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| Table 2. Average percentage distribution of eighth-grade science lesson time devoted to different types of lesson purposes, by country: 1999 | |||||
|---|---|---|---|---|---|
| Purpose | Australia (AUS) |
Czech Republic (CZE) |
Japan (JPN) |
Netherlands (NLD) |
United States (USA) |
| Developing new content1 | 85 | 67 | 93 | 78 | 79 |
| Reviewing previous content2 | 8 | 19 | 3 | 1! | 8 |
| Going over homework3 | # | 1! | ‡ | 12 | 3 |
| Assessing student learning4 | ‡ | 9 | 1 | 2 | 3 |
| Other purposes5 | 7 | 4 | 3 | 7 | 8 |
| #Rounds to zero. | |||||
| ! Interpret data with caution. Estimate is unstable. | |||||
| ‡ Reporting standards not met. Too few cases to be reported. | |||||
| 1 Developing new content: AUS, JPN, USA> CZE; JPN> NLD, USA. | |||||
| 2 Reviewing previous content: CZE> AUS, JPN, NLD, USA; USA> JPN, NLD. | |||||
| 3 Going over homework: NLD> AUS, CZE, USA. | |||||
| 4 Assessing student learning: CZE> JPN, NLD, USA; NLD> JPN. | |||||
| 5 Other purposes: AUS, NLD, USA> CZE, JPN. | |||||
| NOTE: Detail may not sum to 100 because of rounding and missing data. The tests for significance take into account the standard error for the reported differences. Thus, a difference between averages of two countries may be significant while the same difference between two other countries may not be significant. | |||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, Third International Mathematics and Science Study (TIMSS), Video Study, 1999. | |||||
| List of Tables |
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