The impact of early childhood education and mathematical abilities on student achievement: Analysis of TIMSS 2019-Reference-Cited by-同舟云学术

The impact of early childhood education and mathematical abilities on student achievement: Analysis of TIMSS 2019

Published:2024-07-01 Issue:3 Volume:19 Page:em0779
ISSN:1306-3030
Container-title:International Electronic Journal of Mathematics Education
language:
Short-container-title:INT ELECT J MATH ED

Author:

Bikić Naida¹^ORCID,Buzađija Nevzudin²^ORCID,Hrnjičić Anela¹^ORCID

Affiliation:

1. Department of Mathematics and Computer Science, Faculty of Philosophy, University of Zenica, Zenica, BOSNIA & HERZEGOVINA

2. Department of Software engineering, Polytehnic Faculty, University of Zenica, Zenica, BOSNIA & HERZEGOVINA

Abstract

This paper is based on the analysis of the relationship between early education, mathematical skills, and student achievement in Bosnia & Herzegovina, using data from the trends in international mathematics and science study (TIMSS) 2019. The study involves 5,628 fourth-grade students whose average age was 10.1 years. The research specifically focuses on factors such as the age of students at the beginning of schooling, attendance at preschool institutions, and their mathematical skills before starting school. Through the application of SPSS analysis, insights into the statistical relationships and trends between these factors are provided, emphasizing the importance of early educational experiences to improve the quality of education in Bosnia & Herzegovina. The analysis results show that the length of stay in preschool institutions, attendance in preschool programs, and the early acquisition of mathematical skills (counting skills, recognition of numeral representations, numeral writing, simple addition, and subtraction) impact later mathematical achievements of students.

Publisher

Modestum Ltd

Link

https://www.iejme.com/download/the-impact-of-early-childhood-education-and-mathematical-abilities-on-student-achievement-analysis-14599.pdf

Reference44 articles.

1. Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing and literacy. In I. Sigel, & A. Renninger (Eds.), Handbook of child psychology: Child psychology and practice (pp. 275-355). Wiley.

2. APOSO. (2015). Zajednička jezgra nastavnih planova i programa za matematičko područje definisana na ishodima učenja [The common core mathematics curriculum based on learning outcomes]. Agency for Pre-Primary, Primary and Secondary Education, Bosnia & Herzegovina, Council of Ministers. https://aposo.gov.ba/sadrzaj/uploads/ZJNPP-matemati%C4%8Dko-podru%C4%8Dje-BOSANSKI.pdf

3. APOSO. (2020). TIMSS 2019 izvješće za Bosnu i Hercegovinu [TIMSS 2019 report for Bosnia & Herzegovina]. Agency for Pre-Primary, Primary and Secondary Education, Bosnia & Herzegovina. https://aposo.gov.ba/hr/objavljeno-timss-2019-izvjesce-za-bosnu-i-hercegovinu/

4. Arteaga, I., Humpage, S., Reynolds, A. J., & Temple, J. A. (2014). One year of preschool or two–Is it important for adult outcomes? Results from the Chicago longitudinal study of the child-parentcenters. Economics of Education Review, 40, 221-237. https://doi.org/10.1016/j.econedurev.2013.07.009

5. B&H. (2021). Kurikulum za rani i predškolski odgoj i obrazovanje [Curriculum for early and preschool education]. https://kurikulum.ks.gov.ba/sites/default/files/2023-09/Kurikulum%20za%20rani%20i%20predskolski%20odgoj%20i%20obrazovanje%20FINAL.pdf