Iranian Journal of Learning and Memory

The Role of Teacher’s Characteristics on Mathematics Performance of Eighth- Grade Students from 2003 to 2015 (Based on International TIMSS Studies)

Document Type : Original Article

Authors

Nahid Honarmand 1
Alireza Kiamanesh 2
Abdolazim Karimi 3

1 Ph.D. Candidate of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Department of Psychology, Kharazmi University, Tehran, Iran

3 Department of Psychology, Azad Islamic University, Branch of Tehran Jonob, Tehran, Iran

https://doi.org/10.22034/iepa.2018.85598
Abstract
The purpose of this study was to review the changes in the role of demographic and personality variables of mathematics teachers in predicting the mathematical progress of eighth-grade students in Iran and analyzed the trend of these variables in four international studies. For this purpose, we examined the data from 21434 eighth graders and 877 math teachers who had participated in four TIMSS studies (2003, 2007, 2011 & 2015). Among the educational variables influencing the educational development, ten variables including gender, age, history of teaching, the degree, major, teaching hours, job satisfaction, confidence, interaction with other teachers and teaching method were investigated using statistical methods of Pearson correlation coefficient and multiple regression analysis. The findings related to the demographic variables showed that the students ' mathematical performance changes were almost consonant with the changes of age, history of teaching, and teaching hours in both groups of male and female teachers. This coordination was not similar in the major and academic degrees. The results of multivariate regression showed that the students ' mathematical development was explained by the set of demographic and personality variables. Among these variables, teaching history and self - confidence of the teachers played the most important role in explaining the students ' progress, and the variables of the degree of education and gender did not contribute to the explanation of the students ' math’s progress. The findings show the necessity of paying more attention to the history of teaching and examining the reasons why major and teachers ' degree were not that influential in math development is essential.

Keywords

Demographic and personality variables
math teachers
TIMSS studies
trend
  1. Abedi, S., Kharmoodust, N., Rahiminejad, A.,  & Hejazi, E. (2009). Presentation of the regression model of academic achievement In the science course of elementary school students based on the data and study results, Thames 99. Journal of Psychology and Sciences, 133-152 .
  2. Alikhani, N. (2014). Review of simple and multiple relationships of mathematical beliefs, conceptual knowledge and teacher's math experiences with performance and the math motivation of sixth grade elementary school students in the city. Master's Thesis for Math,Chamran martyr of Ahwaz University
  3. Capar, G., & Tarim, K. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. Educational Sciences: Theory & Practice, 15(2), 553-559.
  4. Clements, D. H. (2002). Linking research and curriculum development. In L. D. English (Ed.), Handbook of internationalresearch in mathematics education (pp. 599-629).Mahwah, NJ: Lawrence Erlbaum Associates.
  5. Conley, S., Fauske, J., & Pounder, D. G. (2004). Teacher work group effectiveness. Educational Administration Quarterly, 40(5), 663-703.
  6. Currall, S., Towler, A., Judge, T., & Kohn, L. (2005). Pay satisfaction and organization outcomes personal psychology, 58, 613-640.
  7. Dortaj, F. (2013). Comparison of the effect of two methods of traditional and traditional teaching on the motivation and academic achievement of mathematical knowledge. Learners Magazine Psychology School, 2 (4), 62-80.
  8. Ebrahimi, V., Saber, M., & Sharifzadeh, M. (2014). The study of the effect of mathematical teaching method with the game in learning the fifth-grade elementary students in Naghadeh. Collections of the National Conference on School, (pp. 1899-1900).
  9. Fung, D., Kutnick, P., Mok, I., Leung, F., Lee, B., Mai, Y., &  Tylor, T. (2017). Relationships between teachers’ background, their subject Knowledge and pedagogic efficacy, and pupil achievement in primary School mathematics in Hong Kong: An indicative study. International Journal of Educational Research, 81, 119-130.
  10. Ghalaei, B., Kadivar P., Sarami, Gh., & Sfandiari M. (2012). Assessment of teachers’ self-efficacy beliefs model as determinant of their job satisfaction and students’ academic achievement. Research in Curriculum Planning, 9(5), 95-107.
  11. Glotova, G., & Wilhelm, A. (2014). Teacher’s self-concept and self-esteem in pedagogical communication. Social and Behavioral Sciences, 132, 509 – 514
  12. Goddard, Y. L., Goddard, R. D., & Moran, M. T. (2007).A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary school. Teachers College Record, 109(4), 877–896.
  13. Harrison, C. (2004). Bridging the gaps of professional learning. Journal of Staff Development, 25(3), 7-18.
  14. Hu, Y. H., Xing, J., & Tu, L. P. (2018). The effect of a problem-oriented teaching method on university mathematics learning, EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1695-1703.
  15. Jafari, M., Kiamanesh, A., & Karimi, A. (2017). The process of change and the role of attitude, interest and self-concept factors science of the Eighth Student on Science Forecasting Based on Thesis Studies (2003-2015). Journal Research In Educational Systems, 11, 36
  16. Johnson, R., Burke, L., & Christensen, L. (2014). Educational research: Quantitative, qualitative and combined approaches (Text in Persian) Ali Reza Kimanesh, Niloofar Esmaeili, Saba Hasanvandi, Maryam Danae Toos, Mohammad Reza Fathi, and Maryam Mohsenpour (Tehran: Science Publishing)(Original release date 2014)
  17. Liang, J., & Jia, D. (2015). Teachers’ influence to the mathematics achievement of grade four students. 2nd International Conference on Education, Management and Information Technology, 411-416.
  18. Mortazi Mehrbani, N., & Gooya, Z. (2014). Design A transitional model from professional development (PD) of secondary  mathematics teachers in Iran to their professional learning (PL). Journal of Curriculum Studies, 9(34), 35-70.
  19. Mortazavi, M., Bashkar, S.A., Mesgrani, H., Ahmadi, Gh., & Bazali Zadeh, Sh. (2011). Comparison of the effect of teaching methods based on constructionalism and the traditional method on academic achievement in mathematics (1) secondary school students,6 (1 & 2). Journal of Educational Sciences, Shahid Chamran University of Ahvaz, pp. 105-124.
  20. Nabavi, S.S. (2011). Examining the position of teacher education in educational systems. supreme educational complex of the great prophet (PBUH). Farhangian Research Center, 1, 45-39.
  21. NCTM. (2000). Principles and standards for school mathematics. The National Council of Teachers of Mathematics, Inc., Reston: USA.
  22. Patrick, H., Kaplan, A., & Ryan, A.M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103 (2), 367-382.
  23. Reyes, M.R., Brackett, M.A., Rivers, S.E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104 (3), 700-712.
  24. Soleimani, Z. (2011). The relationship between teachers' beliefs about classroom control and teacher characteristics with academic performance of fifth grade elementary students in Yazd. Master's thesis, Educational Psychology, Yazd University.
  25. Soleimani, E., Sepehrian Azar, F., & Ghaderi, A. (2016). The effectiveness of the teaching method of jig and traditional on anxiety attitude and practice of math lessons. Journal of Research in Teaching, 4 (2), 79-93.
  26. Sarmadi, M.R., Saif, M.H, Talebi, S., & Abedi, S. (2010). Study of correlated factors with progress Third-grade students' education based on R-TIMSS test results and providing a path analysis pattern for impact assessment Each factor affects academic achievement. Educational Approaches, 5(11), 30-31.
  27. Saif, A.A. (2016). New educational psychology: psychology of learning and education (Seventh Edition). Tehran: Doran.
  28. Shab, L. (2014). Confidence, translator. Nahmah Allahpanah: Pardis Danesh Publication.
  29. Shafi Abadi, A. (2017). Career guidance and career choice theories. Tehran: Growth Publishing.
  30. Stone, R., & Cuper, P. H. (2006). Best practices for teacher leadership: What award-winning teachers do for their professional learning communities. London: Sage Publications Ltd.
  31. Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104 (3), 743-762.
  32. Tallerico, M. (2005). Supporting and sustaining teachers’ professional development. Thousand Oaks, CA: Corwin Press.
  33. Tella, A. (2008). Teacher variables as predictors of academic achievement of primary school pupils’ mathematics. International Electronic Journal of Elementary Education, 1(1), 17-33.
  34. Tuyserkani, N. (2013). Structural model of relationships between self-efficacy beliefs of mathematical teachers as determinative their job satisfaction and students' success in math. Dissertation for obtaining a master's degree educational Research, Educational Orientation, Shahid Bahonar University of Kerman. Faculty of Educational Sciences Secondary school boy students. Journal of Educational Sciences, 6 (1 & 2), Shahid Chamran University of Ahvaz, 105-124.
  35. Vakili Harris, Sh., Hejazi, G., & Azhay, J. (2009). Relationship between teacher's characteristics and efficiency with academic achievement students. Psychology and Educational Sciences, 39 (3), 171-189.
  36. Zakaria, E., Solfitri, T., Daud, Y., & Abidin, Z. Z. (2013). Effect of cooperative learning on secondary school students’ mathematics achievement. Creative Education, 4(2), 98-100.
  37. Zlatković, B., Stojiljković, S., & Djigić, G. (2012). Self-concept and teachers’ professional roles. Procedia: Social and Behavioral Sciences Journal, 69, 377-385.doi: 10.1016.j.sbspro.2012.11.423
Iranian Journal of Learning and Memory
Volume 1, Issue 3
Autumn 2018
Pages 7-21

Home

Editorial Board

Submit Manuscript

Contact Us