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

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

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 s.e N s.e N s.e N 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 s.e N s.e N s.e N 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 s.e N s.e N s.e N 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