The relative effect of student, family and school-related factors on math achievement by location of the school

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 2 Codes, definitions and average values of the dependent and independent variables of the research in TIMSS, 2015 dataset

Data code/variables	Urban			Suburban			Medium-size city			Village
Student-related factors	N	%	Math x̄	N	%	Math x̄	N	%	Math x̄	N	%	Math x̄
ASBG01
Gender
1-Girl	1370	49.3	502	508	48.9	473	897	48.0	492	389	49.8	428.4
2-Boy	1391	50.8	503	507	51.1	477	988	52.1	501	385	50.2	415.4
ASBG03
Often speak language of test at home
1. Sometimes or never	301	11.0	506	202	20.6	447	299	15.0	474	223	26.2	351
2. Almost always	239	9.0	527	70	7.1	506	132	7.5	523	54	7.0	415
3. Always	2106	80.0	504	679	72.2	489	1347	77.5	506	460	66.9	456
ASBG08
About how often absent from school
1-Never or almost never	1807	65.8	517	566	57.3	501	1259	67.1	510	421	54.7	439
2-Once a month	553	20.5	493	221	21.7	473	350	19.7	484	176	24.1	424
3-Once every 2 weeks	171	6.4	463	88	7.9	422	137	7.0	462	60	8.0	394
4-Once a week or more	210	7.3	443	127	13.1	408	116	6.3	444	100	13.2	375
ASDHAPS
Student attended preschool
1-Did not attend	762	28.1	468	315	30.8	447	461	24.2	453	273	35.5	392
2-1 year or less	1266	46.8	510	463	49.5	491	896	49.6	506	377	51.7	446
3-2 years	334	13.3	542	86	8.7	483	240	13.4	531	38	5.4	449
4-3 years or more	315	11.8	520	122	11.1	476	213	12.8	515	63	7.4	389

	N	x̄	s.e	N	x̄	s.e	N	x̄	s.e	N	x̄	s.e
ASBHENT
Early numeracy tasks	2761	9.9	0.1	1015	9.3	0.2	1885	9.7	0.2	774	8.9	0.2
ASBGSSB
Students sense of school belonging	2761	10.8	0.1	1015	10.6	0.2	1885	10.7	0.1	774	10.7	0.2
ASBGSB
Student bullying	2761	10.1	0.1	1015	10.0	0.1	1885	10.1	0.1	774	9.8	0.2
ASBGSLM
Students like learning math	2761	11.3	0.1	1015	11.3	0.1	1885	11.3	0.1	774	11.3	0.1
ASBGEML
Engaging teaching in math lessons	2761	10.8	0.1	1015	10.6	0.2	1885	10.7	0.1	774	10.6	0.1
ASBGSCM
Students confident in math	2761	10.5	0.1	1015	10.3	0.1	1885	10.6	0.1	774	9.9	0.1

Family-related factors	N	%	Math x̄	N	%	Math x̄	N	%	Math x̄	N	%	Math x̄
ASDHEDUP
Parents’ highest education level
1-Some primary lower secondary or no school	885	32.1	464	487	47.7	435	707	38.6	453	496	67.7	404
2-Lower secondary	338	12.3	479	131	14.7	477	217	12.8	482	93	13.6	445
3-Upper secondary	832	31.8	514	224	24.6	509	494	27.2	516	108	15.5	487
4-Post-secondary but not university	209	8.0	538	50	5,3	538	127	6.9	550	7	1.2	481
5-University or higher	407	15.9	569	74	7.8	581	236	14.5	582	15	2.0	516
ASDHOCCP
Parents’ highest occupation level
1-Never worked for pay	202	7.1	480	92	9.2	431	132	7.5	456	95	13.2	374
2-General laborer	645	24.8	471	343	34.6	447	476	25.9	462	246	33.8	426
3-Skilled worker	460	17.0	496	212	22.4	470	409	22.5	488	244	35.6	437
4-Clerical	582	21.8	526	188	19.4	519	365	20.4	532	74	9.7	432
5-Small business owner	405	15.4	505	77	8.3	494	199	10.8	498	42	5.9	445
6-Professional	348	14.0	549	55	6.2	554	195	13.0	566	14	1.9	451

	N	x̄	s.e	N	x̄	s.e	N	x̄	s.e	N	x̄	s.e
ASBHENA
Early numeric activities before school	2761	9.4	0.1	1015	8.6	0.2	1885	9.2	0.2	774	8.2	0.2
ASBHPSP
Parents perceptions of school performance	2761	10.5	0.1	1015	10.6	0.2	1885	10.08	0.1	774	11.0	0.1
ASBHAMS
Parent attitude towards math and science	2761	10.7	0.1	1015	10.7	0.2	1885	10.7	0.1	774	10.7	0.1

School-related factors	N		Math x̄	N		Math x̄	N		Math x̄	N		Math x̄
ACDG03
School composition by student background
1-More disadvantaged	1111	41.41	472	699	73.5	465	853	47.9	464	440	60.6	407
2-Neither more affluent nor more disadvantaged	746	23.6	521	251	25.2	493	548	29.8	514	154	25.5	446
3-More affluent	815	34.99	530	16	1.4	590	364	22.3	533	111	13.9	407

	N	x̄	s.e	N	x̄	s.e	N	x̄	s.e	N	x̄	s.e
ACBGMRS
Instruction affluent by math resource shortage	2761	7.8	0.2	1015	7.9	0.2	1885	7.8	0.2	774	8.3	0.4
ACBGEAS
School emphasize on academic success	2761	9.8	0.2	1015	8.3	0.3	1885	9.5	0.3	774	8.1	0.2
ACBGDAS
School discipline problems	2761	9.2	0.2	1015	8.4	0.4	1885	8.9	0.3	774	8.0	0.4