An International Comparative Analysis of the Relationships between Lecture Styles, Students' Attitudes toward and Their Scores in Mathematics in TIMSS 2003

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  • MISONO Tadashi
    Graduate School of Decision Science and Technology, Tokyo Institute of Technology
  • AKAHORI Kanji
    Graduate School of Decision Science and Technology, Tokyo Institute of Technology

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  • TIMSS 2003における数学の授業と生徒の態度・得点の関係の国際比較
  • TIMSS 2003 ニ オケル スウガク ノ ジュギョウ ト セイト ノ タイド トクテン ノ カンケイ ノ コクサイ ヒカク

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Abstract

This study is an analysis of the Third International Mathematics and Science Study (TIMSS) 2003. The study utilized data derived from the mathematics performance of eighth grade students; further, a questionnaire survey was also conducted. We conducted structural equation modeling to examine both the direct and indirect relationships between activities during lectures at school and students' scores. The results revealed that lectures that related the course content in mathematics to the students' daily lives did not affect their scores; at the same time, they improved the students' motivation to learn. On the other hand, lectures that require students to work on their problems independently, without guidance from teachers, enhanced the students' self-concept and affected their performance. In addition, we conducted a cluster analysis in order to perform a countrywise classification of both the students' scores and their attitudes toward mathematics. Finally, we found that the groups that took longer time to relate the content of the mathematics lectures to their daily lives obtained lower scores. The study concludes that teachers should use both lecture styles in a balanced manner in order to motivate students to learn mathematics and help them to improve their performance.

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