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An IERI – International Educational Research Institute Journal

Table 7 Multilevel modelling of TIMSS 2011 and 2015 mathematics achievement—Grade 4

From: Examining educational inequalities: insights in the context of improved mathematics performance on national and international assessments at primary level in Ireland

 

Step 1 (comparison model across studies)

Step 2 (comparison model across cycles)

Step 3

Combined model

Variables

B (SE)

B (SE)

B (SE)

B (SE)

Student-level

2011

2015

2011

2015

2011

2015

2011—2015

Gender (male)

9.2 (3.90)*

5.4 (3.25)

9.4 (3.62)*

5.6 (3.28)

–

6.0 (3.29)

7.6 (2.5)*

Books at home (more than 100)

29.9 (3.16)*

34.6 (3.16)*

22.0 (3.14)*

26.4 (3.49)*

–

26.3 (3.53)*

24.0 (2.4)*

Language spoken at home (English/Irish)

4.4 (4.83)

11.1 (5.74)

5.9 (4.99)

9.0 (5.5)

–

− 9.0 (8.75)

7.3 (3.3)*

Country of birth (Ireland)

–

–

–

–

–

− 31.0 (10.00)*

–

Parent education (third-level)

–

–

26.8 (3.77)*

32.2 (3.83)*

–

32.8 (9.96)*

29.4 (3.1)*

Year (2015)

–

–

–

–

–

–

14.8 (4.1)

School-level

Disadvantaged status (Disadvantaged)

− 28.8 (8.75)*

− 27.4 (6.98)*

− 21.8 (8.64)*

− 23.0 (6.56)*

–

− 23.8 (6.50)*

− 22.5 (5.5)*

Interactions

Language spoken at home*Country of birth

–

–

–

–

–

29.3 (9.96)*

 

Intercept

520.5 (5.36)*

531.7 (6.13)*

505.6 (5.59)*

514.3 (6.30)*

–

533.5 (8.63)*

502.9 (4.5)*

Variance explained (R2)

Student-level

5.1%

6.6%

8.5%

11.0%

–

11.5%

11.0%

School-level

15.7%

29.6%

9.9%

25.8%

–

26.7%

14.7%

Overall

6.6%

8.2%

8.7%

11.9%

–

12.4%

11.3%

  1. *p < .05