Trends in International Mathematics and Science Study (TIMSS Parent)

STATUS: Completed
PROJECT LEADER:Reddy, V (Dr Vijay)
OTHER TEAM MEMBERS: Basson, J.S.L. (Ms Lindi), Prinsloo, CH (Dr Cas), Bantwini, B.D. (Dr Bongani), Ngema, DM (Mrs Maria), Visser, MM (Dr Mariette)
DEPARTMENT RESPONSIBLE: Equitable Education and Economies (IED)
RESEARCH OUTPUTS: Item readability and science achievement in TIMSS 2003 in South Africa, Mathematics and science achievement at South African schools in TIMSS 2003, TIMSS in an African context, The trends in international mathematics and science study: 2003
DATASETS: View Datasets

Abstract

In South Africa we do not have many panel studies that track learners over time (BTT tracks individuals and CAPS tracks households). We have done many national snapshot studies - studies which tells us about learners performance at a particular time (e.g. systematic evaluations, TIMSS etc). Since we have not set up the tracking studies, we need to use sets of information that is available to tell us what happens over two time periods. The TIMSS dataset and the matric examination dataset can present one paired dataset. In 2002 we adminsistered TIMSS questionnaires to around 9000 grade 8 learners around the country and in the same year we administered around same number to grade 9 learners (half for TIMSS and half for a different study). All being well the grade 9 learners should have been in grade 12 in 2005 and the grade 8 learners would have been in grade 12 in 2006. Using the 9000 learners of grade 8 in 2002 we can examine the matric exam dataset of 2006 and 2007 to determine: 1. How many of the TIMSS 2002 grade 8 learners sat for the matric exams in 2006. 2. Of those who are in the matric exam dataset which subjects (and at which level) are they taking these subjects. 3. What is their performance in English, mathematics and science in the grade 12 exam. 4. How do the grade 12 results compare with the grade 8 TIMSS results, and was the TIMSS grade 8 perfomance a predictor of grade 12 performance.

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