Socioeconomic status and beyond: a multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 1 Principle components analysis results and coefficient alpha of study scales

Scale and sources of data	Alpha reliability	Percent of variance explained	PCA loadings of items
Scale and sources of data	Alpha reliability	Percent of variance explained	Min	Max
Could do literacy and numeracy tasks when beginning primary school (parents)	.92	58	.57	.86
Early literacy and numeracy activities before beginning primary school (parents)	.90	40	.47	.70
Students like learning mathematics (students)	.84	48	.40	.83
Students’ views on engaging teaching in Mathematics lessons (students)	.73	34	.39	.68
Home resources for learning (parents & students)	.74	49	.59	.80
Problems with school conditions and resources (teachers)	.89	60	.64	.85
Safe and orderly school (teachers)	.89	57	.74	.76
School emphasis on academic success (principal)	.90	46	.48	.79