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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. |