Effective Factors on the Math Performance of Eighth Grade Students in The TIMSS; A Comparative Study between Iran and Selected Countries

In this study, the mathematical achievement model of 8th-grade students from five Muslim countries contains Iran, Turkey, Malaysia, Saudi Arabia, and Indonesia, was investigated. In this regard, data of the fifth Trend International Mathematics and Science Study (TIMSS) was used. For data analysis, hierarchical linear modeling (HLM) was applied. In hierarchical linear modeling, two different levels (students and school) of variables were used. At students’ level, variables that were used for building our model contained self-concept of ability in mathematics, student’s perception about the school, sources of home, parent's education level, and gender of the student. At the school level, the amount of teachers’ experience, teacher’s perception about the school, and interaction with teachers with other teachers were considered. The final output of the model in HLM shows that self-concept of ability in mathematics had the highest relation with 8th-grade students' mathematical achievement in all Muslim countries except Indonesia. Result also reveals some similarities and differences between students’ mathematical achievement models in different countries.