An Analysis of Mathematics Achievements Based on Student Engagement and Attitude in Asean Countries Compared with TIMSS 2011 and TIMSS 2015

• Published in: Journal of Physics: Conference Series
• Main Author: Md Nor N.; Wan Ramli W.K.H.; Jauhari N.E.; Mahmud M.
• Format: Conference paper
• Language: English
• Published: Institute of Physics Publishing 2020
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086744045&doi=10.1088%2f1742-6596%2f1496%2f1%2f012016&partnerID=40&md5=f3697373add8a855c694f043c23b7b70

The Trends in International Mathematics and Science Study (TIMSS) is the largest and most ambitious study undertaken by the International Association for the Evaluation of Educational Achievement. About forty-two countries involved in TIMSS 2011 and thirty-nine countries involved in 2015. The 8th grade Mathematics Question are based on four content areas: (1) number; (2) algebra; (3) geometry; (4) data and chance. Investigating this particular issue through the TIMSS data files seems to provide a comprehensive source to analyse mathematics achievement of students from various angles. The aim of this paper is to analyse the mathematics achievement of 8th grade Mathematics Questions for ASEAN countries compared to TIMSS 2011 and 2015 by classifying them based on Student Engagement and Attitude. As the outcome measure, this paper used the set of four index values of student engagement and attitudes towards learning mathematics and average achievement in mathematics for TIMSS 2011 and TIMSS 2015. The ASEAN countries that involves both in TIMSS 2011 and TIMSS 2015 are Malaysia, Singapore and Thailand. Besides, the study also seek for significant value between each content areas with student perception and valuing of mathematics. All differences described in this study are statistically significant at the 0.05 level. Results from the TIMSS have recently captured the attention of the government and once again focused the nation on matters of mathematics teaching and learning. In general, the TIMSS results indicate a pervasive and intolerable mediocrity in mathematics teaching and learning in the middle grades and beyond. © 2020 Published under licence by IOP Publishing Ltd.