.8
1.2
1.1
1.0
0.8
0.8
1.6
1.2
1.3
0.8
1.1
1.0
(0.04)
(0.03)
(0.02)
(0.03)
(0.03)
(0.04)
(0.03)
(0.03)
(0.03)
(0.02)
(0.02)
(0.03)
(0.03)
(0.03)
(0.05)
(0.03)
(0.03)
(0.02)
(0.03)
(0.03)
(0.04)
(0.02)
(0.04)
(0.04)
(0.02)
(0.01)
1.1 (0.03)
1.2 (0.04)
1.2 (0.03)
Play or Talk with
Friends
r
r
r
1.3
1.8
2.0
1.0
2.1
2.1
1.2
2.2
1.2
1.9
1.9
2.6
2.7
1.8
1.2
2.4
1.8
2.4
1.3
2.2
2.1
1.2
1.7
0.9
2.0
1.8
(0.03)
(0.04)
(0.03)
(0.02)
(0.03)
(0.04)
(0.03)
(0.03)
(0.05)
(0.03)
(0.03)
(0.04)
(0.03)
(0.05)
(0.05)
(0.05)
(0.03)
(0.04)
(0.03)
(0.04)
(0.04)
(0.02)
(0.04)
(0.04)
(0.02)
(0.01)
2.2 (0.03)
1.8 (0.05)
2.0 (0.04)
s
r
r
0.5
1.3
1.2
0.9
1.3
1.0
0.9
1.3
1.6
1.3
0.8
1.7
1.8
1.9
1.3
0.9
1.3
1.1
1.5
1.5
1.1
1.0
1.5
1.5
1.2
1.3
(0.05)
(0.03)
(0.02)
(0.02)
(0.03)
(0.03)
(0.02)
(0.03)
(0.05)
(0.03)
(0.02)
(0.04)
(0.04)
(0.05)
(0.04)
(0.03)
(0.03)
(0.02)
(0.05)
(0.03)
(0.03)
(0.03)
(0.04)
(0.04)
(0.01)
(0.01)
1.1 (0.03)
1.2 (0.02)
1.4 (0.03)
Read
a Book for
Enjoyment
Play
Sports
Do Jobs
at Home
r
r
r
1.4
1.8
1.6
1.3
1.7
1.9
1.1
1.7
1.4
1.6
1.3
1.5
1.2
1.2
1.2
1.7
1.6
1.5
1.4
1.2
2.0
1.5
1.9
1.4
1.9
1.5
(0.03)
(0.04)
(0.03)
(0.02)
(0.03)
(0.03)
(0.02)
(0.03)
(0.04)
(0.02)
(0.02)
(0.03)
(0.03)
(0.03)
(0.04)
(0.04)
(0.03)
(0.03)
(0.04)
(0.03)
(0.04)
(0.03)
(0.04)
(0.04)
(0.02)
(0.01)
2.0 (0.03)
1.7 (0.04)
2.2 (0.03)
r
r
r
1.9
1.2
0.9
1.1
1.2
1.0
1.0
1.0
1.3
0.9
0.8
1.1
1.1
1.2
1.1
0.8
1.3
1.0
1.4
1.2
1.0
1.3
1.2
1.3
1.2
1.1
(0.04)
(0.03)
(0.02)
(0.02)
(0.02)
(0.03)
(0.02)
(0.02)
(0.04)
(0.02)
(0.02)
(0.03)
(0.02)
(0.03)
(0.05)
(0.03)
(0.03)
(0.03)
(0.04)
(0.02)
(0.02)
(0.02)
(0.03)
(0.05)
(0.02)
(0.01)
1.1 (0.03)
1.2 (0.03)
1.0 (0.02)
Use the Internet
s
r
r
r
0.5
0.9
0.8
1.0
0.6
1.0
0.9
0.4
0.2
0.4
0.4
0.5
0.5
0.4
0.8
0.8
1.0
0.6
0.7
0.3
1.1
0.9
0.6
0.8
1.2
0.7
(0.04)
(0.04)
(0.02)
(0.03)
(0.02)
(0.03)
(0.03)
(0.02)
(0.02)
(0.02)
(0.01)
(0.03)
(0.02)
(0.03)
(0.04)
(0.04)
(0.02)
(0.02)
(0.04)
(0.02)
(0.03)
(0.02)
(0.02)
(0.05)
(0.02)
(0.01)
1.2 (0.04)
1.2 (0.03)
1.2 (0.03)
()
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
157
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
With the exception of Singapore, the countries assigning most science
homework are not among those with the highest achievement levels.
On average, internationally, spending a lot of time studying was
not associated with higher achievement. Particularly among separatescience-subject countries, students at the high level of the index had
the lowest average achievement. This pattern is also apparent at fourth
grade, and suggests that, compared with their higher-achieving counterparts, the lower-performing students may be assigned more homework as a remedial strategy in an effort to keep up academically.
To provide a fuller picture of how students spend their outof-school time on a school day, Exhibit 4.8 gives students’ reports on
how they spend their daily leisure time. The two most popular activities were watching television or videos and playing or talking with
friends (each about two hours per day at eighth grade and a little less
at fourth grade). Students reported spending more than one hour per
day playing sports and working at jobs at home, and about one hour
playing computer games and using the internet.
How Confident Are Students in Their Ability to Learn Science?
To investigate how students think of their abilities in science, TIMSS
created an index of students’ self-confidence in learning science (SCS).
This index is based on students’ responses to four statements about
their science ability:
• I usually do well in science;
• Science is more difficult for me than for many of my classmates;*
• Science is not one of my strengths;
• I learn things quickly in science.*
In countries where the sciences are taught as separate subjects, students
were asked about each subject separately.
*
158
The response categories for this statement were reversed in constructing the index.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Students who agreed a little or agreed a lot with all four statements on average were assigned to the high level of the index, while
students who disagreed a little or disagreed a lot with all four on
average were assigned to the low level. The medium level includes all
other possible combinations of responses. The percentages of students
at each level of this index, and their average science achievement, are
presented in Exhibit 4.9 for both eighth and fourth grades. This fourpage display summarizes the data in one panel for the countries that
teach science as a single subject at the eighth grade, and in separate
panels for earth science, biology, physics, and chemistry for countries
that teach the sciences separately. There is a single panel also displaying the fourth-grade data.
On average, internationally, almost half (48 percent) of the
eighth-grade students in the single-science countries had high selfconfidence in learning science. The percentages ranged from a high of
69 percent in Tunisia to a low of 20 percent in Japan. Although there
was a clear positive association between self-confidence in learning
science and science achievement internationally and in every country,
at the country level the relationship was more complex. It is noteworthy that the four countries with lowest percentages of students in
the high self-confidence category – Chinese Taipei, Hong Kong SAR,
Japan, and Korea – all had high average science achievement. Since all
of these are Asian Pacific countries, they may share cultural traditions
that encourage modest self-confidence.
In countries teaching the sciences as separate subjects at the
eighth grade, the percentage of students at the high level of the selfconfidence in learning science index was greatest for biology and earth
science, with 59 percent and 56 percent of students in the high category
on average for these subjects, respectively. The percentage was lower
for physics and chemistry (40 percent each). Although there was some
variation, generally countries with high percentages of students in the
high category for one subject had high percentages in the other subjects also. Serbia had the highest percentages in the high category for
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
159
Exhibit 4.9: Index of Students' Self-Confidence in Learning Science (SCS)
SCIENCE
Grade
Index of Students'
Self-Confidence
in Learning Science
High
SCS
Medium
SCS
8
Low
SCS
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
General/
Integrated Science
Index based on students’
responses to four statements
about science:1) I usually do
well in science; 2) Science is
more difficult for me than for
many of my classmates
(Reversed); 3) Science is not
one of my strengths
(Reversed); 4) I learn things
quickly in science.
Tunisia
Egypt
Norway
Israel
Scotland
Saudi Arabia
Jordan
Italy
Ghana
Palestinian Nat'l Auth.
Average is computed across
Bahrain
the four items based on a
United States
4-point scale: 1. Agree a lot;
Australia
2. Agree a little; 3. Disagree
Morocco
a little; 4. Disagree a lot.
Iran, Islamic Rep. of
Students agreeing a little or a
lot on average across the
Botswana
four statements are assigned
Chile
to the high level. Students
Singapore
disagreeing a little or a lot on
South Africa
average are assigned to the
d Philippines
low level. All other students
New Zealand
are assigned to the middle
Malaysia
level.
Hong Kong, SAR
a Chinese Taipei
Korea, Rep. of
Japan
¶ England
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Background data provided by students.
a
Chinese Taipei: Students were asked about natural science; data pertain to grade 8 physics/chemistry
course.
d
Philippines: Students study only biology at grade 8.
160
69
64
60
59
59
58
57
57
57
56
56
56
49
48
47
46
46
45
45
43
41
38
32
28
20
20
53
48
(1.1)
(1.1)
(1.3)
(1.0)
(1.5)
(1.7)
(1.0)
(1.1)
(1.4)
(1.1)
(1.0)
(0.9)
(1.4)
(1.6)
(1.1)
(1.0)
(1.0)
(0.8)
(1.1)
(1.1)
(1.4)
(1.2)
(1.1)
(1.0)
(0.7)
(0.9)
(1.5)
(0.2)
412
452
512
515
539
418
503
509
294
462
456
548
550
416
473
391
434
601
282
408
548
530
582
616
612
595
569
490
(2.0)
(3.3)
(2.2)
(2.9)
(3.3)
(4.3)
(3.3)
(3.2)
(6.1)
(3.3)
(1.9)
(3.4)
(4.0)
(2.9)
(2.5)
(2.9)
(3.0)
(4.4)
(8.3)
(6.1)
(5.7)
(3.9)
(3.3)
(3.3)
(2.2)
(2.7)
(4.9)
(0.8)
26
33
30
31
28
36
36
32
36
37
36
31
34
42
45
44
44
37
46
52
41
48
47
38
42
46
32
38
(0.9)
(1.0)
(0.9)
(0.9)
(1.1)
(1.3)
(1.0)
(1.0)
(1.2)
(0.9)
(0.9)
(0.7)
(1.1)
(1.7)
(0.9)
(0.8)
(0.7)
(0.6)
(1.0)
(0.9)
(0.9)
(1.0)
(0.8)
(0.7)
(0.7)
(0.8)
(1.3)
(0.2)
389
389
475
458
481
378
447
471
224
409
419
507
513
386
438
353
393
562
215
359
509
500
546
560
556
551
525
445
(3.4)
(4.4)
(2.5)
(4.1)
(3.5)
(4.4)
(4.4)
(4.1)
(6.2)
(3.8)
(2.3)
(3.4)
(3.6)
(3.5)
(2.7)
(3.4)
(3.4)
(4.9)
(5.7)
(5.5)
(5.2)
(3.5)
(3.6)
(4.3)
(2.0)
(1.8)
(5.2)
(0.9)
5
4
10
9
14
6
6
11
7
7
8
13
17
10
8
10
10
18
9
5
19
14
21
34
38
34
15
13
(0.4)
(0.3)
(0.7)
(0.6)
(0.9)
(0.7)
(0.5)
(0.6)
(0.6)
(0.5)
(0.5)
(0.6)
(0.9)
(0.9)
(0.5)
(0.6)
(0.6)
(0.6)
(0.4)
(0.4)
(1.2)
(0.6)
(1.0)
(1.1)
(0.9)
(1.0)
(0.9)
(0.1)
383
354
456
452
459
366
434
459
173
384
413
495
499
379
429
337
407
553
207
334
489
496
540
548
533
529
513
430
(5.0)
(8.9)
(4.5)
(6.1)
(3.9)
(7.3)
(10.2)
(5.2)
(11.7)
(6.5)
(5.3)
(3.4)
(4.8)
(6.9)
(3.5)
(5.3)
(4.9)
(5.0)
(10.2)
(10.3)
(5.4)
(4.7)
(2.9)
(3.3)
(2.1)
(2.3)
(6.3)
(1.2)
50
53
52
50
(1.8)
(1.8)
(1.5)
(1.7)
513
554
553
551
(3.5)
(5.0)
(2.8)
(3.4)
34
31
34
31
(1.2)
(1.0)
(1.1)
(1.1)
469
512
517
518
(3.4)
(5.1)
(2.9)
(3.7)
16
16
15
19
(1.2)
(1.3)
(1.0)
(1.2)
455
495
497
503
(4.6)
(5.9)
(4.7)
(3.2)
¶
()
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.9:
Index of Students' Self-Confidence in Learning Science (SCS) (Continued...)
SCIENCE
Grade
High
SCS
Medium
SCS
8
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Low
SCS
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Biology
Serbia
Estonia
Russian Federation
Macedonia, Rep. of
Lithuania
Slovenia
Slovak Republic
Belgium (Flemish)
Latvia
Hungary
Bulgaria
Sweden
Armenia
Netherlands
b Lebanon
Moldova, Rep. of
Romania
Indonesia
Cyprus
International Avg.
74
71
70
68
63
63
63
60
60
60
60
58
57
54
49
49
46
40
x
59
(1.1)
(1.1)
(2.1)
(1.1)
(1.3)
(1.2)
(1.5)
(1.5)
(1.2)
(1.4)
(1.5)
(1.1)
(1.2)
(1.7)
(1.3)
(1.3)
(1.3)
(1.3)
x
(0.3)
480
558
526
473
531
530
530
537
522
556
496
543
479
546
422
489
491
418
x
507
(2.9)
(2.6)
(3.4)
(3.6)
(2.5)
(2.1)
(3.4)
(2.4)
(2.5)
(2.9)
(5.3)
(2.7)
(3.6)
(4.0)
(5.1)
(3.7)
(4.5)
(4.4)
x
(0.9)
18
24
23
27
29
30
31
28
30
30
34
33
36
34
43
45
45
53
x
33
(0.8)
(1.0)
(1.5)
(0.9)
(1.1)
(0.9)
(1.1)
(0.9)
(0.9)
(1.0)
(1.3)
(1.0)
(1.1)
(1.2)
(1.1)
(1.2)
(1.3)
(1.2)
x
(0.3)
444
542
492
411
499
505
495
514
502
524
460
510
448
522
369
462
456
421
x
477
(3.8)
(3.1)
(4.0)
(4.9)
(2.8)
(2.6)
(3.6)
(3.6)
(3.9)
(3.9)
(5.5)
(3.5)
(4.3)
(3.9)
(4.3)
(3.5)
(6.0)
(3.9)
x
(1.0)
7
5
7
5
7
7
7
12
10
10
7
8
7
13
8
6
9
7
x
8
(0.6)
(0.5)
(0.7)
(0.5)
(0.5)
(0.6)
(0.7)
(0.8)
(0.7)
(0.7)
(0.8)
(0.5)
(0.5)
(0.9)
(0.6)
(0.5)
(0.6)
(0.5)
x
(0.1)
436
536
478
417
497
505
496
493
493
522
451
481
437
518
365
433
459
442
x
470
(5.8)
(5.9)
(6.6)
(8.4)
(5.4)
(4.2)
(5.1)
(5.0)
(4.8)
(6.3)
(9.5)
(6.1)
(6.8)
(4.8)
(7.5)
(7.8)
(8.3)
(5.8)
x
(1.5)
70
63
63
63
62
59
58
58
57
55
54
49
49
45
41
–
–
–
–
56
(1.2)
(1.2)
(1.3)
(1.1)
(1.5)
(0.9)
(1.8)
(1.2)
(1.4)
(1.4)
(1.2)
(1.7)
(1.6)
(1.5)
(1.3)
–
–
–
–
(0.4)
483
475
539
530
530
464
529
564
498
555
479
543
534
490
498
–
–
–
–
514
(2.8)
(3.5)
(2.7)
(2.5)
(3.4)
(1.9)
(3.8)
(2.6)
(4.8)
(3.2)
(3.9)
(3.3)
(2.8)
(3.5)
(4.6)
–
–
–
–
(0.9)
21
31
30
30
30
31
32
33
36
31
40
38
33
48
46
–
–
–
–
34
(0.9)
(1.1)
(1.0)
(0.9)
(1.1)
(0.9)
(1.3)
(1.0)
(1.2)
(1.0)
(1.1)
(1.2)
(0.8)
(1.4)
(1.3)
–
–
–
–
(0.3)
444
415
506
502
495
414
498
538
463
531
449
530
516
464
455
–
–
–
–
481
(3.9)
(5.0)
(4.1)
(3.0)
(4.0)
(3.2)
(3.5)
(3.0)
(5.6)
(3.8)
(4.1)
(3.8)
(3.5)
(4.0)
(5.5)
–
–
–
–
(1.2)
9
5
7
6
8
10
10
9
7
14
6
13
18
7
12
–
–
–
–
9
(0.6)
(0.4)
(0.5)
(0.5)
(0.6)
(0.5)
(0.7)
(0.6)
(0.5)
(0.8)
(0.4)
(1.0)
(1.3)
(0.5)
(0.8)
–
–
–
–
(0.2)
435
423
488
495
502
408
484
538
427
525
431
527
508
441
450
–
–
–
–
472
(5.5)
(7.2)
(6.4)
(5.1)
(5.8)
(4.8)
(5.7)
(4.4)
(9.4)
(4.0)
(7.2)
(5.5)
(4.1)
(5.7)
(7.4)
–
–
–
–
(1.6)
Earth Science
Serbia
Macedonia, Rep. of
Sweden
Lithuania
Slovak Republic
Cyprus
Russian Federation
Estonia
Bulgaria
Hungary
Armenia
Netherlands
Belgium (Flemish)
Moldova, Rep. of
Romania
Indonesia
Latvia
b Lebanon
Slovenia
International Avg.
Background data provided by students.
Does not include students who report that they do not study the content area.
b
Lebanon: Data in biology panel pertain to grade 8 life and earth sciences course.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A dash (–) indicates comparable data are not available.
An "x" indicates data are available for less than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
161
Exhibit 4.9: Index of Students' Self-Confidence in Learning Science (SCS) (...Continued)
SCIENCE
Grade
High
SCS
Medium
SCS
8
Low
SCS
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Chemistry
Slovak Republic
Lebanon
Sweden
Cyprus
Slovenia
Russian Federation
Serbia
Macedonia, Rep. of
Lithuania
Estonia
Armenia
Bulgaria
Latvia
Hungary
Moldova, Rep. of
Romania
Belgium (Flemish)
Indonesia
c Netherlands
International Avg.
49
48
47
46
46
41
40
40
39
38
36
36
35
34
30
26
–
–
–
40
(1.4)
(1.3)
(1.1)
(0.8)
(1.1)
(1.4)
(1.3)
(1.3)
(1.2)
(1.3)
(1.3)
(1.6)
(1.4)
(1.2)
(1.1)
(1.1)
–
–
–
(0.3)
535
420
549
473
541
540
490
475
542
572
482
502
536
570
490
497
–
–
–
513
(3.5)
(5.2)
(2.9)
(2.4)
(2.3)
(3.7)
(3.7)
(4.3)
(3.2)
(3.0)
(4.8)
(5.2)
(3.4)
(3.6)
(4.9)
(5.1)
–
–
–
(1.0)
38
45
38
39
39
36
32
44
39
37
49
45
40
35
54
53
–
–
–
42
(1.1)
(1.3)
(1.0)
(0.8)
(1.0)
(1.0)
(0.8)
(1.2)
(0.9)
(0.9)
(1.2)
(1.5)
(1.0)
(0.9)
(1.0)
(1.1)
–
–
–
(0.3)
499
372
513
420
505
503
453
436
505
542
454
467
506
532
468
461
–
–
–
477
(3.4)
(4.7)
(3.4)
(3.1)
(2.8)
(3.5)
(3.1)
(4.5)
(2.4)
(2.8)
(3.9)
(5.2)
(2.7)
(3.4)
(3.4)
(5.5)
–
–
–
(1.0)
12
7
14
15
15
22
27
16
22
25
14
19
25
31
16
21
–
–
–
19
(0.8)
(0.6)
(0.8)
(0.6)
(0.8)
(1.0)
(1.3)
(0.8)
(0.8)
(1.1)
(0.7)
(1.0)
(1.1)
(1.3)
(0.7)
(1.0)
–
–
–
(0.2)
499
365
496
413
502
492
460
452
504
542
457
474
493
527
464
472
–
–
–
476
(4.9)
(9.6)
(5.1)
(3.4)
(2.7)
(3.7)
(3.1)
(5.1)
(3.1)
(2.9)
(4.6)
(6.2)
(3.4)
(3.2)
(4.8)
(6.6)
–
–
–
(1.2)
51
50
48
47
47
46
44
43
43
43
40
38
36
36
34
34
27
24
x
40
(1.4)
(1.4)
(1.4)
(1.3)
(1.5)
(1.2)
(1.3)
(0.8)
(1.2)
(1.9)
(1.6)
(1.4)
(1.3)
(1.4)
(1.1)
(1.0)
(1.1)
(0.9)
x
(0.3)
536
490
483
552
476
568
425
477
541
503
554
573
545
535
493
546
415
503
x
512
(3.5)
(2.7)
(4.1)
(2.7)
(4.2)
(3.0)
(5.5)
(2.2)
(3.3)
(4.8)
(3.4)
(3.0)
(2.9)
(3.1)
(4.1)
(2.9)
(5.3)
(5.4)
x
(0.9)
35
32
45
39
41
35
50
43
39
46
40
40
42
44
53
43
58
56
x
43
(0.9)
(0.9)
(1.2)
(0.9)
(1.2)
(1.0)
(1.1)
(0.8)
(0.9)
(1.5)
(1.4)
(0.9)
(0.9)
(1.0)
(1.0)
(1.0)
(0.8)
(1.1)
x
(0.2)
497
449
450
510
434
525
371
421
499
467
528
545
506
504
464
510
418
461
x
475
(4.0)
(3.3)
(3.9)
(3.3)
(4.5)
(3.6)
(4.3)
(2.8)
(3.5)
(5.8)
(3.7)
(2.8)
(2.5)
(2.7)
(3.6)
(2.5)
(4.0)
(5.4)
x
(1.0)
15
19
7
14
12
19
7
14
18
12
19
22
22
20
13
23
15
20
x
16
(0.8)
(1.0)
(0.4)
(0.8)
(0.9)
(0.9)
(0.5)
(0.6)
(1.0)
(0.8)
(1.2)
(1.3)
(1.0)
(1.1)
(0.9)
(1.0)
(0.9)
(0.9)
x
(0.2)
485
450
438
493
447
518
383
414
502
454
521
535
503
495
462
506
446
467
x
473
(5.1)
(3.7)
(6.2)
(5.0)
(6.6)
(3.7)
(7.6)
(3.9)
(4.6)
(8.2)
(5.0)
(3.2)
(3.5)
(4.0)
(5.2)
(2.3)
(4.0)
(6.4)
x
(1.2)
Physics
Russian Federation
Serbia
Armenia
Sweden
Macedonia, Rep. of
Hungary
Lebanon
Cyprus
Slovak Republic
Bulgaria
c Netherlands
Estonia
Lithuania
Latvia
Moldova, Rep. of
Slovenia
Indonesia
Romania
Belgium (Flemish)
International Avg.
Background data provided by students.
Does not include students who report that they do not study the content area.
c
Netherlands: Data in physics panel pertain to grade 8 physics/chemistry course.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
162
A dash (–) indicates comparable data are not available.
An "x" indicates data are available for less than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.9:
Index of Students' Self-Confidence in Learning Science (SCS)
SCIENCE
Grade
High
SCS
4
Low
SCS
Medium
SCS
Countries
Percent of
Students
Slovenia
Netherlands
Cyprus
Hungary
Lithuania
Italy
Australia
United States
Norway
Russian Federation
Tunisia
Hong Kong, SAR
Armenia
Moldova, Rep. of
Belgium (Flemish)
Scotland
Latvia
England
Morocco
Iran, Islamic Rep. of
New Zealand
Chinese Taipei
Japan
Philippines
Singapore
International Avg.
Benchmarking Participants
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
s
r
Background data provided by students.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
78
71
71
70
69
69
66
66
64
63
60
60
59
58
58
58
56
54
53
52
51
50
46
39
32
59
(1.0)
(1.2)
(1.0)
(1.1)
(0.8)
(1.1)
(1.2)
(0.9)
(1.2)
(1.3)
(1.6)
(1.4)
(1.2)
(1.6)
(1.0)
(1.3)
(1.3)
(1.1)
(2.0)
(1.6)
(1.0)
(1.0)
(1.0)
(1.4)
(0.9)
(0.2)
66 (1.8)
67 (1.3)
69 (1.2)
Average
Achievement
503
535
492
546
524
529
535
553
482
542
349
556
467
519
530
514
547
560
335
436
545
568
562
382
592
508
(2.6)
(2.1)
(2.6)
(2.7)
(2.6)
(3.8)
(3.8)
(2.5)
(2.9)
(5.7)
(5.7)
(2.9)
(4.0)
(4.7)
(1.7)
(3.3)
(2.8)
(3.8)
(9.0)
(4.8)
(2.5)
(2.2)
(1.9)
(12.4)
(5.3)
(1.0)
567 (3.8)
556 (4.4)
513 (2.4)
Percent of
Students
18
22
24
23
26
26
27
25
29
27
33
32
34
35
30
30
34
32
39
42
40
37
41
51
41
32
(0.8)
(0.8)
(0.8)
(0.9)
(0.9)
(1.0)
(1.1)
(0.7)
(1.0)
(1.2)
(1.4)
(1.1)
(1.0)
(1.3)
(0.9)
(1.1)
(1.0)
(0.9)
(1.8)
(1.4)
(0.9)
(0.8)
(0.9)
(1.1)
(0.8)
(0.2)
25 (1.2)
24 (1.1)
23 (1.0)
Average
Achievement
454
507
457
496
490
493
501
512
451
506
287
523
425
471
507
490
514
522
289
394
499
534
531
314
554
469
(4.4)
(2.7)
(3.5)
(4.6)
(4.1)
(4.6)
(6.2)
(3.3)
(3.8)
(5.8)
(7.3)
(3.3)
(5.9)
(5.0)
(2.7)
(3.7)
(3.1)
(4.6)
(7.4)
(4.8)
(3.3)
(2.2)
(2.0)
(8.6)
(6.2)
(1.1)
532 (4.5)
513 (4.1)
479 (3.3)
Percent of
Students
4
7
5
7
5
5
7
9
7
10
7
8
7
6
12
12
11
14
8
5
9
13
13
10
27
9
(0.5)
(0.6)
(0.5)
(0.6)
(0.4)
(0.4)
(0.5)
(0.4)
(0.5)
(0.8)
(0.6)
(0.5)
(0.6)
(0.6)
(0.7)
(0.6)
(0.8)
(0.7)
(1.2)
(0.6)
(0.5)
(0.8)
(0.7)
(0.7)
(0.8)
(0.1)
9 (1.0)
9 (0.7)
8 (0.5)
Average
Achievement
461
496
441
498
497
481
491
501
430
499
240
525
399
456
492
480
512
514
290
380
493
540
529
271
552
459
(8.4)
(4.6)
(5.7)
(6.5)
(7.4)
(7.5)
(5.8)
(3.6)
(5.4)
(6.3)
(12.5)
(5.2)
(10.5)
(9.8)
(3.1)
(4.6)
(5.1)
(5.0)
(18.8)
(11.3)
(5.0)
(3.9)
(3.7)
(9.0)
(5.8)
(1.5)
522 (6.4)
506 (5.3)
468 (5.8)
An “r” indicates data are available for at least 70 but less than 85% of the students. An “s” indicates data
are available for at least 50 but less than 70% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
163
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
biology and earth science, while the Slovak Republic had the highest
in chemistry and the Russian Federation in physics. Romania had the
lowest percentage in the high category for earth science, chemistry, and
physics. The positive association between self-confidence in learning
science and science achievement that was found for science as a single
subject was also evident in each of the science subject areas.
At fourth grade, 59 percent of students were at the high level of
the self-confidence in learning science index, compared with 32 percent
at the medium and just nine percent at the low. The countries with
the greatest percentages included Slovenia, The Netherlands, Cyprus,
and Hungary, each with 70 percent or more. Countries with relatively
lower percentages included Japan, the Philippines, and Singapore, each
with less than 50 percent at the high level. Again, there was a positive
relationship, on average, between self-confidence in learning science
and science achievement.
What Value Do Students Place on Science?
Students’ motivation to learn science can be affected by whether they
find the subject enjoyable, place value on the subject, and think it is
important for success in school and for future career aspirations. In
addition, developing such positive attitudes towards science among
students is an important goal of science education in many countries.
To gain some understanding about the value eighth- and fourth-grade
students place on science, TIMSS created an index of students valuing
science (SVS). Students were asked to state their agreement with the
following seven statements about science:
• I would like to take more science in school;
• I enjoy learning science;
• I think learning science will help me in my daily life;
• I need science to learn other school subjects;
164
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
• I need to do well in science to get into the university of my choice;
• I would like a job that involved using science;
• I need to do well in science to get the job I want.
In countries where the sciences are taught as separate subjects, students
were asked about each subject area separately.
Students who agreed a little or agreed a lot, on average, with all
seven statements were assigned to the high level of the index, while
students who, on average, disagreed a little or disagreed a lot with all
seven were assigned to the low level. Students between these extremes
were placed in the medium category. The percentages of students at
each level of this index, and their average science achievement, are
presented in Exhibit 4.10 for both eighth and fourth grades. This threepage display summarizes the data in one panel for the countries that
teach science as a single subject at the eighth grade, and in separate
panels for earth science, biology, physics, and chemistry for countries
that teach the sciences separately.
In countries where eighth-grade science is taught as a single
subject, students generally placed a high value on science, with 57
percent on average across countries in the high category, and a further
31 percent in the medium category. Only 12 percent of students were
in the low category. Countries with large percentages of students at the
high level included Botswana, Egypt, Ghana, Jordan, Tunisia, the Palestinian National Authority, and Morocco, with 80 percent or more in this
category. Among countries placing less value on science were Chinese
Taipei, Japan, and Korea. Since these are countries with high average
science achievement, it may be that the students follow a demanding science curriculum, one that leads to high achievement but little
enthusiasm for the subject matter. Within almost all the single-sciencesubject countries at the eighth grade, there was a positive association
between valuing science and average science achievement. However,
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
165
Exhibit 4.10: Index of Students' Valuing Science (SVS)
SCIENCE
Grade
Index of Students'
Valuing Science
High
SVS
Medium
SVS
8
Low
SVS
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
General/
Integrated Science
Index based on students’
responses to seven
statements about science: 1)
I would like to take more
science in school; 2) I enjoy
learning science; 3) I think
learning science will help me
in my daily life; 4) I need
science to learn other school
subjects; 5) I need to do well
in science to get into the
university of my choice; 6) I
would like a job that
involved using science; 7) I
need to do well in science to
get the job I want. Average is
computed across the seven
items based on a 4-point
scale: 1. Agree a lot; 2. Agree
a little; 3. Disagree a little;
4. Disagree a lot.
Botswana
Egypt
Ghana
Jordan
Tunisia
Palestinian Nat'l Auth.
Morocco
South Africa
d Philippines
Malaysia
Saudi Arabia
Bahrain
Singapore
Iran, Islamic Rep. of
Chile
Scotland
United States
Israel
New Zealand
Hong Kong, SAR
Students agreeing a little or a
Australia
lot on average across the
Norway
seven statements are
assigned to the high level.
Italy
Students disagreeing a little
a Chinese Taipei
or a lot on average are
Korea, Rep. of
assigned to the low level. All
Japan
other students are assigned
¶ England
to the middle level.
International Avg.
Benchmarking Participants
Basque Country, Spain
Indiana State, US
Ontario Province, Can.
Quebec Province, Can.
Background data provided by students.
a
Chinese Taipei: Students were asked about natural science; data pertain to grade 8 physics/chemistry
course.
d
Philippines: Students study only biology at grade 8.
166
85
83
83
83
80
80
80
76
75
73
71
70
62
60
53
49
47
42
40
40
36
35
29
26
19
17
38
57
(0.6)
(0.9)
(1.1)
(0.9)
(0.9)
(0.9)
(1.3)
(0.9)
(0.9)
(1.2)
(1.1)
(0.9)
(1.0)
(1.1)
(0.9)
(1.0)
(0.8)
(1.3)
(1.5)
(0.9)
(1.2)
(1.2)
(0.9)
(1.0)
(0.7)
(0.8)
(1.5)
(0.2)
379
438
279
484
406
448
400
242
390
520
403
442
599
452
409
528
543
499
535
574
551
506
507
600
600
586
562
477
(2.7)
(3.6)
(5.5)
(3.3)
(2.1)
(3.0)
(3.0)
(6.1)
(5.8)
(3.5)
(4.1)
(2.0)
(3.9)
(2.7)
(3.6)
(3.5)
(3.6)
(3.7)
(6.5)
(3.1)
(3.7)
(3.4)
(4.0)
(4.5)
(2.1)
(3.3)
(6.3)
(0.8)
13
16
16
15
16
17
17
19
22
25
23
23
33
31
34
33
37
32
40
51
37
43
55
49
55
56
41
31
(0.6)
(0.9)
(1.0)
(0.8)
(0.7)
(0.8)
(1.2)
(0.7)
(0.9)
(1.1)
(0.8)
(0.7)
(0.9)
(0.7)
(0.7)
(0.9)
(0.6)
(0.9)
(1.1)
(0.8)
(1.0)
(0.8)
(0.8)
(0.8)
(0.7)
(0.8)
(1.1)
(0.2)
315
384
173
450
400
395
397
246
342
488
393
433
551
457
414
506
520
489
517
549
522
496
488
571
559
555
544
450
(6.6)
(6.1)
(8.4)
(6.9)
(3.5)
(5.4)
(4.8)
(11.6)
(7.2)
(4.2)
(4.7)
(2.9)
(4.6)
(2.6)
(3.1)
(3.8)
(3.2)
(4.1)
(5.0)
(3.3)
(4.1)
(2.5)
(3.5)
(3.6)
(1.8)
(1.8)
(5.0)
(1.0)
2
1
1
3
4
3
3
5
2
2
7
7
6
9
13
17
16
26
21
9
27
22
16
25
26
27
22
12
(0.2)
(0.2)
(0.2)
(0.3)
(0.3)
(0.3)
(0.4)
(0.4)
(0.2)
(0.2)
(0.6)
(0.5)
(0.4)
(0.5)
(0.6)
(0.9)
(0.6)
(1.1)
(1.0)
(0.5)
(1.0)
(1.0)
(0.7)
(1.0)
(0.8)
(1.0)
(1.4)
(0.1)
~
~
~
450
396
385
405
270
~
~
394
431
505
455
427
479
503
480
502
523
506
478
473
544
529
526
522
463
~
~
~
(17.1)
(6.3)
(11.1)
(11.0)
(16.0)
~
~
(7.9)
(4.4)
(7.3)
(3.7)
(4.0)
(5.0)
(3.8)
(4.7)
(4.4)
(4.9)
(5.0)
(2.7)
(4.2)
(3.8)
(2.6)
(2.8)
(4.8)
(1.6)
36
45
50
30
(1.3)
(1.7)
(1.5)
(1.5)
495
544
546
550
(3.5)
(5.4)
(3.0)
(4.5)
36
37
35
48
(1.0)
(1.1)
(1.1)
(1.1)
493
528
523
528
(3.8)
(4.9)
(2.8)
(2.9)
27
19
15
23
(1.4)
(1.4)
(0.9)
(1.2)
476
506
514
514
(3.2)
(4.7)
(4.4)
(3.4)
¶
()
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.10: Index of Students' Valuing Science (SVS) (Continued...)
SCIENCE
Grade
High
SVS
Medium
SVS
8
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Low
SVS
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Biology
Indonesia
b Lebanon
Macedonia, Rep. of
Armenia
Moldova, Rep. of
Bulgaria
Russian Federation
Romania
Lithuania
Serbia
Slovenia
Hungary
Latvia
Slovak Republic
Estonia
Sweden
Netherlands
Belgium (Flemish)
Cyprus
International Avg.
66
65
61
51
49
45
38
36
33
33
27
26
25
25
21
19
18
18
x
37
(1.3)
(1.1)
(1.2)
(1.2)
(1.4)
(1.5)
(0.9)
(1.4)
(1.2)
(1.3)
(1.0)
(1.1)
(1.2)
(1.3)
(0.9)
(1.0)
(1.2)
(0.8)
x
(0.3)
415
403
446
461
474
477
511
466
519
465
519
540
508
511
546
534
528
532
x
492
(4.1)
(4.6)
(4.0)
(4.4)
(3.8)
(5.8)
(5.8)
(6.7)
(2.9)
(4.0)
(3.5)
(4.1)
(3.2)
(4.3)
(3.7)
(4.0)
(6.2)
(3.4)
x
(1.1)
33
27
29
35
46
38
47
41
43
38
51
44
47
42
51
58
52
41
x
42
(1.3)
(1.0)
(0.9)
(0.8)
(1.4)
(1.1)
(1.0)
(1.0)
(1.0)
(1.1)
(0.9)
(1.2)
(1.2)
(1.2)
(0.8)
(1.1)
(1.3)
(1.0)
x
(0.3)
434
382
466
470
474
481
517
473
518
468
521
537
513
516
553
529
538
529
x
496
(4.1)
(5.6)
(4.3)
(3.9)
(3.8)
(4.8)
(3.3)
(4.9)
(2.7)
(2.8)
(2.4)
(3.2)
(3.1)
(3.7)
(2.7)
(3.1)
(3.5)
(3.3)
x
(0.9)
1
8
10
14
5
17
15
23
24
29
22
30
27
33
27
23
30
41
x
21
(0.2)
(0.6)
(0.7)
(0.9)
(0.5)
(1.1)
(0.7)
(1.2)
(1.0)
(1.3)
(1.2)
(1.5)
(1.3)
(1.5)
(1.1)
(1.0)
(1.3)
(1.5)
x
(0.3)
~
375
468
464
469
492
516
479
521
478
522
554
518
523
559
515
531
519
x
500
~
(8.8)
(6.8)
(4.7)
(7.9)
(7.5)
(3.9)
(6.0)
(3.4)
(3.3)
(3.0)
(3.4)
(3.4)
(3.6)
(3.0)
(3.9)
(4.1)
(2.9)
x
(1.2)
54
44
43
43
38
36
30
26
23
23
22
19
18
7
6
–
–
–
–
29
(1.3)
(1.5)
(1.6)
(1.5)
(1.1)
(1.3)
(1.0)
(1.2)
(0.8)
(1.1)
(1.1)
(0.8)
(0.8)
(0.6)
(0.5)
–
–
–
–
(0.3)
437
471
463
472
522
476
512
457
436
508
529
538
556
521
509
–
–
–
–
494
(4.4)
(5.5)
(3.6)
(4.1)
(3.0)
(5.8)
(5.7)
(4.0)
(3.0)
(4.5)
(4.6)
(4.5)
(3.9)
(7.8)
(9.2)
–
–
–
–
(1.4)
32
37
38
51
43
42
49
36
44
45
61
47
50
50
34
–
–
–
–
44
(1.0)
(0.9)
(1.1)
(1.4)
(1.0)
(1.3)
(1.0)
(1.0)
(0.9)
(0.9)
(1.3)
(1.1)
(1.0)
(1.4)
(1.3)
–
–
–
–
(0.3)
472
473
465
476
518
484
517
474
446
518
530
541
554
541
526
–
–
–
–
502
(4.0)
(5.4)
(4.2)
(3.8)
(2.4)
(5.0)
(3.8)
(3.0)
(2.6)
(3.8)
(3.1)
(3.0)
(2.9)
(3.1)
(3.9)
–
–
–
–
(1.0)
14
20
18
6
19
22
21
38
32
32
17
34
32
43
59
–
–
–
–
27
(0.8)
(1.0)
(0.9)
(0.5)
(0.9)
(1.3)
(1.0)
(1.4)
(0.9)
(1.3)
(1.0)
(1.3)
(1.2)
(1.4)
(1.5)
–
–
–
–
(0.3)
472
474
466
470
516
481
513
475
444
522
508
549
551
532
523
–
–
–
–
500
(5.2)
(6.1)
(6.0)
(6.4)
(3.5)
(6.7)
(3.6)
(3.0)
(3.3)
(3.2)
(4.2)
(3.5)
(2.8)
(3.6)
(2.6)
–
–
–
–
(1.2)
Earth Science
Macedonia, Rep. of
Romania
Armenia
Moldova, Rep. of
Lithuania
Bulgaria
Russian Federation
Serbia
Cyprus
Slovak Republic
Sweden
Hungary
Estonia
Netherlands
Belgium (Flemish)
Indonesia
Latvia
b Lebanon
Slovenia
International Avg.
Background data provided by students.
Does not include students who report that they do not study the content area.
b
Lebanon: Data in biology panel pertain to grade 8 life and earth sciences course.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A dash (–) indicates comparable data are not available. A tilde (~) indicates insufficient data to report
achievement.
An "x" indicates data are not available for less than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
167
Exhibit 4.10: Index of Students' Valuing Science (SVS) (...Continued)
SCIENCE
Grade
High
SVS
Medium
SVS
8
Low
SVS
Countries
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Percent of
Students
Average
Achievement
Chemistry
Lebanon
Macedonia, Rep. of
Moldova, Rep. of
Armenia
Russian Federation
Bulgaria
Latvia
Lithuania
Cyprus
Romania
Slovenia
Serbia
Slovak Republic
Estonia
Sweden
Hungary
Belgium (Flemish)
Indonesia
c Netherlands
International Avg.
62
48
39
38
35
29
29
27
27
26
22
21
21
17
15
15
–
–
–
29
(1.4)
(1.4)
(1.3)
(1.4)
(0.9)
(1.6)
(1.1)
(1.1)
(0.7)
(1.2)
(0.9)
(1.0)
(1.0)
(0.9)
(0.9)
(0.8)
–
–
–
(0.3)
396
440
476
464
521
473
516
524
452
467
529
461
511
555
541
543
–
–
–
492
(4.3)
(4.6)
(4.0)
(5.0)
(5.4)
(6.5)
(3.5)
(3.7)
(3.4)
(6.3)
(3.7)
(4.6)
(4.1)
(3.9)
(5.4)
(4.8)
–
–
–
(1.2)
30
29
48
35
44
36
47
42
37
36
48
28
41
42
52
38
–
–
–
40
(1.1)
(0.9)
(1.0)
(0.9)
(0.8)
(1.1)
(0.9)
(1.0)
(0.8)
(1.0)
(1.0)
(0.8)
(0.9)
(1.0)
(1.0)
(1.1)
–
–
–
(0.2)
388
466
475
464
514
484
515
519
445
473
521
467
516
558
532
539
–
–
–
492
(6.2)
(4.3)
(4.2)
(3.8)
(3.4)
(5.3)
(3.0)
(2.7)
(2.8)
(5.8)
(2.3)
(3.5)
(4.0)
(2.8)
(3.3)
(3.5)
–
–
–
(1.1)
8
23
13
28
21
35
25
31
37
38
31
51
37
41
33
47
–
–
–
31
(0.6)
(1.0)
(0.8)
(1.2)
(0.9)
(1.7)
(1.1)
(1.0)
(0.7)
(1.6)
(1.2)
(1.4)
(1.3)
(1.3)
(1.1)
(1.3)
–
–
–
(0.3)
403
470
463
467
509
483
506
515
436
476
516
475
522
548
515
546
–
–
–
491
(9.4)
(4.4)
(4.7)
(3.6)
(3.6)
(5.5)
(3.6)
(2.8)
(3.0)
(5.2)
(2.4)
(2.7)
(3.4)
(2.8)
(3.2)
(3.1)
–
–
–
(1.1)
57
56
50
48
40
37
35
33
31
27
25
21
21
19
18
16
16
12
x
31
(1.1)
(1.5)
(1.3)
(1.4)
(1.2)
(0.9)
(1.6)
(0.9)
(1.2)
(1.2)
(1.1)
(1.2)
(0.9)
(0.9)
(0.9)
(0.9)
(0.9)
(1.0)
x
(0.3)
401
413
443
468
474
522
481
457
518
471
525
524
464
558
558
526
548
547
x
494
(4.4)
(4.3)
(4.4)
(4.3)
(3.8)
(4.9)
(6.1)
(2.7)
(3.6)
(7.0)
(3.2)
(4.7)
(4.3)
(4.4)
(3.8)
(3.8)
(5.4)
(5.6)
x
(1.1)
33
41
28
34
49
46
38
38
46
37
43
40
29
41
43
45
51
48
x
41
(0.9)
(1.4)
(0.9)
(0.9)
(1.2)
(0.8)
(1.1)
(0.8)
(1.1)
(1.0)
(0.9)
(1.0)
(0.8)
(1.1)
(0.9)
(1.1)
(0.9)
(1.2)
x
(0.2)
385
432
465
462
475
513
480
440
515
472
521
513
469
541
559
524
534
542
x
491
(5.7)
(3.7)
(3.9)
(4.0)
(4.3)
(3.6)
(5.5)
(2.4)
(2.8)
(5.4)
(2.7)
(3.8)
(3.2)
(3.2)
(3.0)
(2.7)
(2.8)
(3.2)
x
(0.9)
10
3
22
18
11
17
27
29
23
35
31
39
50
40
39
38
33
39
x
28
(0.7)
(0.3)
(1.2)
(1.1)
(0.8)
(0.7)
(1.7)
(0.9)
(1.1)
(1.5)
(1.1)
(1.3)
(1.2)
(1.4)
(1.1)
(1.3)
(1.0)
(1.5)
x
(0.3)
401
440
468
463
465
502
481
435
505
473
512
517
472
540
545
516
508
527
x
487
(8.4)
(8.3)
(5.2)
(4.1)
(5.3)
(4.1)
(6.7)
(3.3)
(3.5)
(5.3)
(2.9)
(3.9)
(2.9)
(3.4)
(2.5)
(2.3)
(3.4)
(3.6)
x
(1.1)
Physics
Lebanon
Indonesia
Macedonia, Rep. of
Armenia
Moldova, Rep. of
Russian Federation
Bulgaria
Cyprus
Latvia
Romania
Lithuania
Slovak Republic
Serbia
Hungary
Estonia
Slovenia
Sweden
c Netherlands
Belgium (Flemish)
International Avg.
Background data provided by students.
Does not include students who report that they do not study the content area.
c
Netherlands: Data in physics panel pertain to grade 8 physics/chemistry course.
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
168
A dash (–) indicates comparable data are not available.
An "x" indicates data are not available for less than 50% of the students.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
the relationship averaged across countries appears curvilinear, primarily because the countries with the highest percentages of students in
the high index category had low average achievement, and those with
the lowest percentages had high achievement.
Eighth-grade students in the separate-science countries appear
to place less value on the individual sciences. Greater percentages of
students were in the high index category for biology (37 percent, on
average) and physics (31 percent), and lower percentages for earth
science and chemistry (29 percent each). Countries with relatively large
percentages of students at the high level in all subject areas included
Armenia, Macedonia, Moldova, and Indonesia and Lebanon where
applicable. The relationship between valuing science and science
achievement was even less consistent for the separate science subject
areas than for science as a single subject, partly because relatively
high-achieving countries such as Belgium (Flemish), Estonia, Hungary,
the Netherlands, and Sweden had low percentages of students in the
high index category. Only for physics was there a positive relationship
between valuing physics and science achievement.
To provide more information on changes from 1995 and 1999 in
an important component of the students valuing science index, Exhibit 4.11
displays the percentages of eighth-grade students in 2003, 1999, and
1995 that “agree a lot,” “agree a little,” or “disagree” that they enjoy
learning science. This four-page display summarizes the data in one
panel for the countries that teach science as a single subject at the
eighth grade, and in separate panels for earth science, biology, physics,
and chemistry for countries that teach the sciences separately. Comparable data at fourth grade are shown in a single panel for 2003 and
1995 only.
Among countries where eighth-grade science is taught as a
single subject, there has been an increase from 1995 and 1999 in the
average percentage of students agreeing a lot that they enjoy learning
science, from 23 percent in 1995 to 32 percent in 1999 to 44 percent in
2003. Countries showing a significant increase in 2003 over either 1995
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
169
Exhibit 4.11: Trends in "I Enjoy Learning Science"
SCIENCE
Grade
Agree A Lot
Countries
2003
Percent of
Students
Agree A Little
1999
Percent of
Students
1995
Percent of
Students
2003
Percent of
Students
8
Disagree
1999
Percent of
Students
1995
Percent of
Students
2003
Percent of
Students
1999
Percent of
Students
1995
Percent of
Students
35 (0.9)
General/
Integrated Science
Australia
29 (1.2)
––
16 (0.6) h
38 (0.9)
––
50 (0.9) i
33 (1.2)
––
Bahrain
54 (1.1)
''
''
30 (0.8)
''
''
17 (0.9)
''
''
Botswana
72 (1.0)
''
''
17 (0.8)
''
''
11 (0.5)
''
''
46 (1.1)
41 (1.2) h
''
32 (0.7)
47 (0.9) i
''
22 (0.8)
12 (0.7) h
''
16 (0.8)
18 (0.7)
''
34 (0.8)
53 (0.7) i
''
49 (1.2)
29 (0.9) h
''
Egypt
68 (1.1)
''
''
22 (0.9)
''
''
10 (0.5)
''
''
Ghana
65 (1.2)
''
''
21 (0.9)
''
''
13 (0.8)
''
''
Hong Kong, SAR
21 (0.8)
17 (0.7) h
15 (0.8) h
48 (1.0)
56 (0.9) i
53 (1.0) i
31 (1.1)
27 (1.2) h
32 (1.3)
53 (1.4) h
41 (1.3) i
Chile
a Chinese Taipei
Iran, Islamic Rep. of
59 (1.1)
50 (1.1) h
28 (0.8)
42 (1.0) i
Israel
34 (1.4)
28 (1.2) h
––
30 (0.9)
42 (1.0) i
Italy
23 (0.9)
22 (1.0)
––
50 (1.0)
52 (0.9)
Japan
19 (1.0)
8 (0.4) h
8 (0.5) h
40 (0.8)
42 (1.2)
Jordan
59 (1.4)
49 (1.6) h
9 (0.5)
5 (0.4) h
Korea, Rep. of
13 (0.7)
8 (0.5) h
––
36 (1.3)
30 (1.3) h
––
27 (1.0)
26 (1.1)
45 (1.0) i
41 (1.4)
49 (1.3) i
7 (0.7) h
––
––
47 (1.2) i
28 (1.0)
39 (1.1) i
''
13 (0.8)
12 (0.9)
''
29 (0.8)
28 (0.9)
34 (1.1) i
62 (0.9)
67 (1.1) i
60 (1.3)
''
44 (0.8)
51 (1.0) i
''
23 (0.9)
''
6 (0.5) h
''
13 (0.8)
5 (0.5) h
''
14 (0.9)
––
50 (0.9) i
51 (0.9) i
29 (1.3)
39 (0.9)
''
54 (1.1) i
27 (0.7)
''
''
''
35 (0.9)
42 (1.0) i
''
12 (0.8)
''
''
29 (1.2)
''
''
17 (1.0)
''
''
''
30 (1.2) h
37 (0.8)
''
51 (1.0) i
26 (1.0)
''
19 (1.1) h
42 (0.9)
33 (1.1) h
31 (1.4) h
41 (0.7)
54 (0.9) i
59 (1.1) i
17 (0.6)
13 (1.1) h
10 (0.8) h
64 (1.0)
54 (1.6) h
––
22 (0.8)
32 (1.2) i
––
15 (0.6)
14 (1.6)
Tunisia
66 (1.1)
51 (1.2) h
''
23 (0.7)
41 (0.9) i
''
10 (0.6)
United States
35 (0.8)
25 (0.8) h
24 (1.0) h
37 (0.6)
50 (0.8) i
50 (0.8) i
27 (0.9)
25 (0.8)
27 (1.2)
28 (1.4)
29 (1.1)
27 (1.3)
41 (1.1)
56 (1.0) i
55 (1.4) i
32 (1.5)
15 (0.8) h
18 (1.1) h
44 (0.2)
32 (0.2) h
23 (0.3) h
33 (0.2)
47 (0.2) i
49 (0.3) i
23 (0.2)
21 (0.2) h
28 (0.3) i
Malaysia
42 (1.1)
Morocco
63 (1.4)
New Zealand
33 (1.5)
22 (1.0) h
21 (1.1) h
38 (1.3)
Norway
38 (1.4)
''
21 (1.0) h
Palestinian Nat'l Auth.
59 (1.2)
''
''
54 (1.2)
52 (1.1)
Saudi Arabia
54 (1.7)
Scotland
37 (1.0)
Singapore
South Africa
d Philippines
¶ England
International Avg.
43 (1.2)
––
––
''
''
27 (1.2)
29 (1.1)
23 (1.2)
''
25 (1.4)
14 (0.7)
''
6 (0.5) h
8 (0.6) h
''
''
––
''
Benchmarking Participants
Basque Country, Spain
26 (1.6)
''
''
33 (1.1)
''
''
41 (1.9)
''
''
Indiana State, US
34 (1.7)
24 (1.7) h
''
36 (1.1)
50 (1.5) i
''
31 (1.7)
26 (1.8) h
''
Ontario Province, Can.
36 (1.5)
23 (1.2) h
19 (1.1) h
38 (1.2)
50 (1.1) i
55 (1.2) i
26 (1.3)
27 (1.5)
26 (1.5)
Quebec Province, Can.
23 (1.3)
14 (1.5) h
19 (1.6) h
41 (1.0)
41 (4.4)
47 (2.9)
36 (1.7)
45 (5.3)
34 (3.0)
h 2003 significantly higher
i 2003 significantly lower
Background data provided by students.
a
Chinese Taipei: Students were asked about natural science; data pertain to grade 8 physics/chemistry
course.
d
Philippines: Students study only biology at grade 8.
¶
Did not satisfy guidelines for sample participation rates (see Exhibit A.9).
Trend notes: Because of differences in population coverage, 1999 data are not shown for Australia, Latvia,
Morocco, and Slovenia, and 1995 data are not shown for Israel, Italy, Latvia, and South Africa. Korea
tested later in 2003 than in 1999 and 1995, at the beginning of the next school year. Similarly, Lithuania
tested later in 1999 than in 2003 and 1995.
170
()
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A dash (–) indicates comparable data are not available.
A diamond (') indicates the country did not participate in the assessment.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.11: Trends in "I Enjoy Learning Science" (Continued...)
SCIENCE
Grade
Agree A Lot
Countries
2003
Percent of
Students
1999
Percent of
Students
Agree A Little
1995
Percent of
Students
2003
Percent of
Students
1999
Percent of
Students
8
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
Disagree
1995
Percent of
Students
2003
Percent of
Students
1999
Percent of
Students
1995
Percent of
Students
Biology
Armenia
60 (1.2)
''
''
23 (0.8)
''
''
17 (0.9)
''
''
Belgium (Flemish)
27 (1.2)
14 (0.8) h
20 (1.1) h
38 (0.9)
46 (1.0) i
47 (1.6) i
35 (1.4)
40 (1.2) i
34 (2.0)
Bulgaria
52 (1.8)
37 (1.5) h
33 (1.2)
44 (1.5) i
15 (1.0)
19 (1.1) i
Cyprus
xx
––
––
––
xx
––
––
––
xx
––
––
––
Estonia
27 (1.0)
''
''
43 (0.9)
''
''
30 (1.3)
''
''
Hungary
29 (1.2)
16 (0.9) h
15 (0.9) h
37 (1.1)
47 (1.2) i
52 (1.4) i
34 (1.5)
37 (1.4)
33 (1.7)
Indonesia
33 (1.4)
––
''
58 (1.1)
––
''
8 (0.7)
––
Latvia
28 (1.4)
––
––
39 (1.1)
––
––
33 (1.6)
––
––
b Lebanon
52 (1.2)
''
''
27 (1.0)
''
''
21 (0.9)
''
''
''
Lithuania
32 (1.4)
19 (1.0) h
25 (1.3) h
37 (0.9)
54 (1.2) i
52 (1.1) i
31 (1.2)
27 (1.4) h
23 (1.4) h
Macedonia, Rep. of
67 (1.2)
49 (1.3) h
''
22 (0.9)
41 (1.1) i
''
11 (0.6)
10 (0.6)
''
Moldova, Rep. of
33 (1.2)
32 (1.5)
''
52 (1.1)
57 (1.4) i
''
16 (0.8)
11 (0.8) h
''
9 (0.9)
22 (2.3) i
20 (1.4) i
31 (1.4)
53 (2.0) i
55 (1.4) i
60 (1.9)
25 (2.1) h
25 (1.7) h
Romania
34 (1.2)
27 (1.2) h
31 (1.2) h
38 (0.9)
55 (1.1) i
52 (1.1) i
28 (1.2)
18 (1.3) h
17 (1.1) h
Russian Federation
36 (1.3)
28 (1.6) h
26 (1.0) h
43 (1.1)
51 (1.5) i
51 (0.9) i
21 (1.0)
21 (1.1)
23 (1.2)
Serbia
41 (1.5)
''
''
30 (0.9)
''
''
29 (1.3)
''
''
Slovak Republic
26 (1.5)
12 (0.8) h
11 (0.7) h
42 (1.0)
55 (1.3) i
61 (1.1) i
32 (1.5)
32 (1.3)
28 (1.3) h
Slovenia
22 (1.1)
––
21 (1.2)
39 (1.2)
––
47 (1.2) i
39 (1.5)
––
Sweden
17 (1.0)
''
20 (1.5)
52 (0.9)
''
57 (1.3) i
31 (1.1)
''
23 (1.6) h
International Avg.
35 (0.3)
28 (0.4) h
21 (0.4) h
38 (0.2)
49 (0.4) i
53 (0.4) i
27 (0.3)
23 (0.4) h
26 (0.5)
Armenia
55 (1.3)
''
''
24 (0.8)
''
''
20 (1.0)
''
''
Belgium (Flemish)
12 (0.8)
9 (0.6) h
11 (0.9)
29 (1.1)
35 (1.1) i
39 (1.4) i
59 (1.6)
57 (1.5)
50 (1.9) h
30 (1.5) h
43 (2.1) i
27 (2.5) h
Netherlands
r
32 (1.7) h
Earth Science
Bulgaria
43 (1.3)
Cyprus
41 (1.0)
Estonia
20 (1.0)
Hungary
23 (1.0)
––
36 (1.0)
––
33 (0.7)
''
''
39 (1.1)
11 (0.6) h
12 (0.8) h
34 (1.0)
––
––
21 (1.3)
––
25 (0.9)
''
''
42 (1.4)
''
''
40 (1.1) i
38 (1.4) i
43 (1.3)
49 (1.4) h
50 (1.7) i
––
––
––
––
Indonesia
––
––
''
––
––
''
––
––
Latvia
––
––
––
––
––
––
––
––
''
––
b Lebanon
––
''
''
––
''
''
––
''
''
Lithuania
35 (1.5)
24 (1.5) h
37 (0.9)
51 (1.2) i
28 (1.2)
Macedonia, Rep. of
60 (1.3)
49 (1.7) h
''
24 (1.0)
40 (1.2) i
''
16 (0.8)
12 (1.0) i
Moldova, Rep. of
28 (1.4)
37 (1.4) i
''
53 (1.3)
51 (1.2)
''
20 (1.2)
12 (0.8) i
''
5 (0.6)
14 (1.4) i
10 (1.0) i
23 (1.4)
50 (1.8) i
46 (2.4) i
71 (1.6)
37 (2.2) i
44 (2.9) h
Romania
40 (1.3)
33 (1.4) h
31 (1.2) h
33 (0.9)
53 (1.2) i
48 (1.2) i
28 (1.3)
14 (1.3) i
21 (1.0) h
Russian Federation
27 (1.1)
19 (1.4) h
16 (0.8) h
42 (1.1)
47 (1.2) i
45 (1.1) i
32 (1.5)
34 (1.7)
39 (1.3) i
Serbia
37 (1.3)
''
''
27 (0.8)
''
''
35 (1.3)
''
''
Slovak Republic
25 (1.3)
18 (1.0) h
17 (1.1) h
39 (1.2)
53 (1.6) i
56 (1.2) i
36 (1.7)
29 (2.0) i
27 (1.4) h
Netherlands
Slovenia
Sweden
International Avg.
––
r
––
––
––
––
––
––
––
––
––
––
24 (1.3) h
''
––
19 (0.9)
''
22 (1.2)
52 (1.0)
''
56 (1.4)
29 (1.2)
''
23 (1.4) h
31 (0.3)
24 (0.4) h
18 (0.4) h
35 (0.3)
46 (0.5) i
47 (0.5) i
34 (0.3)
30 (0.6) i
35 (0.6)
h 2003 significantly higher
i 2003 significantly lower
Background data provided by students.
Does not include students who report that they do not study the content area.
b
Lebanon: Data in biology panel pertain to grade 8 life and earth sciences course.
Trend notes: Because of differences in population coverage, 1999 data are not shown for Australia, Latvia,
Morocco, and Slovenia, and 1995 data are not shown for Israel, Italy, Latvia, and South Africa. Korea
tested later in 2003 than in 1999 and 1995, at the beginning of the next school year. Similarly, Lithuania
tested later in 1999 than in 2003 and 1995.
()
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A dash (–) indicates comparable data are not available.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “x” indicates data
are available for less than 50% of the students.
A diamond (') indicates the country did not participate in the assessment.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
171
Exhibit 4.11: Trends in "I Enjoy Learning Science" (...Continued)
SCIENCE
Grade
Agree A Lot
Countries
2003
Percent of
Students
Agree A Little
1999
Percent of
Students
1995
Percent of
Students
''
''
––
––
2003
Percent of
Students
8
Disagree
1999
Percent of
Students
1995
Percent of
Students
''
''
––
––
2003
Percent of
Students
1999
Percent of
Students
1995
Percent of
Students
''
''
Chemistry
Armenia
36 (1.3)
Belgium (Flemish)
––
21 (1.0) h
––
38 (1.7) i
36 (0.8)
––
––
29 (0.8)
––
––
34 (0.8)
––
––
17 (0.9)
''
''
31 (1.0)
''
''
53 (1.6)
''
''
Hungary
13 (0.9)
25 (1.0)
28 (1.4) i
30 (1.4) i
63 (1.5)
64 (1.5)
60 (1.7)
10 (0.9) h
''
––
––
''
––
41 (2.0)
––
Estonia
7 (0.6) h
41 (1.9)
––
Cyprus
––
––
––
27 (1.6)
––
31 (1.1)
37 (1.3)
Bulgaria
Indonesia
––
27 (0.9)
––
––
''
Latvia
23 (1.1)
––
––
36 (0.7)
––
––
41 (1.3)
––
––
Lebanon
51 (1.6)
''
''
29 (1.1)
''
''
20 (1.2)
''
''
Lithuania
22 (1.2)
7 (0.7) h
12 (0.8) h
30 (1.0)
34 (1.3) i
40 (1.4) i
48 (1.4)
59 (1.4) i
48 (1.6)
Macedonia, Rep. of
43 (1.4)
32 (1.7) h
''
29 (0.9)
43 (1.1) i
''
28 (1.2)
25 (1.4)
''
Moldova, Rep. of
22 (1.1)
23 (1.3)
''
46 (1.0)
47 (1.3)
''
33 (1.2)
30 (1.5)
''
c Netherlands
––
––
––
Romania
19 (1.0)
18 (0.9)
23 (1.0) i
Russian Federation
27 (1.1)
17 (0.7) h
Serbia
21 (1.2)
''
Slovak Republic
22 (1.2)
16 (1.1) h
Slovenia
Sweden
r
International Avg.
––
––
––
32 (1.2)
44 (1.3) i
47 (1.3) i
14 (0.8) h
37 (1.0)
42 (1.3) i
''
23 (0.8)
''
35 (1.0)
47 (1.4) i
7 (0.6) h
––
––
––
49 (1.6)
38 (1.5) h
30 (1.3) h
41 (1.1) i
36 (1.1)
41 (1.7) i
45 (1.4) i
''
56 (1.5)
''
''
41 (1.4) i
43 (1.5)
37 (1.9) h
51 (1.6) i
16 (0.8)
––
15 (0.9)
32 (1.0)
––
38 (1.4) i
52 (1.3)
––
15 (0.8)
''
20 (1.4) i
44 (1.1)
''
47 (1.6) i
42 (1.4)
''
47 (1.7) h
33 (1.6) h
26 (0.3)
18 (0.4) h
15 (0.4) h
32 (0.2)
40 (0.5) i
41 (0.5) i
42 (0.3)
42 (0.6)
45 (0.6) i
48 (1.3)
''
''
26 (0.9)
''
''
26 (1.0)
''
''
x x
x x
x x
x x
Physics
Armenia
Belgium (Flemish)
x x
39 (1.3) i
––
34 (2.0)
32 (1.8)
x x
Cyprus
33 (1.0)
––
––
31 (0.7)
––
––
36 (0.9)
––
––
Estonia
11 (0.6)
''
''
30 (0.9)
''
''
59 (1.2)
''
''
Hungary
15 (0.8)
9 (0.6) h
27 (1.0)
30 (1.3) i
28 (1.3)
58 (1.3)
61 (1.5)
65 (1.6) i
Indonesia
21 (1.1)
––
''
61 (0.9)
––
''
19 (1.1)
––
Latvia
19 (1.0)
––
––
38 (1.1)
––
––
44 (1.5)
––
––
Lebanon
44 (1.4)
''
''
32 (1.0)
''
''
25 (1.1)
''
''
Lithuania
15 (0.8)
10 (0.8) h
12 (1.0) h
28 (1.0)
41 (1.4) i
37 (1.5) i
57 (1.5)
49 (1.6) h
51 (1.7) h
Macedonia, Rep. of
44 (1.5)
36 (1.4) h
''
29 (0.9)
40 (1.2) i
''
27 (1.3)
24 (1.2)
''
Moldova, Rep. of
21 (1.0)
23 (1.3)
''
48 (1.1)
49 (1.3)
''
31 (1.1)
28 (1.5)
''
13 (1.1) i
13 (1.3) i
25 (1.4)
44 (1.6) i
45 (1.9) i
69 (1.9)
42 (1.9) h
42 (2.5) h
8 (0.6) h
35 (1.4)
x x
31 (2.0)
6 (0.7)
––
x x
Bulgaria
c Netherlands
29 (1.6)
x x
––
''
Romania
17 (0.9)
15 (0.9)
22 (1.1) i
32 (1.0)
44 (1.2) i
45 (1.2) i
51 (1.5)
41 (1.7) h
33 (1.6) h
Russian Federation
23 (1.0)
18 (0.9) h
18 (0.9) h
41 (0.9)
46 (1.1) i
42 (1.1)
36 (1.1)
36 (1.3)
40 (1.4) i
Serbia
19 (1.0)
''
''
24 (1.0)
''
''
57 (1.3)
''
''
Slovak Republic
14 (0.7)
10 (0.7) h
10 (0.6) h
33 (1.2)
37 (1.2) i
41 (1.4) i
53 (1.4)
53 (1.5)
50 (1.7)
Slovenia
Sweden
International Avg.
r
9 (0.7)
––
11 (0.7)
24 (1.1)
––
33 (1.5) i
66 (1.3)
––
12 (0.8)
''
16 (1.1) i
40 (1.1)
''
44 (1.3) i
48 (1.4)
''
56 (1.8) h
40 (1.8) h
22 (0.3)
23 (0.4) i
14 (0.3) h
33 (0.2)
40 (0.4) i
39 (0.5) i
44 (0.3)
37 (0.5) h
47 (0.6) i
h 2003 significantly higher
i 2003 significantly lower
Background data provided by students.
Does not include students who report that they do not study the content area.
c
Netherlands: Data in physics panel pertain to grade 8 physics/chemistry course.
Trend notes: Because of differences in population coverage, 1999 data are not shown for Australia, Latvia,
Morocco, and Slovenia, and 1995 data are not shown for Israel, Italy, Latvia, and South Africa. Korea
tested later in 2003 than in 1999 and 1995, at the beginning of the next school year. Similarly, Lithuania
tested later in 1999 than in 2003 and 1995.
172
()
Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A dash (–) indicates comparable data are not available.
An “r” indicates data are available for at least 70 but less than 85% of the students. An “x” indicates data
are available for less than 50% of the students.
A diamond (') indicates the country did not participate in the assessment.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
TIMSS2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS2003
Exhibit 4.11: Trends in "I Enjoy Learning Science"
SCIENCE
Grade
Agree A Lot
Countries
2003
Percent of
Students
1995
Percent of
Students
Agree A Little
2003
Percent of
Students
1995
Percent of
Students
4
Disagree
2003
Percent of
Students
1995
Percent of
Students
Armenia
72 (1.4)
''
15 (0.7)
''
13 (1.0)
''
Australia
64 (1.3)
39 (1.2) h
23 (0.9)
42 (1.0) i
14 (0.9)
19 (0.9) i
Belgium (Flemish)
31 (1.1)
''
38 (0.9)
''
31 (1.2)
''
Chinese Taipei
49 (1.3)
''
29 (0.8)
''
21 (0.9)
''
Cyprus
59 (1.2)
56 (1.5)
22 (0.7)
32 (1.3) i
19 (1.1)
12 (0.9) h
England
39 (1.4)
41 (1.1)
29 (1.1)
39 (1.1) i
32 (1.2)
21 (1.0) h
Hong Kong, SAR
50 (1.2)
43 (1.4) h
36 (0.9)
44 (1.3) i
14 (0.9)
13 (1.6)
Hungary
54 (1.2)
36 (1.3) h
26 (0.9)
41 (1.1) i
20 (0.9)
24 (1.4) i
81 (1.3)
70 (1.4) h
11 (0.8)
22 (1.3) i
8 (0.8)
Iran, Islamic Rep. of
r
––
50 (1.0)
Japan
45 (1.2)
Latvia
57 (1.5)
––
28 (1.0)
––
15 (1.0)
––
Lithuania
62 (1.2)
''
24 (0.9)
''
14 (0.8)
''
Moldova, Rep. of
48 (1.2)
''
39 (1.2)
''
13 (0.8)
''
Morocco
68 (1.6)
''
18 (1.1)
''
14 (1.0)
''
Netherlands
40 (1.5)
29 (1.4) h
37 (1.1)
42 (1.3) i
23 (1.3)
29 (1.4) i
New Zealand
60 (1.0)
47 (1.4) h
26 (0.8)
36 (1.5) i
14 (0.7)
17 (1.1) i
Norway
53 (1.3)
42 (1.6) h
28 (1.0)
38 (1.2) i
19 (0.8)
20 (1.3)
Philippines
51 (1.6)
''
30 (1.0)
''
20 (1.2)
''
Russian Federation
57 (1.2)
''
27 (1.0)
''
16 (0.9)
''
Scotland
57 (1.6)
––
24 (1.1)
––
19 (1.0)
Singapore
51 (0.9)
41 (1.3) h
28 (0.6)
47 (1.1) i
21 (0.7)
12 (0.6) h
Slovenia
46 (1.3)
49 (1.5)
30 (1.2)
36 (1.2) i
23 (1.4)
15 (1.2) h
Tunisia
69 (1.7)
''
18 (1.5)
''
13 (0.8)
''
United States
62 (0.9)
48 (1.0) h
21 (0.6)
35 (0.8) i
16 (0.7)
17 (0.9)
International Avg.
55 (0.3)
44 (0.4) h
27 (0.2)
39 (0.3) i
18 (0.2)
17 (0.3) h
38 (1.1) h
37 (0.9)
36 (0.8)
––
50 (0.9) i
13 (0.8)
7 (0.8)
Italy
19 (1.0)
––
12 (0.8) h
––
Benchmarking Participants
Indiana State, US
60 (1.5)
''
25 (1.3)
''
15 (1.3)
''
Ontario Province, Can.
55 (1.5)
38 (1.3) h
28 (1.1)
44 (1.0) i
18 (1.1)
19 (1.0)
Quebec Province, Can.
57 (1.2)
40 (3.2) h
28 (0.9)
40 (2.2) i
14 (0.8)
20 (3.4)
Background data provided by students.
Trend notes: Because of differences between 1995 and 2003 in population coverage, 1995 data are not
shown for Italy and Latvia. 1995 data for New Zealand in this exhibit include students in English medium
instruction only (>98% of the estimated population).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest whole number,
some totals may appear inconsistent.
A dash (–) indicates comparable data are not available.
“r” indicates data are available for at least 70 but less than 85% of the students.
A diamond (') indicates the country did not participate in the assessment.
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
173
SOURCE: IEA's Trends in International Mathematics and Science Study (TIMSS) 2003
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
or 1999 included Australia, Chile, Hong Kong SAR, Iran, Israel, Japan,
Jordan, Korea, New Zealand, Norway, Scotland, Singapore, South
Africa, Tunisia, the United States, Indiana, Ontario, and Quebec. A
similar trend was apparent among separate-science countries in biology,
earth science, and chemistry, with greater percentages of students in
2003 than in 1995 or 1999 agreeing a lot that they enjoy learning the
subject. For physics, the percentage of students in this category in 2003
was greater than in 1995 but slightly less than in 1999.
At fourth grade, the average percentage of students agreeing
a lot that they enjoy learning science increased from 44 percent in
1995 to 55 percent in 2003. Participants showing a significant increase
included Australia, Hong Kong SAR, Hungary, Iran, Japan, the Netherlands, New Zealand, Norway, Singapore, the United States, Ontario,
and Quebec.
174
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
CHAPTER 4: STUDENTS’ BACKGROUNDS AND ATTITUDES TOWARDS SCIENCE
TIMSS & PIRLS INTERNATIONAL STUDY CENTER, LYNCH SCHOOL OF EDUCATION, BOSTON COLLEGE
175