Parental Influence on Students’ Mathematics Achievement: The Comparative Study of Turkey and Best Performer Countries in Timss 2011

• Published in: Procedia, social and behavioral sciences social and behavioral sciences, 2013-12, Vol.106, p.2000-2007
• Main Authors: Kilic, Serpil, Askin, Öyküm Esra
• Format: Article
• Language: English
• Subjects: mathematics achievement; multilevel modeling; student-parent relationship; TIMSS, 2011
• ISSN: 1877-0428; 1877-0428
• DOI: 10.1016/j.sbspro.2013.12.228

This paper assessed the impact of students’ background and parents’ attitude towards their children on mathematics achievement across four countries which were participated to Trends in International Mathematics and Science Study (TIMSS) 2011. Since Republic of Korea, Singapore and Chinese Taipei were ranked as the first three countries in terms of the achievement in mathematics scores, they were selected for the comparison with Turkey. Multilevel logistic regression model was used to estimate coefficients and to model differences in mathematics achievement within and between schools for each country. Gender, student-parent relationship, possessions of computer, room and internet were taken as student level variables, while school composition by student economical background, discipline and safety of school climate were taken as school level variables. According to results, owning a desk was the most effective factor on achievement of students for both Turkey and Republic of Korea, at the student level. Furthermore, at school level, the most effective factor on achievement was found the school composition by student economical background for all countries.