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Table D.1.03a. IEA: Percentage distribution and average science achievement of fourth-grade students as reported in TIMSS, by the Index of students' positive affect toward science (PATS) and country: 2007
Country, ordered by high PATS High PATS   Medium PATS   Low PATS
2007 Percent of students   Average
achievement
  Difference in percent from 1995   2007 percent
of students
  Average
achievement
  Difference in percent from 1995   2007 percent
of students
  Average
achievement
  Difference in percent from 1995
Percent s.e   Score s.e.   Percent   s.e.     Percent s.e   Score s.e.   Percent   s.e.     Percent s.e   Score s.e.   Percent   s.e.  
International Avg. 77 0.2   485 0.7         13 0.1   456 1.2         11 0.1   452 1.3      
                                                                 
Kazakhstan 90 1.1   535 5.7         6 0.9   517 12.8         4 0.5   515 10.3      
Colombia 88 0.8   410 5.4         8 0.7   378 12.6         4 0.5   390 14.4      
Algeria 87 0.9   365 5.6         9 0.5   309 10.6         4 0.6   305 15.0      
Tunisia 86 1.0   348 5.5         10 0.7   238 9.5         4 0.5   212 15.1      
Iran, Islamic Rep. of1 86 1.1   452 4.2         8 0.7   393 8.2   -6   1.3   6 0.7   377 10.4   3   0.8
                                                                 
Kuwait 85 0.9   370 4.5         8 0.6   289 8.3         7 0.5   300 10.8      
Morocco 83 1.1   315 6.0         11 0.9   262 14.4         5 0.6   220 13.1      
Ukraine 83 0.9   483 3.0         10 0.6   456 6.3         7 0.6   457 7.0      
Georgia 82 1.0   428 4.4         12 0.7   402 7.3         6 0.8   414 7.1      
Japan 81 0.9   553 2.1         12 0.6   534 4.1         7 0.5   523 6.1      
                                                                 
Lithuania 81 1.0   517 2.6         12 0.7   500 4.6         7 0.6   510 4.6      
Germany 81 0.8   536 2.5         11 0.6   514 5.4         8 0.5   501 4.7      
El Salvador 79 0.9   399 3.7         15 0.7   365 5.3         6 0.5   371 8.8      
Hong Kong SAR 79 1.0   562 3.4         11 0.6   528 5.2         10 0.8   522 5.4      
Qatar 79 0.5   319 2.7         12 0.4   257 4.8         10 0.3   262 5.5      
                                                                 
Italy 78 0.8   541 3.3         12 0.6   522 4.1         10 0.5   516 5.2      
Australia 78 1.3   534 3.6   4 ! 1.7   11 0.8   513 5.8         11 0.8   505 5.1      
Russian Federation 78 1.0   552 4.5         13 0.8   540 7.2         9 0.5   521 8.1      
Armenia1 77 1.4   493 5.0         12 1.1   493 17.4         11 0.8   490 14.7      
Slovak Republic 76 1.1   531 4.4         12 0.7   514 7.3         12 0.8   525 6.5      
                                                                 
New Zealand 75 0.8   513 2.6   #       14 0.5   482 5.7         11 0.5   480 5.3      
United States 75 0.8   545 2.5         13 0.4   529 4.1   #       12 0.6   521 4.4      
Chinese Taipei 75 1.4   564 2.0         14 0.7   539 4.2         11 0.9   534 4.5      
Austria 75 0.9   530 2.6   6   1.7   13 0.6   518 4.1   -4   1.1   12 0.7   510 4.2      
Singapore 75 0.7   598 4.0   -9   1.1   15 0.5   557 6.0   3   0.8   11 0.5   553 5.8   5   0.6
                                                                 
Yemen1 74 1.8   226 8.3         17 1.2   167 7.6         9 0.9   161 11.1      
Sweden 73 1.0   531 3.2         14 0.7   512 4.0         13 0.6   509 4.1      
Norway 71 1.2   484 3.4         14 0.8   468 4.9         15 0.9   463 6.8      
Latvia 71 1.1   544 2.5   5 ! 1.8   16 0.7   538 4.2   -7   1.3   13 0.9   541 5.3      
Scotland 70 1.3   505 2.5         14 0.7   498 4.6         16 1.1   483 4.9      
                                                                 
Hungary 69 1.3   544 3.3         14 0.6   522 6.7   -4   1.0   18 1.1   527 5.5   5 ! 1.5
Slovenia 69 1.0   523 2.2   -7   1.8   14 0.6   510 4.0   -3 ! 1.2   17 0.9   509 3.2   10   1.1
Netherlands 66 1.5   528 2.8         11 0.6   514 4.1   -4   1.1   23 1.3   515 4.0      
Czech Republic 64 1.4   521 3.4   -9   1.9   15 0.7   504 5.8   #       21 1.1   509 3.6   9   1.4
England 59 1.2   548 3.4   -13   1.9   17 0.7   538 4.7   4   1.1   24 1.1   533 4.1   9   1.5
                                                                 
Denmark 59 1.9   525 3.2         20 1.1   510 4.3         21 1.5   507 4.1      
Benchmarking Participants                                                                
Dubai, UAE 84 1.0   474 3.4         9 0.6   440 11.2         8 0.7   415 10.7      
Minnesota, US 79 1.9   554 6.6   7 ! 3.1   11 1.0   549 8.7         10 1.2   542 8.6      
Quebec, Canada 78 1.2   522 2.9   9 ! 4.0   10 0.8   497 5.2   -5 ! 2.1   12 0.8   502 6.1      
Massachusetts, US 77 1.5   576 4.7         12 0.9   563 6.9         11 1.2   552 6.8      
Alberta, Canada 75 1.2   547 3.7         13 0.7   533 6.2         12 0.7   526 6.4      
                                                                 
British Columbia, Canada 72 1.2   542 2.9         14 0.7   530 4.6         14 0.9   522 5.0      
Ontario, Canada 71 1.4   541 4.0   -4 ! 1.9     14 0.9   531 6.7   #       15 1.1   523 5.0   3 ! 1.4
— Not available.
† Not applicable.
# Rounds to zero.
! Interpret data with caution, estimates are unstable. The coefficient of variation is greater than or equal to .3 but less than .5.
‡ Reporting standards not met. Either data are insufficient to report achievement or the coefficient of variation is greater than or equal to .5.
∆ Percent in 1995 significantly higher at the p<0.05 level.
▼ Percent in 1995 significantly lower at the p<0.05 level.
1 Indicates data are available for at least 70 percent but less than 85 percent of the students.
NOTE: Index of positive affect towards science (PATS) based on students’ responses to three statements about science: 1) I enjoy learning science; 2) Science is boring (Reversed); 3) I like science. Average is computed across the three items based on a 4-point scale: 1. Agree a lot; 2. Agree a little; 3. Disagree a little; 4. Disagree a lot. Students agreeing a lot or a little on average across the three statements are assigned to the high level. Students disagreeing a little or a lot on average across the three statements are assigned to the low level. All other students are assigned to the middle level. Standard error is noted by s.e. Detail may not sum to total due to rounding.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007. Mullis, I.V.S., Martin, M.O., and Foy, P. (2008). TIMSS 2007 International Science Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, exhibit 4.8. Chestnut Hill, MA: Boston College.
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education