IEA: Percentage distribution and average science achievement scores of eighth-grade students in general/integrated science as reported in TIMSS, by the Index of students' positive affect toward science (PATS) and country: 2007

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Table D.1.03b.

IEA: Percentage distribution and average science achievement scores of eighth-grade students in general/integrated science 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 1999				Difference in percent from 1995				2007 percent of students		Average achievement		Difference in percent from 1999				Difference in percent from 1995				2007 percent of students		Average achievement		Difference in percent from 1999				Difference in percent from 1995
	Percent	s.e	Score	s.e.	Percent		s.e.		Percent		s.e.		Percent	s.e	Score	s.e.	Percent		s.e.		Percent		s.e.		Percent	s.e	Score	s.e.	Percent		s.e.		Percent		s.e.
International Avg.	65	0.2	476	0.7	—		†		—		†		19	0.1	442	0.9	—		†		—		†		16	0.2	436	1.3	—		†		—		†

Tunisia	88	0.8	447	2.1	‡		†		—		†		7	0.5	428	4.7	‡		†		—		†		4	0.4	434	7.1	-2	!	0.7	▼	—		†
Botswana	84	0.8	370	3.1	—		†		—		†		11	0.6	291	5.7	—		†		—		†		5	0.5	274	8.4	—		†		—		†
Colombia	83	1.2	419	3.6	—		†		‡		†		12	0.9	416	5.1	—		†		-4	!	1.3	▼	5	0.4	425	8.6	—		†		‡		†
Oman	82	0.9	434	2.8	—		†		—		†		14	0.7	387	5.3	—		†		—		†		3	0.4	383	13.0	—		†		—		†
Egypt	82	1.3	421	3.6	—		†		—		†		13	1.2	373	6.9	—		†		—		†		5	0.4	363	9.7	—		†		—		†

Ghana	80	1.0	320	4.7	—		†		—		†		16	0.8	254	7.7	—		†		—		†		4	0.3	226	10.7	—		†		—		†
Jordan	77	1.7	493	3.7	‡		†		—		†		13	0.9	455	7.4	-3	!	1.1	▼	—		†		10	1.1	470	8.3	‡		†		—		†
Turkey	77	1.1	461	3.7	—		†		—		†		15	0.7	435	5.6	—		†		—		†		8	0.8	429	6.9	—		†		—		†
El Salvador	77	1.2	390	3.0	—		†		—		†		17	0.9	380	4.5	—		†		—		†		6	0.5	395	6.8	—		†		—		†
Iran, Islamic Rep. of	73	1.3	467	3.8	-8		1.5	▼	-7		1.8	▼	17	1.0	444	5.1	5		1.1	∆	‡		†		9	0.7	448	6.8	3	!	0.9	∆	5		0.9	∆

Malaysia	73	1.2	483	6.0	-17		1.4	▼	—		†		18	0.9	438	7.2	12		1.0	∆	—		†		8	0.5	434	9.2	5		0.7	∆	—		†
Palestinian Nat'l Auth.	70	1.2	421	3.8	—		†		—		†		18	0.8	377	5.5	—		†		—		†		12	0.7	380	7.6	—		†		—		†
Thailand	68	1.2	478	4.5	-9		1.6	▼	—		†		25	0.9	454	4.7	9		1.1	∆	—		†		6	0.5	466	7.2	#		†		—		†
Bahrain	68	1.0	476	1.9	—		†		—		†		18	0.7	455	3.5	—		†		—		†		14	0.8	451	4.7	—		†		—		†
Singapore	68	0.9	586	4.3	-10		1.6	▼	-14		1.5	▼	19	0.7	535	6.1	7		1.0	∆	6		1.1	∆	13	0.6	517	6.8	3	!	1.1	∆	8		0.8	∆

Saudi Arabia	68	1.3	413	2.9	—		†		—		†		19	0.8	389	4.4	—		†		—		†		13	0.9	388	4.4	—		†		—		†
Qatar	61	0.6	333	1.8	—		†		—		†		19	0.5	303	3.9	—		†		—		†		20	0.5	307	3.9	—		†		—		†
Hong Kong SAR	60	1.4	549	4.8	-4	!	1.9	▼	‡		†		22	0.8	508	5.4	4		1.1	∆	-5		1.3	▼	19	1.1	498	6.7	‡		†		#		†
Kuwait	60	1.1	428	3.2	—		†		—		†		21	0.7	413	4.5	—		†		—		†		20	0.9	408	5.9	—		†		—		†
Norway	59	1.3	495	2.1	—		†		‡		†		20	0.8	483	3.7	—		†		‡		†		21	1.0	472	3.7	—		†		#		†

Scotland	56	1.3	517	3.4	—		†		-13		2.0	▼	22	0.8	482	4.5	—		†		7		1.1	∆	22	1.1	459	4.3	—		†		6		1.5	∆
England	55	1.3	561	4.9	-21		1.6	▼	-15		1.8	▼	20	0.8	532	4.9	9		1.1	∆	4	!	1.2	∆	25	1.1	510	5.0	12		1.3	∆	11		1.4	∆
United States	54	1.2	533	2.9	-6		1.5	▼	‡		†		22	0.5	508	3.6	4		0.8	∆	-2	!	0.9	▼	24	0.9	503	3.5	‡		†		3	!	1.3	∆
Israel	51	1.2	492	4.6	-7		1.8	▼	—		†		22	0.7	453	5.3	3	!	1.0	∆	—		†		28	1.2	452	5.5	4	!	1.6	∆	—		†
Italy	47	1.1	511	3.7	-16		1.8	▼	—		†		26	0.9	488	3.6	10		1.2	∆	—		†		26	1.0	475	3.5	7		1.5	∆	—		†

Australia	47	1.4	535	4.7	—		†		‡		†		22	0.8	504	4.2	—		†		‡		†		31	1.1	494	4.3	—		†		3	!	1.4
Japan	47	1.1	574	2.2	‡		†		‡		†		28	0.9	545	2.8	5		1.1	∆	‡		†		25	1.1	529	3.5	-6		1.7	▼	‡		†
Chinese Taipei	40	1.3	597	3.9	-22		1.7	▼	—		†		24	0.7	552	4.2	8		0.9	∆	—		†		35	1.2	527	3.8	14		1.4	∆	—		†
Korea, Rep. of	38	1.1	586	2.4	8		1.5	∆	4	!	1.7	∆	27	0.7	544	2.9	-3	!	0.9	▼	-15		1.2	▼	36	1.0	526	2.6	-5	!	1.5	▼	11		1.6	∆

Benchmarking Participants
Dubai, UAE¹	68	1.6	506	2.8	—		†		—		†		18	0.9	469	5.0	—		†		—		†		14	1.0	463	6.7	—		†		—		†
Ontario, Canada	56	1.8	542	3.2	‡		†		‡		†		21	0.9	514	5.7	5		1.3	∆	-3	!	1.3	▼	23	1.3	500	5.3	‡		†		‡		†
British Columbia, Canada	55	1.4	541	3.3	-5	!	2.4	▼	—		†		21	0.8	512	3.8	‡		†		—		†		24	1.1	505	3.3	‡		†		—		†
Massachusetts, US	54	2.9	568	6.6	‡		†		—		†		22	1.3	551	5.3	4	!	1.6	∆	—		†		24	2.3	536	4.6	‡		†		—		†
Quebec, Canada	53	2.0	516	3.8	‡		†		‡		†		18	1.0	503	6.3	‡		†		-4	!	1.7	▼	30	1.7	497	4.8	‡		†		‡		†

Minnesota, US	50	2.1	553	5.4	—		†		‡		†		23	1.2	534	5.6	—		†		#		†		26	1.5	516	5.5	—		†		‡		†
Basque Country, Spain	44	1.7	516	3.5	—		†		—		†		23	1.2	496	3.9	—		†		—		†		33	1.7	476	4.3	—		†		—		†
— 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. The coefficient of variation is greater than or equal to .5.
∆ 2007 percent significantly higher at the p<0.05 level.
▼ 2007 percent 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.