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Abstract:
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This study aims to explore the variability in mathematics achievement of Saudi eighth-grade students as a part of student- and classroom-level differences and inspect the relations of student- and classroom-level factors with mathematics achievement. Using the 2011 Trends in the International Mathematics and Science Study (TIMSS) dataset where 4344 students from 164 classrooms nested within 153 schools who participated. A two- level Hierarchical Linear Model (HLM) was used to assess the relationship between student and classroom factors with the mathematics achievement and examine the variability in mathematics achievement. There were three research questions: 1) how much of the total variance in mathematics achievement of Saudi students are accounted for student- and classroom-level differences? 2)how are the student-level factors-- self-concept, attitude towards mathematics, educational aspiration, gender, parents' education, and home educational resources associated with mathematics achievement? 3)how are the classroom-level factors-- teacher's gender, teaching experience, level of education, major of study, perception of school climate, and class size associated to mathematics
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