TIMSS 2019

INTERNATIONAL RESULTS IN
MATHEMATICS AND SCIENCE
Ina V.S. Mullis
Michael O. Martin
Pierre FoyDana L. Kelly
Bethany Fishbein

TIMSS & PIRLSInternational Study Center
Lynch School of Education

Copyright © 2020
International Association for the Evaluation of Educational Achievement (IEA)
TIMSS 2019 International Results in Mathematics and Science
Ina V.S. Mullis, Michael O. Martin, Pierre Foy, Dana L. Kelly, and Bethany Fishbein

Publishers: TIMSS & PIRLS International Study Center,
Lynch School of Education and Human Development,
Boston College andInternational Association for the Evaluation of Educational Achievement (IEA)
Library of Congress Catalog Card Number: 2020922702
ISBN-978-1-889938-54-7

For more information about TIMSS contact:
TIMSS & PIRLS International Study Center
Lynch School of Education and Human Development
Boston College
Chestnut Hill, MA 02467
United States
tel: +1-617-552-1600
e-mail: timssandpirls.bc.edu
timssandpirls.bc.edu

Boston College is an equal opportunity, affirmative action employer.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE	ii

Contents
About TIMSS 2019 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 1

Countries’ Mathematics & Science Achievement  .  .  .  .  .  .  .  .  . 6
1Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 7Average Mathematics Achievement .

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Average Achievement and Scale Score Distributions .
Exhibit 1.1
Exhibit 1.2

Exhibit 1.4

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Summary of TIMSS 2019 International Benchmarks of Mathematics Achievement.  .  .  . 36

Percentages of Students Reaching International Benchmarks .

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Percentages of Students Reaching International Benchmarks of Mathematics
Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 38

Trends in Percentages of Students Reaching International Benchmarks  .
Exhibit 1.9

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Trend Plots of Average Mathematics Achievement Across Assessment Yearsby Gender .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 28

TIMSS 2019 International Benchmarks  .

Exhibit 1.8

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Performance at TIMSS International Benchmarks in Mathematics  .
Exhibit 1.7

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Average Mathematics Achievement by Gender.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 26

Trends in Average Achievement by Gender .  .
Exhibit 1.6

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Trend Plots of Average Mathematics Achievement Across Assessment Years .  .  .  .  . 13
Differences in Average Mathematics Achievement Across Assessment Years.  .  .  .  . 20

Average Achievement by Gender .
Exhibit 1.5

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Average Mathematics Achievement and Scale Score Distributions.  .  .  .  .  .  .  .  .  . 9Significance of Differences Between Countries’ Average Mathematics Achievement.  .  . 10

Trends in Average Achievement .
Exhibit 1.3

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Percentages of Students Reaching International Benchmarks of Mathematics
Achievement Across Assessment Years .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 40

Low Benchmark: Full Description and Example Items .  .

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Description of the TIMSS 2019 Low International Benchmark (400) of Mathematics
Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 43
Exhibit 1.10.1 Low International Benchmark of Mathematics Achievement – Example Item 1.  .  .  .  . 44
Exhibit 1.10

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

iii

Intermediate Benchmark: Full Description and Example Items  .

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Description of the TIMSS 2019 Intermediate International Benchmark (475)of Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 46
Exhibit 1.11.1 Intermediate International Benchmark of Mathematics Achievement –Example Item 1 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 47
Exhibit 1.11.2 Intermediate International Benchmark of Mathematics Achievement –Example Item 2 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 48
Exhibit 1.11

High Benchmark: Full Description and Example Items  .

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Description of the TIMSS 2019 High International Benchmark (550)of Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 50
Exhibit 1.12.1 High International Benchmark of Mathematics Achievement – Example Item 1.  .  .  .  . 51
Exhibit 1.12.2 High International Benchmark of Mathematics Achievement – Example Item 2.  .  .  .  . 52
Exhibit 1.12.3 High International Benchmark of Mathematics Achievement – Example Item 3.  .  .  .  . 53
Exhibit 1.12

Advanced Benchmark: Full Description and Example Items .

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Description of the TIMSS 2019 Advanced International Benchmark (625)of Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 1.13.1 Advanced International Benchmark of Mathematics Achievement – Example Item 1 .  .
Exhibit 1.13.2 Advanced International Benchmark of Mathematics Achievement – Example Item 2 .  .
Exhibit 1.13.3 Advanced International Benchmark of Mathematics Achievement – Example Item 3 .  .
Exhibit 1.13.4 Advanced International Benchmark of Mathematics Achievement – Example Item 4 .  .

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Exhibit 1.13

Average Achievement in Mathematics Content and Cognitive Domains  .

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TIMSS 2019 Mathematics Content and Cognitive Domains  .

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Average Achievement in Content Domains .

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Exhibit 1.14

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Average Achievement in Mathematics Content Domains .  .  .  .  .  .  .  .  .  .  .  .  .  . 62

Trends in Average Achievement in Content Domains .
Exhibit 1.15

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Differences in Achievement for Mathematics Cognitive Domains AcrossAssessment Years .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 73

Average Achievement in Cognitive Domains by Gender  .
Exhibit 1.19

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Average Achievement in Mathematics Cognitive Domains .  .  .  .  .  .  .  .  .  .  .  .  . 71

Trends in Average Achievement in Cognitive Domains .
Exhibit 1.18

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Average Achievement in Mathematics Content Domains by Gender .  .  .  .  .  .  .  .  . 69

Average Achievement in Cognitive Domains  .
Exhibit 1.17

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Differences in Achievement for Mathematics Content Domains AcrossAssessment Years .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 64

Average Achievement in Content Domains by Gender  .
Exhibit 1.16

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Average Achievement in Mathematics Cognitive Domains by Gender.  .  .  .  .  .  .  .  . 78

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

iv

2
Science Grade 4  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 79
Average Science Achievement .  .

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Average Achievement and Scale Score Distributions .
Exhibit 2.1
Exhibit 2.2

Exhibit 2.4

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Summary of TIMSS 2019 International Benchmarks of Science Achievement .  .  .  .  . 107

Percentages of Students Reaching International Benchmarks .

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Percentages of Students Reaching International Benchmarksof Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 109

Trends in Percentages of Students Reaching International Benchmarks  .
Exhibit 2.9

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Trend Plots of Average Science Achievement Across Assessment Years by Gender.  .  . 99

TIMSS 2019 International Benchmarks  .

Exhibit 2.8

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Performance at TIMSS International Benchmarks in Science  .
Exhibit 2.7

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Average Science Achievement by Gender.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 97

Trends in Average Achievement by Gender .  .
Exhibit 2.6

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Trend Plots of Average Science Achievement Across Assessment Years .  .  .  .  .  .  . 84
Differences in Average Science Achievement Across Assessment Years .  .  .  .  .  .  . 91

Average Achievement by Gender .
Exhibit 2.5

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Average Science Achievement and Scale Score Distributions .  .  .  .  .  .  .  .  .  .  . 80
Significance of Differences Between Countries’ Average Science Achievement.  .  .  .  . 81

Trends in Average Achievement .
Exhibit 2.3

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 . 110Percentages of Students Reaching International Benchmarksof Science Achievement Across Assessment Years.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 111

Low Benchmark: Full Description and Example Items .  .

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Description of the TIMSS 2019 Low International Benchmark (400)of Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 114
Exhibit 2.10.1 Low International Benchmark of Science Achievement – Example Item 1 .  .  .  .  .  . 115
Exhibit 2.10

Intermediate Benchmark: Full Description and Example Items  .

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Description of the TIMSS 2019 Intermediate International Benchmark (475)of Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 117
Exhibit 2.11.1 Intermediate International Benchmark of Science Achievement – Example Item 1.  .  . 118
Exhibit 2.11.2 Intermediate International Benchmark of Science Achievement – Example Item 2.  .  . 119
Exhibit 2.11

High Benchmark: Full Description and Example Items  .

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Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 121
Exhibit 2.12.1 High International Benchmark of Science Achievement – Example Item 1.  .  .  .  .  . 122
Exhibit 2.12.2 High International Benchmark of Science Achievement – Example Item 2.  .  .  .  .  . 123
Exhibit 2.12.3 High International Benchmark of Science Achievement – Example Item 3.  .  .  .  .  . 124
Exhibit 2.12

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCEv

Advanced Benchmark: Full Description and Example Items .

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Description of the TIMSS 2019 Advanced International Benchmark (625)of Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 2.13.1 Advanced International Benchmark of Science Achievement – Example Item 1.  .
Exhibit 2.13.2 Advanced International Benchmark of Science Achievement – Example Item 2.  .
Exhibit 2.13.3 Advanced International Benchmark of Science Achievement – Example Item 3.  .
Exhibit 2.13.4 Advanced International Benchmark of Science Achievement – Example Item 4.  .

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Exhibit 2.13

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Average Achievement in Science Content and Cognitive Domains
TIMSS 2019 Science Content and Cognitive Domains .
Average Achievement in Content Domains .
Exhibit 2.14

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Average Achievement in Science Content Domains by Gender .  .  .  .  .  .  .  .  .  .
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Average Achievement in Science Cognitive Domains .  .  .  .  .  .  .  .  .  .  .  .  .  .
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Differences in Achievement for Science Cognitive Domains AcrossAssessment Years .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

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Average Achievement in Cognitive Domains by Gender  .
Exhibit 2.19

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Differences in Achievement for Science Content Domains AcrossAssessment Years .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

Trends in Average Achievement in Cognitive Domains  .
Exhibit 2.18

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Average Achievement in Cognitive Domains  .
Exhibit 2.17

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Average Achievement in Content Domains by Gender  .
Exhibit 2.16

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Average Achievement in Science Content Domains.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 133

Trends in Average Achievement in Content Domains .
Exhibit 2.15

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Average Achievement in Science Cognitive Domains by Gender.  .  .  .  .  .  .  .  .  . 149

3
Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 150
Average Mathematics Achievement .

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Average Achievement and Scale Score Distributions .
Exhibit 3.1
Exhibit 3.2

Exhibit 3.4

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Average Mathematics Achievement by Gender.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 165

Trends in Average Achievement by Gender .  .
Exhibit 3.6

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Trend Plots of Average Mathematics Achievement Across Assessment Years .  .  .  . 155
Differences in Average Mathematics Achievement Across Assessment Years.  .  .  .  . 160

Average Achievement by Gender .
Exhibit 3.5

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Average Mathematics Achievement and Scale Score Distributions.  .  .  .  .  .  .  .  . 151
Significance of Differences Between Countries’ Average Mathematics Achievement.  . 152

Trends in Average Achievement .
Exhibit 3.3

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Trend Plots of Average Mathematics Achievement Across Assessment Yearsby Gender. . . . . . . . .

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TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCEvi

Performance at TIMSS International Benchmarks in Mathematics  .
TIMSS 2019 International Benchmarks  .
Exhibit 3.7

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Percentages of Students Reaching International Benchmarksof Mathematics Achievement Across Assessment Years .  .  .  .  .  .  .  .  .  .  .  .  . 177

Low Benchmark: Full Description  .
Exhibit 3.10

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Percentages of Students Reaching International Benchmarksof Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 175

Trends in Percentages of Students Reaching International Benchmarks .
Exhibit 3.9

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Summary of TIMSS 2019 International Benchmarksof Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 173

Percentages of Students Reaching International Benchmarks .
Exhibit 3.8

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Description of the TIMSS 2019 Low International Benchmark (400)of Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 180

Intermediate Benchmark: Full Description and Example Items  .

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Description of the TIMSS 2019 Intermediate International Benchmark (475)of Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 182
Exhibit 3.11.1 Intermediate International Benchmark of Mathematics Achievement –Example Item 1 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 183
Exhibit 3.11.2 Intermediate International Benchmark of Mathematics Achievement –Example Item 2 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 184
Exhibit 3.11.3 Intermediate International Benchmark of Mathematics Achievement –Example Item 3 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 185
Exhibit 3.11

High Benchmark: Full Description and Example Items  .

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Description of the TIMSS 2019 High International Benchmark (550)of Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 3.12.1 High International Benchmark of Mathematics Achievement – Example Item 1.  .  .  .
Exhibit 3.12.2 High International Benchmark of Mathematics Achievement – Example Item 2.  .  .  .
Exhibit 3.12.3 High International Benchmark of Mathematics Achievement – Example Item 3.  .  .  .
Exhibit 3.12.4 High International Benchmark of Mathematics Achievement – Example Item 4.  .  .  .
Exhibit 3.12.5 High International Benchmark of Mathematics Achievement – Example Item 5.  .  .  .
Exhibit 3.12

Advanced Benchmark: Full Description and Example Items .

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Description of the TIMSS 2019 Advanced International Benchmark (625)of Mathematics Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 3.13.1 Advanced International Benchmark of Mathematics Achievement – Example Item 1 .  .
Exhibit 3.13.2 Advanced International Benchmark of Mathematics Achievement – Example Item 2 .  .
Exhibit 3.13.3 Advanced International Benchmark of Mathematics Achievement – Example Item 3 .  .
Exhibit 3.13.4 Advanced International Benchmark of Mathematics Achievement – Example Item 4 .  .

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Exhibit 3.13

Average Achievement in Mathematics Content and Cognitive Domains  .

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Average Achievement in Content Domains .

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Exhibit 3.14

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Average Achievement in Mathematics Content Domains .  .  .  .  .  .  .  .  .  .  .  .  . 201

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Trends in Average Achievement in Content Domains .
Exhibit 3.15

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Differences in Achievement for Mathematics Content Domains AcrossAssessment Years .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

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Average Achievement in Content Domains by Gender  .
Exhibit 3.16

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Average Achievement in Cognitive Domains by Gender  .
Exhibit 3.19

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Average Achievement in Mathematics Cognitive Domains .  .  .  .  .  .  .  .  .  .  .  .

Trends in Average Achievement in Cognitive Domains .
Exhibit 3.18

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Average Achievement in Mathematics Content Domains by Gender .  .  .  .  .  .  .  .
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Average Achievement in Cognitive Domains  .
Exhibit 3.17

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Average Achievement in Mathematics Cognitive Domains by Gender.  .  .  .  .  .  .  . 215

4
Science Grade 8  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 216
Average Science Achievement .  .

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Average Achievement and Scale Score Distributions .
Exhibit 4.1
Exhibit 4.2

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Average Science Achievement and Scale Score Distributions.  .  .  .  .  .  .  .  .  .  . 217
Significance of Differences Between Countries’ Average Science Achievement.  .  .  . 218

Trends in Average Achievement .

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Exhibit 4.3

Trend Plots of Average Science Achievement Across Assessment Years . . . . . . . 221

Exhibit 4.4

Differences in Average Science Achievement Across Assessment Years .  .  .  .  .  .

Average Achievement by Gender .
Exhibit 4.5

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Summary of TIMSS 2019 International Benchmarks of Science Achievement .  .  .  .  . 239
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Percentages of Students Reaching International Benchmarksof Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 241

Trends in Percentages of Students Reaching International Benchmarks .

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Percentages of Students Reaching International Benchmarksof Science Achievement Across Assessment Years.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 243

Low Benchmark: Full Description  .
Exhibit 4.10

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Trend Plots of Average Science Achievement Across Assessment Years by Gender.  .

Percentages of Students Reaching International Benchmarks .

Exhibit 4.9:

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TIMSS 2019 International Benchmarks  .

Exhibit 4.8

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Performance at TIMSS International Benchmarks in Science  .
Exhibit 4.7

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Average Science Achievement by Gender.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 231

Trends in Average Achievement by Gender .  .
Exhibit 4.6

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Description of the TIMSS 2019 Low International Benchmark (400)of Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 246

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Intermediate Benchmark: Full Description and Example Items

247

Description of the TIMSS 2019 Intermediate International Benchmark (475)of Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 4.11.1 Intermediate International Benchmark of Science Achievement – Example Item 1.  .
Exhibit 4.11.2 Intermediate International Benchmark of Science Achievement – Example Item 2.  .
Exhibit 4.11.3 Intermediate International Benchmark of Science Achievement – Example Item 3.  .
Exhibit 4.11

High Benchmark: Full Description and Example Items  .

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Description of the TIMSS 2019 High International Benchmark (550) of Science
Achievement .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 253
Exhibit 4.12.1 High International Benchmark of Science Achievement – Example Item 1.  .  .  .  .  . 254
Exhibit 4.12.2 High International Benchmark of Science Achievement – Example Item 2.  .  .  .  .  . 255
Exhibit 4.12.3 High International Benchmark of Science Achievement – Example Item 3.  .  .  .  .  . 256
Exhibit 4.12.4 High International Benchmark of Science Achievement – Example Item 4.  .  .  .  .  . 257
Exhibit 4.12

Advanced Benchmark: Full Description and Example Items .

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Description of the TIMSS 2019 Advanced International Benchmark (625)of Science Achievement.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 4.13.1 Advanced International Benchmark of Science Achievement – Example Item 1.  .
Exhibit 4.13.2 Advanced International Benchmark of Science Achievement – Example Item 2.  .
Exhibit 4.13.3 Advanced International Benchmark of Science Achievement – Example Item 3.  .
Exhibit 4.13.4 Advanced International Benchmark of Science Achievement – Example Item 4.  .

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Exhibit 4.13

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264

Average Achievement in Science Cognitive Domains
TIMSS 2019 Science Content and Cognitive Domains .
Average Achievement in Content Domains .
Exhibit 4.14

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Differences in Achievement for Science Content Domains AcrossAssessment Years .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

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Average Achievement in Science Content Domains by Gender .  .  .  .  .  .  .  .  .  .
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Average Achievement in Science Cognitive Domains .  .  .  .  .  .  .  .  .  .  .  .  .  .
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Average Achievement in Cognitive Domains by Gender  .
Exhibit 4.19

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Trends in Average Achievement in Cognitive Domains .
Exhibit 4.18

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Average Achievement in Cognitive Domains  .
Exhibit 4.17

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Average Achievement in Science Content Domains.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 266

Average Achievement in Content Domains by Gender  .
Exhibit 4.16

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Trends in Average Achievement in Content Domains .
Exhibit 4.15

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Average Achievement in Science Cognitive Domains by Gender.  .  .  .  .  .  .  .  .  . 280

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Home & School Contexts  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 281
5Home Environment Support .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 282
Home Resources .  .

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Home Resources for Learning  .
Exhibit 5.1
Exhibit 5.2
Exhibit 5.3

Exhibit 5.5
Exhibit 5.6

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Exhibit 5.9
Exhibit 5.10

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Exhibit 5.13

Exhibit 5.15

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Early Preparation for School .  .

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Exhibit 5.17

Exhibit 5.19
Exhibit 5.20

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Early Preparation for School – Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 307
Early Preparation for School – Science Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 308

Could Do Literacy and Numeracy Tasks When Beginning Primary School  .
Exhibit 5.18

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Students Attended Preprimary Education – Mathematics Grade 4 .  .  .  .  .  .  .  .  .
Students Attended Preprimary Education – Science Grade 4.  .  .  .  .  .  .  .  .  .  .

Literacy and Numeracy Readiness for School .
Exhibit 5.16

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Home Early Literacy and Numeracy Activities Before Primary School –About the Scale – Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 300
Home Early Literacy and Numeracy Activities Before Primary School –Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 301
Home Early Literacy and Numeracy Activities Before Primary School –Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 302

Students Attended Preprimary Education  .
Exhibit 5.14

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Students Speak the Language of the Test at Home – Mathematics Grade 4 .  .
Students Speak the Language of the Test at Home – Science Grade 4 .  .  .  .
Students Speak the Language of the Test at Home – Mathematics Grade 8 .  .
Students Speak the Language of the Test at Home – Science Grade 8 .  .  .  .

Early Literacy and Numeracy Activities Before Primary School .  .

Exhibit 5.12

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Emphasis on Early Literacy and Numeracy Development  .
Exhibit 5.11

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Home Educational Resources – About the Scale – Grade 8.  .  .  .  .  .  .  .  .  .  .  . 289
Home Educational Resources – Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  . 290
Home Educational Resources – Science Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 292

Students Speak the Language of Test .
Exhibit 5.7

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Home Resources for Learning – About the Scale – Grade 4.  .  .  .  .  .  .  .  .  .  .  . 283
Home Resources for Learning – Mathematics Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  . 284
Home Resources for Learning – Science Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 286

Home Educational Resources .
Exhibit 5.4

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309

Could Do Literacy and Numeracy Tasks When Beginning Primary School –About the Scale – Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 310
Could Do Literacy and Numeracy Tasks When Beginning Primary School –Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 311
Could Do Literacy and Numeracy Tasks When Beginning Primary School –Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 312

TIMSS & PIRLSInternational Study Center
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6
School Composition and Resources  .  .  .  .  .  .  .  .  .  .  . 313
Socioeconomic Background of the Student Body .
Exhibit 6.1
Exhibit 6.2
Exhibit 6.3
Exhibit 6.4
Exhibit 6.5

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Students’ Native Language is the Language of the Test  .
Exhibit 6.6
Exhibit 6.7
Exhibit 6.8
Exhibit 6.9

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Exhibit 6.11
Exhibit 6.12

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Instruction Affected by Mathematics Resource Shortages .

Exhibit 6.14
Exhibit 6.15

Exhibit 6.17
Exhibit 6.18

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Instruction Affected by Mathematics Resource Shortages – Principals’ Reports –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 330
Instruction Affected by Mathematics Resource Shortages – Principals’ Reports –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 331

Instruction Affected by Science Resource Shortages .
Exhibit 6.16

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Schools Where Students Enter the Primary Grades with Literacy
and Numeracy Skills – About the Scale – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 325
Schools Where Students Enter the Primary Grades with Literacy
and Numeracy Skills – Mathematics Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 326
Schools Where Students Enter the Primary Grades with Literacy
and Numeracy Skills – Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 327

Instruction Affected by Resource Shortages .
Exhibit 6.13

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Schools with Students Having the Language of the Test as Their Native Language –Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Schools with Students Having the Language of the Test as Their Native Language –Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Schools with Students Having the Language of the Test as Their Native Language –Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Schools with Students Having the Language of the Test as Their Native Language –Science Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

Students Enter Primary School with Literacy and Numeracy Skills  .  .
Exhibit 6.10

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School Composition by Socioeconomic Background of the Student Body –About the Scale – Grades 4 & 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
School Composition by Socioeconomic Background of the Student Body –Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
School Composition by Socioeconomic Background of the Student Body –Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
School Composition by Socioeconomic Background of the Student Body –Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
School Composition by Socioeconomic Background of the Student Body –Science Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

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Instruction Affected by Science Resource Shortages – About the Scale –Grades 4 & 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 333
Instruction Affected by Science Resource Shortages – Principals’ Reports –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 334
Instruction Affected by Science Resource Shortages – Principals’ Reports –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 335

TIMSS & PIRLSInternational Study Center
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Principals’ Education and Years of Experience .
Principals’ Formal Education .  .
Exhibit 6.19
Exhibit 6.20

Exhibit 6.22

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Principals’ Formal Education – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 337
Principals’ Formal Education – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 338

Principals’ Years of Experience .
Exhibit 6.21

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Principals’ Years of Experience – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 340
Principals’ Years of Experience – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 341

7School Climate .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 342
School Emphasis on Academic Success  .
Exhibit 7.1
Exhibit 7.2
Exhibit 7.3
Exhibit 7.4
Exhibit 7.5

Parents’ Perceptions of the School .
Exhibit 7.6
Exhibit 7.7
Exhibit 7.8

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Exhibit 7.10
Exhibit 7.11
Exhibit 7.12
Exhibit 7.13

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Parents’ Perceptions of Their Child’s School – About the Scale – Grade 4.  .  .  .  .  . 349
Parents’ Perceptions of Their Child’s School – Mathematics Grade 4 .  .  .  .  .  .  .  . 350
Parents’ Perceptions of Their Child’s School – Science Grade 4.  .  .  .  .  .  .  .  .  . 351

Students’ Sense of School Belonging  .
Exhibit 7.9

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School Emphasis on Academic Success – About the Scale –Grades 4 & 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 343
School Emphasis on Academic Success – Principals’ Reports –Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 344
School Emphasis on Academic Success – Principals’ Reports –Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 345
School Emphasis on Academic Success – Principals’ Reports –Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 346
School Emphasis on Academic Success – Principals’ Reports –Science Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 347

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Students’ Sense of School Belonging – About the Scale – Grades 4 & 8.  .
Students’ Sense of School Belonging – Mathematics Grade 4.  .  .  .  .  .
Students’ Sense of School Belonging – Science Grade 4.  .  .  .  .  .  .  .
Students’ Sense of School Belonging – Mathematics Grade 8.  .  .  .  .  .
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8
School Discipline and Safety  .  .  .  .  .  .  .  .  .  .  .  .  .  . 358
School Discipline  .
Exhibit 8.1
Exhibit 8.2
Exhibit 8.3
Exhibit 8.4
Exhibit 8.5

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School Discipline – About the Scale – Grades 4 & 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .
School Discipline – Principals’ Reports – Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .
School Discipline – Principals’ Reports – Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .
School Discipline – Principals’ Reports – Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .
School Discipline – Principals’ Reports – Science Grade 8 .  .  .  .  .  .  .  .  .  .  .  .

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363

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

xii

Safe and Orderly School  .
Exhibit 8.6
Exhibit 8.7
Exhibit 8.8
Exhibit 8.9
Exhibit 8.10

Exhibit 8.12
Exhibit 8.13
Exhibit 8.14
Exhibit 8.15
Exhibit 8.16

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Safe and Orderly School – About the Scale – Grades 4 & 8.  .  .  .  .  .  .  .  .  .  .  . 365
Safe and Orderly School – Teachers’ Reports – Mathematics Grade 4.  .  .  .  .  .  .  . 366
Safe and Orderly School – Teachers’ Reports – Science Grade 4.  .  .  .  .  .  .  .  .  . 367
Safe and Orderly School – Teachers’ Reports – Mathematics Grade 8.  .  .  .  .  .  .  . 368
Safe and Orderly School – Teachers’ Reports – Science Grade 8.  .  .  .  .  .  .  .  .  . 369

Student Bullying .
Exhibit 8.11

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Student Bullying – About the Scale – Grade 4 .  .
Student Bullying – Mathematics Grade 4 .  .  .  .
Student Bullying – Science Grade 4 .  .  .  .  .  .
Student Bullying – About the Scale – Grade 8 .  .
Student Bullying – Mathematics Grade 8 .  .  .  .
Student Bullying – Science Grade 8 .  .  .  .  .  .

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Classroom Contexts  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 377
9Teacher Preparation, Professional Development, and Job
Satisfaction .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 378
Teachers’ Formal Education .  .
Exhibit 9.1
Exhibit 9.2
Exhibit 9.3
Exhibit 9.4

Teachers’ Major  .
Exhibit 9.5
Exhibit 9.6
Exhibit 9.7
Exhibit 9.8

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Exhibit 9.10
Exhibit 9.11
Exhibit 9.12

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Exhibit 9.14

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Teachers’ Years of Experience – Mathematics Grade 4 .
Teachers’ Years of Experience – Science Grade 4.  .  .
Teachers’ Years of Experience – Mathematics Grade 8 .
Teachers’ Years of Experience – Science Grade 8.  .  .

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Teachers’ Participation in Professional Development .  .
Exhibit 9.13

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Teachers Majored in Education and Mathematics – Grade 4 .
Teachers Majored in Education and Science – Grade 4.  .  .
Teachers Majored in Education and Mathematics – Grade 8 .
Teachers Majored in Education and Science – Grade 8.  .  .

Teachers’ Years of Experience .  .
Exhibit 9.9

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Teachers’ Formal Education – Mathematics Grade 4 .
Teachers’ Formal Education – Science Grade 4 .  .  .
Teachers’ Formal Education – Mathematics Grade 8 .
Teachers’ Formal Education – Science Grade 8 .  .  .

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 . 394Teachers’ Participation in Professional Development in Mathematics
in the Past Two Years – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 395
Teachers’ Participation in Professional Development in Sciencein the Past Two Years – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 396

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

xiii

Exhibit 9.15
Exhibit 9.16

Teachers’ Participation in Professional Development in Mathematics
in the Past Two Years – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 397
Teachers’ Participation in Professional Development in Sciencein the Past Two Years – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 398

Teachers’ Professional Development Needs  .
Exhibit 9.17
Exhibit 9.18
Exhibit 9.19
Exhibit 9.20

Exhibit 9.22
Exhibit 9.23
Exhibit 9.24
Exhibit 9.25

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Teachers’ Needs for Future Professional Development in Mathematics – Grade 4.  .
Teachers’ Needs for Future Professional Development in Science – Grade 4.  .  .  .
Teachers’ Needs for Future Professional Development in Mathematics – Grade 8.  .
Teachers’ Needs for Future Professional Development in Science – Grade 8.  .  .  .

Teachers’ Job Satisfaction .
Exhibit 9.21

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Teachers’ Job Satisfaction – About the Scale – Grades 4 & 8 .  .  .  .  .  .  .  .  .  .  .
Teachers’ Job Satisfaction – Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Teachers’ Job Satisfaction – Science Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Teachers’ Job Satisfaction – Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Teachers’ Job Satisfaction – Science Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

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10
Challenges to Teaching and Learning  .  .  .  .  .  .  .  .  .  . 410
Student Absenteeism .
Exhibit 10.1
Exhibit 10.2
Exhibit 10.3
Exhibit 10.4

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Exhibit 10.6
Exhibit 10.7
Exhibit 10.8

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Frequency of Student Absences – Mathematics Grade 4.  .
Frequency of Student Absences – Science Grade 4.  .  .  .
Frequency of Student Absences – Mathematics Grade 8.  .
Frequency of Student Absences – Science Grade 8.  .  .  .

Students Feel Tired or Hungry .
Exhibit 10.5

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 . 415Students Report Arriving at School Feeling Tired or Hungry – Mathematics Grade 4.  .
Students Report Arriving at School Feeling Tired or Hungry – Science Grade 4.  .  .  .
Students Report Arriving at School Feeling Tired or Hungry – Mathematics Grade 8.  .
Students Report Arriving at School Feeling Tired or Hungry – Science Grade 8.  .  .  .

Classroom Teaching Limited by Students Not Ready for Instruction

411
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420

Classroom Teaching Limited by Students Not Ready for Instruction –About the Scale – Grades 4 & 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 421
Exhibit 10.10 Classroom Teaching Limited by Students Not Ready for Instruction –Teachers’ Reports – Mathematics Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 422
Exhibit 10.11 Classroom Teaching Limited by Students Not Ready for Instruction –Teachers’ Reports – Science Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 423
Exhibit 10.12 Classroom Teaching Limited by Students Not Ready for Instruction –Teachers’ Reports – Mathematics Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 424
Exhibit 10.13 Classroom Teaching Limited by Students Not Ready for Instruction –Teachers’ Reports – Science Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 425
Exhibit 10.9

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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11
Students’ Attitudes .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 426
Students Like Learning Mathematics and Science .
Exhibit 11.1
Exhibit 11.2
Exhibit 11.3
Exhibit 11.4
Exhibit 11.5
Exhibit 11.6

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 . 426Students Like Learning Mathematics – About the Scale – Grades 4 & 8.  .  .  .  .  .  . 428
Students Like Learning Mathematics – Grade 4. . . . . . . . . . . . . . . . . 429
Students Like Learning Mathematics – Grade 8. . . . . . . . . . . . . . . . . 430
Students Like Learning Science – About the Scale – Grades 4 & 8.  .  .  .  .  .  .  .  . 431
Students Like Learning Science – Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 432
Students Like Learning Science – Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 433

Students Confident in Mathematics and Science  .

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Students Confident in Mathematics – About the Scale – Grades 4 & 8 .  .  .  .  .  .  .  . 436
Students Confident in Mathematics – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 437
Exhibit 11.9 Students Confident in Mathematics – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 438
Exhibit 11.10 Students Confident in Science – About the Scale – Grades 4 & 8.  .  .  .  .  .  .  .  .  . 439
Exhibit 11.11 Students Confident in Science – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 440
Exhibit 11.12 Students Confident in Science – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 441
Exhibit 11.7
Exhibit 11.8

Students Value Mathematics and Science .  .

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 . 443Students Value Mathematics – About the Scale – Grade 8 .  .  .  .  .  .  .  .  .  .  .  .
Students Value Mathematics – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 11.15 Students Value Science – About the Scale – Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 11.16 Students Value Science – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Exhibit 11.13
Exhibit 11.14

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12
Mathematics Curriculum and Instruction .  .  .  .  .  .  .  .  . 448
Instructional Time in Mathematics .
Exhibit 12.1
Exhibit 12.2
Exhibit 12.3

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Students Taught the TIMSS Mathematics Topics  .
Exhibit 12.4
Exhibit 12.5
Exhibit 12.6
Exhibit 12.7

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448

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Instructional Time Spent on Mathematics – About the Scale – Grades 4 & 8.  .  .  .  . 449
Instructional Time Spent on Mathematics – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 450
Instructional Time Spent on Mathematics – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  . 451

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Percentages of Students Taught the TIMSS Mathematics Topics –About the Scale – Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Percentages of Students Taught the TIMSS Mathematics Topics – Grade 4 .  .  .  .  .
Percentages of Students Taught the TIMSS Mathematics Topics –About the Scale – Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Percentages of Students Taught the TIMSS Mathematics Topics – Grade 8 .  .  .  .  .

Instructional Clarity in Mathematics Lessons .  .

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 . 458Instructional Clarity in Mathematics Lessons – About the Scale – Grades 4 & 8.  .  .  . 459
Exhibit 12.9 Instructional Clarity in Mathematics Lessons – Students’ Reports – Grade 4 .  .  .  .  . 460
Exhibit 12.10 Instructional Clarity in Mathematics Lessons – Students’ Reports – Grade 8 .  .  .  .  . 461
Exhibit 12.8

TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

xv

Disorderly Behavior During Mathematics Lessons .  .

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Disorderly Behavior During Mathematics Lessons – About the Scale – Grades 4 & 8.  .
Disorderly Behavior During Mathematics Lessons – Grade 4 .  .  .  .  .  .  .  .  .  .  .
Exhibit 12.13 Disorderly Behavior During Mathematics Lessons – Grade 8 .  .  .  .  .  .  .  .  .  .  .
Exhibit 12.11
Exhibit 12.12

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13
Science Curriculum and Instruction  .  .  .  .  .  .  .  .  .  .  . 466
Instructional Time in Science  .
Exhibit 13.1
Exhibit 13.2
Exhibit 13.3

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Students Taught the TIMSS Science Topics  .
Exhibit 13.4
Exhibit 13.5
Exhibit 13.6
Exhibit 13.7

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Instructional Time Spent on Science – About the Scale – Grades 4 & 8 .  .  .  .  .  .  . 467
Instructional Time Spent on Science – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 468
Instructional Time Spent on Science – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 469

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Percentages of Students Taught the TIMSS Science Topics – About the Scale –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 472
Percentages of Students Taught the TIMSS Science Topics – Grade 4.  .  .  .  .  .  . 473
Percentages of Students Taught the TIMSS Science Topics – About the Scale –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 474
Percentages of Students Taught the TIMSS Science Topics – Grade 8.  .  .  .  .  .  . 475

Instructional Clarity in Science Lessons .

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Instructional Clarity in Science Lessons – About the Scale – Grades 4 & 8.  .  .  .  .  . 477
Exhibit 13.9 Instructional Clarity in Science Lessons – Students’ Reports – Grade 4.  .  .  .  .  .  . 478
Exhibit 13.10 Instructional Clarity in Science Lessons – Students’ Reports – Grade 8.  .  .  .  .  .  . 479
Exhibit 13.8

Teachers’ Emphasis on Science Investigation  .

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Teachers’ Emphasis on Science Investigation – About the Scale – Grades 4 & 8 .  .  . 482
Exhibit 13.12 Teachers’ Emphasis on Science Investigation – Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  . 483
Exhibit 13.13 Teachers’ Emphasis on Science Investigation – Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  . 484
Exhibit 13.11

School Resources for Science Experiments  .
Exhibit 13.14
Exhibit 13.15

Exhibit 13.17

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 . 485School Resources for Conducting Science Experiments – Grade 4.  .  .  .  .  .  .  .  . 486
School Resources for Conducting Science Experiments – Grade 8.  .  .  .  .  .  .  .  . 487

Experiments in Science Lessons  .
Exhibit 13.16

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Frequency Students Conduct Experiments in Science Lessons – Grade 4.  .  .  .  .  . 489
Frequency Students Conduct Experiments in Science Lessons – Grade 8.  .  .  .  .  . 490

14Technology in Instruction .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 492
Computer Access for Instruction  .
Exhibit 14.1
Exhibit 14.2
Exhibit 14.3
Exhibit 14.4

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Access to Computers for Mathematics Lessons – Grade 4 .  .
Access to Computers for Science Lessons – Grade 4.  .  .  .
Access to Computers for Mathematics Lessons – Grade 8 .  .
Access to Computers for Science Lessons – Grade 8.  .  .  .

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TIMSS & PIRLSInternational Study Center
Lynch School of Education

TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

xvi

Technology to Support Learning .
Exhibit 14.5:
Exhibit 14.6
Exhibit 14.7
Exhibit 14.8

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Teachers Do Computer Activities to Support Learning in Mathematics Lessons –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Teachers Do Computer Activities to Support Learning in Science Lessons –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Teachers Do Computer Activities to Support Learning in Mathematics Lessons –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Teachers Do Computer Activities to Support Learning in Science Lessons –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

Tests Delivered on Digital Devices  .

 .

 .

 .

 .

 .

 .

 .

 .

 .

 .

 .

 .

 .

 .

 .

 .

Students Take Mathematics Tests on Computers or Tablets – Grade 4 .  .
Exhibit 14.10 Students Take Science Tests on Computers or Tablets – Grade 4.  .  .  .
Exhibit 14.11 Students Take Mathematics Tests on Computers or Tablets – Grade 8 .  .
Exhibit 14.12 Students Take Science Tests on Computers or Tablets – Grade 8.  .  .  .

 .
 .
 .
 .

 .
 .
 .
 .

Exhibit 14.9

 .
 .
 .
 .

Appendix A
Country Participation in TIMSS 2019 and in Earlier
TIMSS Assessments . . . . . .
Exhibit A.1

 .  . 498
 .  . 499
 .  . 500
 .  . 501

 . 502

 .
 .
 .
 .
 .

 . 497

 .
 .
 .
 .

503
504
505
506

507

Country Participation in TIMSS 2019 and in Earlier TIMSS Assessments .  .  .  .  .  .  . 508

Appendix B
Population Coverage and Sample Participation Rates .  .  . 510
Exhibit B.1
Exhibit B.2
Exhibit B.3
Exhibit B.4
Exhibit B.5
Exhibit B.6
Exhibit B.7
Exhibit B.8
Exhibit B.9
Exhibit B.10
Exhibit B.11

Information About the Students Assessed in TIMSS 2019 .  .  .  .  .  .  .  .  .  .  .  .  . 511
Coverage of TIMSS 2019 Target Population – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  . 513
School Sample Sizes – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 514
Student Sample Sizes – Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 515
Participation Rates (Weighted) – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 516
Trends in Student Populations – Grade 4.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 517
Coverage of TIMSS 2019 Target Population – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  . 522
School Sample Sizes – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 523
Student Sample Sizes – Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 524
Participation Rates (Weighted) – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 525
Trends in Student Populations – Grade 8.  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 526

Appendix C
The Test-Curriculum Matching Analysis  .  .  .  .  .  .  .  .  . 530
Exhibit C.1
Exhibit C.2
Exhibit C.3
Exhibit C.4

Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Average Scale Scores for the Science Test-Curriculum Matching Analysis –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Average Scale Scores for the Science Test-Curriculum Matching Analysis –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

 .  . 534
 .  . 541
 .  . 548
 .  . 553

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TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE xvii

Appendix D
Percentiles of Achievement  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 558
Exhibit D.1
Exhibit D.2
Exhibit D.3
Exhibit D.4

Percentiles of Mathematics Achievement – Grade 4.  .
Percentiles of Science Achievement – Grade 4.  .  .  .
Percentiles of Mathematics Achievement – Grade 8.  .
Percentiles of Science Achievement – Grade 8.  .  .  .

 .
 .
 .
 .

 .
 .
 .
 .

 .
 .
 .
 .

 .
 .
 .
 .

 .
 .
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 .
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 .
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 .
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 .
 .

 .
 .
 .
 .

 .
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 .
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 .
 .
 .

559
560
561
562

Appendix E
Standard Deviations of Achievement .  .  .  .  .  .  .  .  .  .  . 563
Exhibit E.1
Exhibit E.2
Exhibit E.3
Exhibit E.4

Average Mathematics Achievement and Standard Deviations by Gender – Grade 4 .  .
Average Science Achievement and Standard Deviations by Gender – Grade 4 .  .  .  .
Average Mathematics Achievement and Standard Deviations by Gender – Grade 8 .  .
Average Science Achievement and Standard Deviations by Gender – Grade 8 .  .  .  .

564
565
566
567

Appendix F
Average Percent Correct in the Content and Cognitive
Domains .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 568
Exhibit F.1
Exhibit F.2
Exhibit F.3
Exhibit F.4

Average Percent Correct in the Mathematics Content and Cognitive Domains –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Average Percent Correct in the Science Content and Cognitive Domains –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Average Percent Correct in the Mathematics Content and Cognitive Domains –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Average Percent Correct in the Science Content and Cognitive Domains –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

 .  .  . 569
 .  .  . 571
 .  .  . 573
 .  .  . 574

Appendix G
Percentages of Students with Achievement Too Low for
Estimation  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 575
Exhibit G.1
Exhibit G.2
Exhibit G.3
Exhibit G.4

Percentages of Students with Mathematics Achievement Too Low for Estimation –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Percentages of Students with Science Achievement Too Low for Estimation –Grade 4 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Percentages of Students with Mathematics Achievement Too Low for Estimation –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .
Percentages of Students with Science Achievement Too Low for Estimation –Grade 8 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

 .  . 576
 .  . 577
 .  . 578
 .  . 579

Appendix H
Organizations and Individuals Responsible
for TIMSS 2019 .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 580
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TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE xviii

About TIMSS 2019
Overview
IEA’s TIMSS 2019 is the seventh assessment cycle of TIMSS, the Trends in International Mathematics
and Science Study. TIMSS 2019 was conducted at the fourth and eighth grades in 64 countries and8 benchmarking systems. Inaugurated in 1995, TIMSS has been conducted every four years since,
providing 24 years of trends in mathematics and science achievement.
The TIMSS assessments of student achievement are updated with each cycle in collaboration
with the participating countries, who review the frameworks describing the mathematics and science
content to be assessed and participate in item development. TIMSS also provides important policy
relevant data about students’ contexts for learning mathematics and science based on questionnaires
completed by students and their parents or caregivers, teachers, and school principals. Taken together,
TIMSS provides comparative data about countries’ student achievement over time and in relation to
key home, school, and classroom variables.
TIMSS 2019 continues the long history of international assessments in mathematics and science
conducted by IEA—the International Association for the Evaluation of Educational Achievement. An
independent international cooperative of national research institutions and government agencies, IEA
pioneered international comparative assessments of educational achievement in the 1960s to gain adeeper understanding of the effects of policies across countries’ different systems of education. IEA
has been conducting international assessments of mathematics and science and collecting data about
the factors associated with achievement in countries around the world for more than 50 years. TIMSS
at the fourth grade is complemented by IEA’s PIRLS—the Progress in International Reading Literacy
Study—conducted every five years since 2001.
TIMSS and PIRLS are directed by IEA’s TIMSS & PIRLS International Study Center at Boston
College, in close cooperation with IEA Amsterdam, IEA Hamburg, and Statistics Canada. Eachparticipating country has a National Research Coordinator who is responsible for implementing
TIMSS in accordance with international procedures and to TIMSS’ standards of technical excellence.

Transition to Computer-Based Assessment
In 2019, TIMSS began the transition to computer-based assessment by introducing a computerizedversion—eTIMSS. Half the participating countries in 2019 chose to administer the new eTIMSS
version, while the other half continued to administer the paper-based version.
Every effort was made to have the eTIMSS and paperTIMSS assessments be as similar as
possible, while capitalizing on new item types, such as drag-and-drop and drop-down menus, andautomated scoring through keypad entry. The goal of item development was to ensure that eTIMSS
and paperTIMSS measured the same mathematics and science constructs using the same assessment
items, as much as possible.

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To provide a bridge between eTIMSS and paperTIMSS, eTIMSS countries also administered thepaperTIMSS trend items to a separate sample of students, typically in the same schools. The bridge
data form an intermediate link (or bridge) between eTIMSS countries’ computer-based data in 2019
and their paper-based data in 2015 as well as to the paperTIMSS countries in 2019.

Participating Countries
As shown below, 64 countries participated in TIMSS 2019, including some distinct education systems
within countries that have always participated separately throughout IEA’s long history (e.g., theDutch-speaking part of Belgium and Hong Kong Special Administrative Region (SAR) of the People’s
Republic of China). In addition, TIMSS 2019 had 8 benchmarking participants, (e.g., regional entities,
such as provinces and municipalities).
Countries and benchmarking participants could choose to participate in the fourth grade
assessment, the eighth grade assessment, or both. In 2019, 58 countries and 6 benchmarking entities
participated in the TIMSS fourth grade assessment, and 39 countries and 7 benchmarking participants
participated in the eighth grade assessment.

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TIMSS 2019 Assessment Frameworks
The TIMSS 2019 mathematics and science assessments are based on comprehensive frameworks
developed collaboratively with the participating countries. The TIMSS 2019 Mathematics Frameworkand the TIMSS 2019 Science Framework are each organized around two dimensions: a content
dimension specifying the content to be assessed and a cognitive dimension specifying the thinking
processes to be assessed.
In mathematics, TIMSS 2019 at the fourth grade assessed three content domains: number,measurement and geometry, and data. The eighth grade assessment had four content domains:
number, algebra, geometry, and data and probability. In science, the TIMSS 2019 fourth grade
assessment included three content domains: life science, physical science, and Earth science. The
eighth grade included four content domains: biology, chemistry, physics, and Earth science. The
proportion of each assessment devoted to the content domains differed to reflect curricular emphases
in each grade. In both grades and both subjects, TIMSS 2019 assessed three cognitive domains:knowing, applying, and reasoning.
The TIMSS assessments include a substantial number of items to cover the breadth ofmathematics and science content addressed in the frameworks. The fourth grade mathematics andscience assessments each include approximately 175 items and the eighth grade mathematics andscience assessments each include approximately 220 items.

Achievement Data
The TIMSS 2019 International Mathematics and Science Results report presents TIMSS 2019 average
mathematics and science scale scores and score distributions at the fourth and eighth grades for eachparticipating country and benchmarking system. Scaling the TIMSS 2019 achievement data proceededin two phases: calibrating the paperTIMSS and bridge data on the TIMSS 2019 achievement scales,
and linking the eTIMSS data to these scales via the bridge data. This process enabled the eTIMSS
and paperTIMSS achievement results to be reported on the same achievement scale in each grade
and subject.
Trends are reported across the seven TIMSS assessment cycles for countries that have comparable
data from previous TIMSS assessments. Average scale scores also are provided by gender and for eachof the content and cognitive domains. To provide an interpretation for the average scale scores, TIMSS
relates performance on the assessment items to four international benchmarks on the achievement
scales: Low, Intermediate, High, and Advanced. Students’ performance at each of the benchmarks is
described in terms of the items that students reaching the benchmark answered correctly.

Contextual Data
The goal of TIMSS is to provide the best policy-relevant information to help improve mathematics
and science teaching and learning. TIMSS 2019 included student, teacher, and school questionnaires

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and the Early Learning Survey (also called the “home questionnaire”) completed by students’ parents
or caregivers. Many of the questionnaire items were developed and analyzed as item response theory(IRT) scales to provide robust indicators of important aspects of schooling (e.g., school safety,
students’ attitudes toward learning mathematics and science, the impact of an early start). Together,
the questionnaire results provide a wealth of information about the home, school, and classroom
contexts in which students learn mathematics and science. The results from the questionnaires arereported in the Home & School Contexts and Classroom Contexts parts of this report.
The TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science
report is a qualitative companion to the quantitative results summarized in this report. The TIMSS
2019 Encyclopedia comprises chapters written by each country and benchmarking participant that
describe the structure of these countries’ education systems and their mathematics and sciencecurricula and initiatives. It also includes the results from the TIMSS 2019 Curriculum Questionnaire,completed by each TIMSS National Research Coordinator.

Students Assessed
TIMSS assesses students in participating countries in their fourth year of formal schooling, provided
the mean age at the time of testing is at least 9.5 years, and in their eighth year of formal schooling,
provided the mean age at the time of testing is 13.5 years. Because education systems vary in structure
and in policies and practices with regard to age of starting school and promotion and retention,
there are differences across countries in how the target grades are labeled and in the average age ofstudents. Moreover, some countries choose to administer TIMSS to a different grade than the fourthor eighth years of formal schooling. Norway chose to assess fifth and ninth grade students to obtainbetter comparisons with Sweden and Finland. South Africa and its benchmarking systems assessed
fifth and ninth grade students to better match their curricula and to maintain trend measurement.
Turkey also chose to assess students in the fifth grade.
In each grade, nationally representative samples of approximately 4,000 students from 150 to 200
schools participated in TIMSS 2019. Including the mathematics and science assessments and context
questionnaires, more than 330,000 students, 310,000 parents, 11,000 schools, and 22,000 teachers
participated in the fourth grade assessment, and a further 250,000 students from 8,000 schools, and
30,000 teachers participated in the eighth grade assessment.
Appendix B of this report provides information about the grades assessed in each country,
including the country’s name of that grade or grades, as well as the mean age of students in each grade
assessed in TIMSS 2019.

Quality Assurance
TIMSS 2019 made every effort to attend to the quality and comparability of the data through carefulplanning and documentation, cooperation among participating countries, standardized procedures,

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and rigorous attention to quality control throughout. The assessments were administered to nationally
representative and well-documented probability samples of students in each country. Staff from
Statistics Canada and IEA Hamburg worked with National Research Coordinators on all phases ofsampling activities to ensure compliance with sampling and participation requirements, with the few
exceptions from compliance annotated in the data exhibits. IEA Amsterdam worked with the TIMSS& PIRLS International Study Center to manage an extensive series of verification checks to ensure
the comparability of translations of the assessment items and questionnaires, and to conduct aninternational quality assurance program of school visits to monitor and report on the administrationof the assessment. IEA Hamburg staff worked closely with National Research Coordinators during
the project to organize data collection operations and to check all data for accuracy and consistency
within and across countries.
Finally, full documentation of the many technical activities required to conduct TIMSS 2019 isprovided in Methods and Procedures: TIMSS 2019 Technical Report. This volume includes detailed
information about the processes used to develop and implement the TIMSS 2019 assessments,
including sampling, translation verification, data collection, scaling, linking, and data analysis.

About this Report
The TIMSS 2019 International Mathematics and Science Results report presents results from TIMSS
2019 in 14 chapters. Report readers can view the TIMSS 2019 results using the navigation buttons
across the top of the report website, or access each chapter using the side menu. Exhibits and report text
can be downloaded and printed from the Download Center in the side menu and on pages throughout
the website.
The report is organized in three parts:• Countries’ Mathematics & Science Achievement presents achievement results in fourchapters, one for each grade and subject assessed in TIMSS: Mathematics Grade 4, Science
Grade 4, Mathematics Grade 8, and Science Grade 8.

• Home & School Contexts presents results pertaining to the home and school contexts inwhich students learn, in four chapters: Home Environment Support; School Composition
and Resources; School Climate; and School Discipline and Safety.

• Classroom Contexts presents results pertaining to students’ classrooms contexts forlearning mathematics and science: Teacher Preparation, Professional Development and
Job Satisfaction; Challenges to Teaching and Learning; Students’ Attitudes; Mathematics
Curriculum and Instruction; Science Curriculum and Instruction; and Technology inInstruction.

Appendices A through H provide information about country participation in TIMSS 2019 andearlier TIMSS assessments; population coverage, sample sizes, and participation rates; additional
achievement results, including the Test-Curriculum Matching Analysis (TCMA); and information
about the organizations and individuals responsible for TIMSS 2019.
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TIMSS 2019 INTERNATIONAL RESULTS IN
MATHEMATICS AND SCIENCECOUNTRIES’ MATHEMATICS &SCIENCE ACHIEVEMENTTIMSS & PIRLSInternational Study Center
Lynch School of Education

Mathematics Grade 4
Average Mathematics Achievement
Average Achievement and Scale Score Distributions
The TIMSS 2019 fourth grade mathematics assessment was based on a comprehensive assessment
framework developed collaboratively with the participating countries to reflect their curricular goals.
The fourth grade mathematics assessment included three content areas—number, which included
prealgebra (50%); measurement and geometry (30%); and data (20%). In accordance with theframework, the majority of TIMSS 2019 mathematics items assessed fourth grade students’ applying
and reasoning skills. To cover the framework at the fourth grade, the TIMSS 2019 mathematics
assessment comprised 175 assessment items. This cycle marked the beginning of the transition to
a computer-based assessment system. More than half of the TIMSS 2019 countries administered
the assessment in an “e” (electronic) format and almost half administered the assessment in a paper
format, as in TIMSS 2015. The “e” countries also administered the trend items in the paper format
to provide a bridge to the TIMSS 2015 and TIMSS 2019 paper-based assessments. At the fourth
grade, the paper-based assessment also was available in a less difficult version, with some items being
less difficult, and the rest of the items in common with the regular version. Some countries opted
to administer the less difficult TIMSS mathematics assessment at fourth grade in order to bettermeasure student achievement of their student populations. The assessment was carefully designed andanalyzed, so that the TIMSS 2019 mathematics achievement results for all 58 countries are reported
on the same TIMSS fourth grade mathematics scale.
Exhibit 1.1 presents the average achievement at the fourth grade for each participating country(from highest to lowest) together with the scale score distribution underlying the average scale score.
Exhibit 1.2 shows whether relatively small differences in average achievement between one country
and the next are statistically significant.
The five East Asian countries had the highest average achievement, with Singapore having
higher average achievement than all of the other TIMSS 2019 countries. Singapore was followedby Hong Kong SAR, Korea, and Chinese Taipei, whose students had similar average achievementthat was higher than all the rest of the countries except Singapore. Fourth grade students in Japan
had higher achievement than students in all of the other countries except the other four East Asian
countries. In turn, the Russian Federation and Northern Ireland, which performed similarly, had
higher achievement than all of the other remaining countries. England and Ireland, and then Latvia,
Norway (fifth grade), and Lithuania also performed very well. Essentially, Exhibit 1.2 shows clusters
of several similarly performing countries, followed by the next highest achieving clusters of similarly
performing countries, and so on.

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TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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A number of fourth grade TIMSS 2019 participating countries performed well. Thirty-six
countries (including those discussed above) had higher average achievement than the centerpointof 500 (Exhibit 1.1), which is a point of reference on the TIMSS fourth grade mathematics scale thatremains constant from TIMSS assessment to TIMSS assessment. However, there was a considerable
difference between the highest average achievement and the lowest. Also, the scale score distributions
show that there is wide variation in achievement in every country. Every TIMSS 2019 country hassome higher achieving and some lower achieving students.

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TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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Exhibit 1.1: Average Mathematics Achievement and Scale Score Distributions
Average
Scale Score

Country

Mathematics Achievement Distribution

3 Singapore625 (3.9)
602 (3.3)

Korea, Rep. of
600 (2.2)
Exhibit
1.1:
Average
Mathematics
Achievement
and Scale Score Distributions

Chinese Taipei
599 (1.9)
Japan
593 (1.8)
2 Russian Federation567 (3.3)
Average† Northern Ireland566 (2.7)
Mathematics Achievement Distribution
Country
Scale
2 England
556Score(3.0)
3 Singapore

625
(3.9)
Ireland548 (2.5)† Hong Kong SAR602
2 Latvia546(3.3)(2.6)

Korea,
Rep.
of600† Norway (5)543(2.2)(2.2)
ChineseTaipei599
2 Lithuania542(1.9)
(2.8)

Japan
593
Austria539(1.8)(2.0)
2 Russian Federation
567≡ Netherlands
538(3.3)(2.2)† Northern Ireland566
2 † United States
535(2.7)(2.5)
2 England
556
Czech Republic533(3.0)(2.5)

Ireland548† Belgium (Flemish)
532(2.5)(1.9)
2 Latvia

546
Cyprus532(2.6)(2.9)† Norway (5)543Finland532(2.2)(2.3)
2 Lithuania542
2 Portugal
525(2.8)(2.6)

Austria539† Denmark525(2.0)(1.9)≡ Netherlands
538
Hungary523(2.2)(2.6)
2 † United States
535
2 Turkey (5)523(2.5)
(4.4)

Czech
Republic533
Sweden521(2.5)(2.8)† Belgium (Flemish)
532Germany521(1.9)(2.3)

Cyprus532
Poland520(2.9)(2.7)
Finland
532
Australia
516(2.3)(2.8)
2 Portugal

525
Azerbaijan
515(2.6)(2.7)† Denmark
525
Bulgaria
515(1.9)(4.3)

Hungary523
Italy515(2.6)(2.4)
2 Turkey (5)523
2 Kazakhstan
512(4.4)
(2.5)

521
1 Sweden
2 Canada
512(2.8)(1.9)

Germany521
2 Slovak Republic
510(2.3)(3.5)
Poland520
Croatia509(2.7)(2.2)
Australia516
Malta509(2.8)(1.4)

Azerbaijan
515
2 Serbia508(2.7)(3.2)
Bulgaria515
Spain502(4.3)
(2.1)

Italy
515
TIMSS Scale Centerpoint
500(2.4)
2 Kazakhstan
512
Armenia498(2.5)(2.5)
1 2 Canada
512
Albania494(1.9)(3.4)
2 Slovak Republic510
2 New Zealand487(3.5)(2.6)

Croatia509
France485(2.2)
(3.0)

Malta
509
1 Georgia
482(1.4)(3.7)
2 Serbia508
United Arab Emirates
481(3.2)
(1.7)
Spain
502

Bahrain
480(2.1)
(2.6)
TIMSS
Centerpoint500
NorthScale
Macedonia
472 (5.3)
Armenia498
Montenegro453(2.5)(2.0)
Albania494(3.4)
Bosnia and Herzegovina
452 (2.4)
2 New Zealand

487
Qatar
449(2.6)(3.4)
France485
2 Kosovo444(3.0)(3.0)
1 Georgia
482
Iran, Islamic Rep. of443(3.7)(3.9)

United481
ChileArab Emirates
441(1.7)(2.7)

Bahrain
480
(2.6)
Oman
431
(3.7)
Exhibit
1.1: Average Mathematics472
Achievement
and Scale Score Distributions

North
Macedonia
2 SaudiArabia398(5.3)(3.6)

Montenegro
453
(2.0)
Morocco383 (4.3)
Bosniaand Herzegovina
452
Kuwait383(2.4)
(4.7)

Qatar
449
(Continued)
South Africa (5)374(3.4)(3.6)
2 Kosovo
444(3.0)
2 ψ Pakistan
Average328(12.0) 
Mathematics
Achievement
Distribution
Country
Iran,Islamic Rep. of
443
2ψ
Scale
Score Philippines
297(3.9)
(6.4)

Chile
441 (2.7)
100
200
300
400
500
600
700
800
Benchmarking ParticipantsOman
431 (3.7)
Percentiles of PerformanceMoscow City, Russian Fed.
593 (2.2)
2 Saudithththth
 Average significantly higher than
Arabia398 (3.6)
95
5
75
25
2 Dubai, UAE the centerpoint of the TIMSS scale
544 (1.6)
Morocco383 (4.3)
 Average significantly lower thanQuebec, Canada
532 (2.3)
Kuwait383 (4.7)
95% Confidence Interval for Average (±2SE)
 the centerpoint of the TIMSS scale
Madrid, Spain
518 (2.2)
South Africa (5)374 (3.6)
2 Ontario, Canada

512
(3.3)
2 ψ Pakistan
328(12.0)The Abu
TIMSS
achievement
the combined achievement distribution of all countries that participated in TIMSS 1995. To provide a point of reference for country
Dhabi,
UAE scale was established in 1995 based
441on
(2.2)
2 ψ Philippines(6.4) of thecombined achievement distribution. The units of the scale were chosen so that 100 scale score points corresponded to the standard
comparisons, the scale centerpoint of 500 was located at297
the mean† Hong Kong SAR

100
200
300
400
500
deviation of the distribution.
100
200
300
400
500
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Averagesignificantly
higherthanthsignificantly
higherSee Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix
B.5Averagefor samplingguidelines
andthansampling participation notes †, ‡, and ≡.
5th5
centerpoint
TIMSS
scale
thethecenterpointof ofthetheTIMSSscale( ) Standard errors appear in parentheses. Because of rounding some results may
appear inconsistent.

Averagesignificantly
lower
than
Averagesignificantly
lower
than

centerpoint
TIMSS
scale
thethecenterpointof ofthethe
TIMSS
scale

600
600

700
700

Percentiles
Performance
Percentiles
of ofPerformance
75th
25th
75th
25th

800
800

th

95
95th

95%
ConfidenceInterval
Average(±2SE)
95%
ConfidenceInterval
forforAverage(±2SE)SOURCE: IEA’s Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded
from http://timss2019.org/download
The
TIMSS achievement
scale was established in 1995 based on the combined achievement distribution of all countries that participated in TIMSS 1995. To provide a point of reference for country

comparisons, the scale centerpoint of 500 was located at the mean of the combined achievement distribution. The units of the scale were chosen so that 100 scale score points corresponded to the standard
deviation of the distribution.
IEA’sabout
Trendsin International
Mathematics
and Science
Study - with
TIMSS
2019
Ψ SOURCE:
Reservations
reliability
becausethe percentage
of students
achievement
too low for estimation exceeds 15% but does not exceed 25%.
Downloaded
See
Appendixfrom
B.2 http://timss2019.org/download
for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

TIMSS & PIRLSSOURCE: IEA’s Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

International Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

9

Exhibit 1.2: Significance of Differences Between Countries’ Average Mathematics Achievement

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinland
Portugal
Denmark
Hungary
Turkey (5)SwedenGermany
PolandAustralia
Azerbaijan
Bulgaria
Italy
Kazakhstan
CanadaSlovak Republic
Croatia
Malta
SerbiaSpain
Armenia
Albania
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
North Macedonia
Montenegro
Bosnia and Herzegovina
Qatar
KosovoIran, Islamic Rep. of
Chile
Oman
Saudi Arabia
Morocco
KuwaitSouth Africa (5)Pakistan
Philippines

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (2.6)525 (1.9)523 (2.6)
523 (4.4)
521 (2.8)521 (2.3)
520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (2.5)512 (1.9)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)494 (3.4)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)472 (5.3)
453 (2.0)452 (2.4)
449 (3.4)
444 (3.0)443 (3.9)
441 (2.7)
431 (3.7)
398 (3.6)383 (4.3)
383 (4.7)
374 (3.6)
328 (12.0)
297 (6.4)

Croatia

Slovak Republic

CanadaKazakhstan

Italy

Bulgaria

Azerbaijan

Australia

PolandGermany

SwedenTurkey (5)Hungary

Denmark

Portugal

Finland

CyprusBelgium (Flemish)

Czech Republic

United States

Netherlands

Austria

Lithuania

Norway (5)LatviaIrelandEngland

Northern Ireland

Russian Federation

Japan

Chinese Taipei

Korea, Rep. ofHong Kong SAR

Average
Scale
Score

Country

Singapore

Read across the row for a country to compare performance with the countries listed along the top of the chart. If no statistically significant difference was found, no symbol is present. If thedifference is significant (p < 0.05), a symbol indicates whether the estimated achievement of the country in the row is higher () than that of the comparison country, or lower ().

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE

593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

                                                                                                                                                                  
 Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country

Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

10

Exhibit 1.2: Significance of Differences Between Countries’ Average Mathematics Achievement

Abu Dhabi, UAE

Ontario, Canada

Madrid, Spain

Quebec, Canada

Dubai, UAE

Moscow City, Russian Fed.

Philippines

PakistanSouth Africa (5)KuwaitMoroccoSaudi Arabia

Oman

Chile

Iran, Islamic Rep. of

KosovoQatar

Bosnia and Herzegovina

Montenegro

North Macedonia

Bahrain

United Arab Emirates

Georgia

FranceAlbania

Armenia                                              Benchmarking Participants

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (2.6)525 (1.9)523 (2.6)
523 (4.4)
521 (2.8)521 (2.3)
520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (2.5)512 (1.9)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)494 (3.4)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)472 (5.3)
453 (2.0)452 (2.4)
449 (3.4)
444 (3.0)443 (3.9)
441 (2.7)
431 (3.7)
398 (3.6)383 (4.3)
383 (4.7)
374 (3.6)
328 (12.0)
297 (6.4)

Spain

Malta
Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinland
Portugal
Denmark
Hungary
Turkey (5)SwedenGermany
PolandAustralia
Azerbaijan
Bulgaria
Italy
Kazakhstan
CanadaSlovak Republic
Croatia
Malta
SerbiaSpain
Armenia
Albania
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
North Macedonia
Montenegro
Bosnia and Herzegovina
Qatar
KosovoIran, Islamic Rep. of
Chile
Oman
Saudi Arabia
Morocco
KuwaitSouth Africa (5)Pakistan
Philippines

SerbiaAverage
Scale
Score

Country

New Zealand(Continued)                                                                                                                                                                                                                                                                                                                                          

 

  

                       

 

  

                       

 

  

                       

 

  

                       

 

  

                       

 

  

                                                                               

  

 

                       

 

 

                       

  

 

                       

  

 

                       

  

 



                     

  





                     

  



                     

  



                     

  



                     

  



                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE

593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

                                                                                                 

  



                     

  



                            

 Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country
Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

11

Trends in Average Achievement
Exhibit 1.3 graphs the differences in average mathematics achievement between assessment cycles
for TIMSS 2019 countries that have comparable data from previous assessments, while Exhibit 1.4
provides more detail. The countries are presented in alphabetical order in both exhibits. The trends
in mathematics achievement at the fourth grade signal more improvements than downturns acrossthe assessment cycles internationally. However, since 1995, most countries have had some periods ofincreases and decreases in average achievement as well as periods of stability.
Most recently, for the 45 countries that participated in both TIMSS 2015 and 2019, 14 had
increases in average achievement, and 8 had declines. The trends in average achievement between
2007 and 2019, as well as between 1995 and 2019, show considerably more progress than declines inaverage mathematics achievement at the fourth grade over the long term. In 2019, compared with
2007, the 21 countries in both assessments had 14 increases and no decreases. In 2019, comparedwith 1995, the 16 countries in both assessments had 13 increases and 1 decrease.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

12

Exhibit 1.3: Trend Plots of Average Mathematics Achievement Across Assessment Years◊

This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 1.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Armenia
540

1995

1999

2003

Australia
2007

2011

2015

2019

570

1995

1999

2003

Austria
2007

2011

2015

2019

580

530

560

570

520

550

560

510

540

550

498

500
481

490

530
520

480

510

470

500

456

516

452

516

517

516

450

480

490

440

470

480

430

460

470

420

450

460

550

1999

2003

2007

2011

2015

2019

520

1995

1999

2003

2011

2015

2019

600

510

590

530

500

580

515

490

480

480

560

500

470

550

490

460

480

450

436

460

430

510

450

420

500

440

410

490

430

400

480

Bulgaria
580

2003

1995

2011

2015

2019

570

1995

1999

2003

2011

2015

2019

510

560

500

550

490

550

540

480

540

530

470

520

460

515

2007

2011

2015

2019

549

546
532

Chile
2007

560

524

2003

520

570

530

1999

551

Canada
2007

508

530

440

1999

505

540

451

470

1995

2019

570

510

463

2015

Belgium (Flemish)
2007

540

520

2011

539

BahrainAzerbaijan

2007

531

510
500

1995

2003

530

490

460

1999

520

499

495

540

1995

511

512

520

510

450

510

500

440

500

490

430

490

480

420

480

470

410

470

460

400

460

450

390

1995

1999

2003

2007

2011

462

2015

2019

459
441

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

13

Exhibit 1.3: Trend Plots of Average Mathematics Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 1.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Chinese Taipei
640

1995

1999

2003

2007

Croatia
2011

2015

2019

560

1995

1999

2003

Cyprus
2007

2011

2015

2019

560

630

550

550

620

540

540

610

530

530

600

591

597

599

520

509

510

590
576

580

490

480

480

550

470

470

540

460

460

530

450

450

520

440

440

1995

1999

2003

2007

2011

2019

560
550

541

540

528

530
520

533

590

1995

1999

2003

2007

2011

2015

2019

580

580

570

570

560

560

550
537

540

525

523

530
520

510

510

500

480

500

490

470

490

480

460

480

470

450

470

460

Finland
600

1995

1999

2003

2011

2015

2019

550

1995

1999

2003

2011

2015

2019

520
510

530

500

570

520

490

560

510

480

500
535

532

490

2003

2007

2011

2015

2019

541

542

2007

2011

546

531

484

Georgia
2007

540

545

1999

556

France
2007

580

540

1995

520

590

550

475

530

500
486

2019

510

540

539

510

490

2015

England

550

511

2011

532

Denmark
2015

2007

500

490

560

570

2003

523

520

490

Czech Republic

1999

510

502

500

564

570

1995

488

1995

1999

2003

463
450

460

530

480

450

520

470

440

510

460

430

500

450

420

490

440

410

480

430

400

2019

482

470
485

2015

438

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

14

Exhibit 1.3: Trend Plots of Average Mathematics Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 1.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Germany
580

1995

1999

2003

Hong Kong SAR
2007

2011

2015

2019

650

570

640

560

630

550

620

540

610

525

530

528
522

521

1995

1999

2003

2007

2011

Hungary
2015

2019

580

607

602

600

540
530

580

500

570

490

560

490

480

550

480

470

540

470

460

530

460

480

2011

2019

600

1995

1999

2003

2011

2015

2019

570
560

580

550

570

540

431

431

560
547

550

430

540

420
402

410

530

389

548

480

380

500

470

370

490

460

360

480

450

640

1999

2003

2011

2015

2019

570

1995

1999

2003

2011

2015

2019

650

560

640

620

550

630

610

540

620

530

610

593
585

590
580
570

567

565

568

593

520
510

2007

2011

2015

503

507

508

507

2011

2015

2019

Korea, Rep. of

2007

630

600

2003

515

Kazakhstan
2007

1999

500
490

Japan

1995

510

527

523

510

1995

510

520

390

387

523
515

530

520

400

529

Italy
2007

590
443

2019

500

557

460
450

2015

510

470

440

529

Ireland
2015

2011

521

520

575

Iran, Islamic Rep. of
2007

2007

550
602

590

2003

2003

560
615

510

1999

1999

570

520

1995

1995

512
501

1995

1999

2003

2007

605

2019

608
600

600
590

500

580

560

490

570

550

480

560

540

470

550

530

460

540

520

450

530

581

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

15

Exhibit 1.3: Trend Plots of Average Mathematics Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 1.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Kuwait
430

1995

1999

2003

Latvia
2007

2011

2015

2019

600

1995

1999

2003

Lithuania
2007

2011

2015

2019

600

420

590

590

410

580

580

400

570

570

383

390

560

370

536

540

353

350

520

520

340

510

510

330

500

500

320

490

490

310

480

480

Malta
560

1999

2007

2011

2015

2019

420

1995

1999

2003

2011

2015

2019

600

410

540

400

530

390

520

380

560

370

550

360

540

509
496

500

383
377

340

520

470

330

510

460

320

500

450

310

490

440

300

480

2007

2011

2015

2019

630

1995

1999

2003

2007

2011

2015

2019

560

620

550

610

540

600

530

590

520

493

490
480

492

486

491

469

487

2003

2007

2011

2015

2019

540

580
570

570
562

535

540

538
530

Norway (5)

520
510

1999

549

Northern Ireland

530

500

1995

530

335

New Zealand
2003

530

570

350

1999

535

580

480

1995

534

2019

590

490

540

2015

Netherlands
2007

550

510

2011

Results before 2015 do not include students taught inPolish or Russian.

Morocco

2003

2007

542
534

540
530

1995

2003

550

530

360

1999

560
546

550

380

1995

1995

1999

2003

2007

2011

2015
549

2019
543

510
566

495

500

470

560

490

460

550

480

450

540

470

440

530

460

430

520

450

420

510

440

476

493

473

451

The trend line from 1995 to 2015 isfor students in their fourth year of
schooling.

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

16

Exhibit 1.3: Trend Plots of Average Mathematics Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 1.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Oman
470

1995

1999

2003

Philippines
2007

2011

2015

2019

390

1995

1999

2003

Poland

2007

2011

2015

2019

590

380

450

370

570

360

560

350

550

420

340

540

410

330

530

400

320

520

431
425

430

385

390

358

297

310
300

500

370

290

490

360

280

480

350

270

470

Portugal
550

1999

2003

2011

2015
541

2019

532

540

490

1995

1999

2003

2011

2015

2019

610

510

450

500

440

560

490

430

550

449

413

420
410

530

460

400

520

390

510

440

380

500

430

370

490

Saudi Arabia
1999

2003

2007

2015

2019

570

1995

1999

2003

2007

2011

2015

2019

670

560

660

550

650

430

540

640

530

410

398

400

520

516

508

544

2015

2019

567

542

532

1995

1999

2003

2007

2011

500

600

380

490

590

370

480

580

360

470

570

350

460

560

340

450

550

2015

2019

625
618

620
610

390

2011

630

518

510
383

2007

Singapore

440
410

2003

564

Serbia
2011

1999

540

450

420

1995

580

470

1995

520

570

439

480

460

2019

590

460

442

2015

600

470

520

450

2011

Russian Federation
2007

480
525

530

2007

535

Qatar
2007

2003

510

380

1995

1999

580

460

440

1995

594

599

606

590

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

17

Exhibit 1.3: Trend Plots of Average Mathematics Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 1.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Slovak Republic
560

1995

1999

2003

2007

2011

South Africa (5)
2015

2019

440

1995

1999

2003

2007

2011

Spain
2015

2019

550

550

430

540

540

420

530

530

410

520

520

400

510

390

500

510

507

510

496

498

500

376

380

374

370

480

480

360

470

470

350

460

460

340

450

450

330

440

440

320

430

Sweden
570

1999

2003

2011

2015

2019

520

1995

1999

2003

2007

2011

2015

590

510

580

550

500

570

540

490
519

520
510

503

504

521

481

550

470

540
452

530

500

450

490

440

480

430

500

470

420

490

460

410

480

450

400

470

520
434

2011

2015

2019

502

482

1995

1999

2003

2007

2011

2015

541

539

2019

560

480

460

2007

United States
2019

560

530

2003

505

United Arab Emirates
2007

1999

490

490

1995

1995

535

529
518

518

510

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

18

Exhibit 1.3: Trend Plots of Average Mathematics Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 1.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Benchmarking Participants

Ontario, Canada
560

1995

1999

2003

2007

2011

Quebec, Canada
2015

2019

590

550

580

540

570

530

560

511

520

518
512

512

512

1999

2003

2007

Abu Dhabi, UAE
2015

2019

490

1995

1999

2003

2007

2011

2015

2019

470
550

460

550

450

536
533

530

489

2011

480

540

510
500

1995

519

532

441

440
430

490

520

480

510

470

500

400

460

490

390

450

480

380

440

470

370

417

419

420
506

410

Dubai, UAE
550

1995

1999

2003

2007

2011

2015

2019
544

540
530
520

511

510
500
490
480
468

470
460
450

444

440
430
◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

19

Exhibit 1.4: Differences in Average Mathematics Achievement Across Assessment Years
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Average Scale
Score

Countryy yyy Armenia

2019
2015
2011
2003
yyy Australia
2019
2015
2011
2007
† 2003≡ 1995
yyy Austria
2019
2011
2007
≡ 1995
yyy Azerbaijan
2019
2 2011yyy Bahrain
2019
2 20152011
yyy Belgium (Flemish)† 2019† 20152011
2 2003yyy Bulgaria
2019
2015
yyy Canada
1 2 2019
1 2 † 2015
yyy Chile
2019
2015
2011
yyy Chinese Taipei
2019
2015
2011
2007
2003
yyy Croatia
2019
2015
2 2011
yyy Cyprus
2019
2015
2003
1995
yyy Czech Republic
2019
2015
2011
2007
1995

y

y

y

y

y

y

y

y

y

y

y

y

yyy yyy498 (2.5)481 (3.4)452 (3.6)456 (3.5)
yyy yyy516 (2.8)517 (3.1)
516 (3.0)516 (3.5)
499 (3.9)495 (3.5)
yyy yyy539 (2.0)508 (2.6)505 (1.9)
531 (2.9)
yyy yyy515 (2.7)
463 (5.9)
yyy yyy480 (2.6)451 (1.6)
436 (3.2)
yyy yyy532 (1.9)546 (2.1)
549 (1.9)551 (1.8)
yyy yyy515 (4.3)
524 (5.3)
yyy yyy512 (1.9)
511 (2.3)
yyy yyy441 (2.7)459 (2.4)
462 (2.3)
yyy yyy599 (1.9)
597 (1.9)
591 (2.0)576 (1.8)564 (1.8)
yyy yyy509 (2.2)502 (1.8)
490 (1.9)
yyy yyy532 (2.9)523 (2.7)510 (2.4)475 (3.2)
yyy yyy533 (2.5)
528 (2.2)
511 (2.5)486 (2.7)
541 (3.0)

Differences Between Years
2015

2011

2007

2003

1995

yyy 
17 

yyy 
46 
29 yyy 

yyy 
42 
25 
-4 

yyy 

y yyy -1 

yyy 
0 
1 yyy 0 
1 
0 

yyy 
17 
19 
17 
17 

yyy 
21 
23 
21 
22 
4 

y yyy yyy 
31 

yyy 
34 
3 yyy 

yyy 
9 
-22 
-25 

y yyy yyy 
53 

yyy 

yyy 

yyy y yyy 29 

yyy 
44 
15 yyy 

yyy 

yyy y yyy -13 

yyy 
-17 -4 

yyy 

yyy 
-18 
-5 
-1 

yyy 

y yyy -9 

yyy 

yyy 

yyy 

yyy y yyy 1 

yyy 

yyy 

yyy 

yyy y yyy -18 

yyy 
-21 -3 yyy 

yyy 

yyy y yyy 3 

yyy 
8 
5 yyy 
23 
21 
15 

yyy 
35 
33 
27 
12 

yyy 

y yyy 7 

yyy 
19 
12 

yyy 

yyy 

yyy y yyy 9 

yyy 

yyy 

yyy 
22 
13 

yyy 
57 
48 
35 

y yyy 5 

yyy 
22 
17 yyy 
47 
42 
24 

yyy 

yyy 
-8 
-12 
-30 
-54 

Mathematics Achievement Distribution



























100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

5th

400

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

See Appendix A for country participation in previous TIMSS assessments.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

20

Exhibit 1.4: Differences in Average Mathematics Achievement Across Assessment Years(Continued)
Average Scale
Score

Country
yyy Denmark† 20192 † 2015
2 2011† 2007yyy Englandy

2 2019

2015
2011
2007
† 20033 † 1995
yyy Finland
2019
2015
2011
yyy France
2019
2015
yyy Georgia
1 20191 2015
1 2011
1 2007yyy Germany
2019
2015
2011
2007
yyy Hong Kong SAR† 2019† 20152 20112007† 20031995
yyy Hungary
2019
2015
2011
2007
2 20031995
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
2 20031995
yyy Ireland
2019
2015
2011
2 1995yyy Italy
2019
2 2015
2011
2007
2003

y

y

y

y

y

y

y

y

y

yyy yyy525 (1.9)
539 (2.7)
537 (2.6)
523 (2.5)
yyy yyy556 (3.0)
546 (2.8)
542 (3.5)
541 (3.0)
531 (3.7)
484 (3.3)
yyy yyy532 (2.3)
535 (2.0)545 (2.4)
yyy yyy
485 (3.0)
488 (2.9)
yyy yyy
482 (3.7)
463 (3.6)
450 (3.7)
438 (4.3)
yyy yyy521 (2.3)
522 (2.0)528 (2.2)525 (2.1)
yyy yyy602 (3.3)
615 (2.9)602 (3.4)
607 (3.5)575 (3.1)
557 (4.0)
yyy yyy523 (2.6)
529 (3.2)
515 (3.4)510 (3.5)
529 (3.2)
521 (3.5)
yyy yyy443 (3.9)
431 (3.2)
431 (3.5)
402 (4.0)389 (4.2)
387 (4.9)
yyy yyy548 (2.5)
547 (2.1)
527 (2.6)
523 (3.5)
yyy yyy515 (2.4)507 (2.6)
508 (2.6)507 (3.1)
503 (3.7)

Differences Between Years
2015

2011

2007

2003

1995

yyy 
-14 

yyy 
-12 
2 yyy 
1 
16 
14 

yyy 

yyy y yyy 10 

yyy 
13 
4 yyy 
14 
5 
1 

yyy 
25 
15 
11 
10 

yyy 
72 
62 
58 
57 
47 

y yyy -3 

yyy 
-13 -10 yyy 

yyy 

yyy y yyy -3 

yyy 

yyy 

yyy 

yyy y yyy 19 

yyy 
32 
13 yyy 
43 
25 
12 

yyy 

yyy y yyy -1 

yyy 
-7 -6 

yyy 
-4 
-4 
3 

yyy 

yyy y yyy -13 

yyy 
0 
13 yyy 
-5 
8 
-5 

yyy 
27 
40 
27 
32 

yyy 
45 
58 
45 
50 
18 

y yyy -6 

yyy 
8 
14 yyy 
14 
19 
6 

yyy 
-5 
1 
-13 
-19 

yyy 
2 
8 
-6 
-12 
7 

y yyy 12 

yyy 
12 
1 yyy 
41 
29 
28 

yyy 
54 
42 
42 
13 

yyy 
56 
45 
44 
15 
2 

y yyy 1 

yyy 
21 
20 yyy 

yyy 

yyy 
26 
24 
5 

y yyy 8 

yyy 
7 -1 yyy 
8 
0 
1 

yyy 
12 
4 
5 
4 

yyy 

Mathematics Achievement Distribution





















100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

21

Exhibit 1.4: Differences in Average Mathematics Achievement Across Assessment Years(Continued)
Average Scale
Score

Country
yyy Japan

2019
2015
2011
2007
2003
1995
yyy Kazakhstan
2 20192 2011yyy Korea, Rep. of
2019
2015
2011
2 1995
yyy Kuwait
2019
ψ 2015yyy Latvia
2 20192003
yyy Lithuania
2 20192 2015
1 2 2011
1 2007
1 2003yyy Malta
2019
2011
yyy Morocco
2019
2015
Ж 2011yyy Netherlands≡ 2019† 2015† 2011‡ 2007† 2003≡ 1995yyy New Zealand
2 2019
2015
2011
2007
2003
1995
yyy Northern Ireland† 2019‡ 2015† 2011yyy Norway (5)† 20192015
yyy Oman20192015
ψ 2011yyy Philippines
2 ψ 2019
2003
yyy Poland
2019
2015

y

y

y

y

y

y

y

y

y

y

y

y

y

y

yyy yyy593 (1.8)593 (2.0)585 (1.7)
568 (2.1)
565 (1.6)
567 (1.9)
yyy yyy512 (2.5)501 (4.5)
yyy yyy600 (2.2)
608 (2.2)605 (1.9)
581 (1.8)
yyy yyy383 (4.7)353 (4.6)
yyy yyy546 (2.6)
536 (2.8)
yyy yyy542 (2.8)535 (2.5)534 (2.4)
530 (2.4)
534 (2.7)
yyy yyy509 (1.4)
496 (1.4)
yyy yyy383 (4.3)
377 (3.4)335 (4.0)
yyy yyy538 (2.2)
530 (1.7)
540 (1.6)535 (2.1)
540 (2.2)
549 (3.0)
yyy yyy
487 (2.6)
491 (2.3)
486 (2.6)
492 (2.4)
493 (2.2)
469 (4.4)
yyy yyy566 (2.7)
570 (2.9)562 (2.8)
yyy yyy543 (2.2)
549 (2.5)
yyy yyy431 (3.7)425 (2.5)385 (2.9)
yyy yyy297 (6.4)
358 (8.0)
yyy yyy520 (2.7)535 (2.1)

Differences Between Years
2015

2011

2007

2003

1995

yyy 
8 
7 yyy 
25 
25 
17 

yyy 
28 
28 
21 
4 


yyy 
26 

y yyy yyy 
11 

yyy 

yyy 

yyy y yyy -8 

yyy 
-5 
3 yyy 

yyy 

yyy 
19 
27 
24 

y yyy 30 

yyy 

yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 
10 yyy y yyy 7 

yyy 
8 
2 yyy 
12 
6 
4 

yyy 
8 
1 
0 
-4 

yyy 

y yyy yyy 
13 

yyy 

yyy 

yyy y yyy 6 

yyy 
49 
43 yyy 

yyy 

yyy y yyy 8 

yyy 
-3 -10 

yyy 
3 
-5 
5 

yyy 
-3 
-11 
0 
-5 

yyy 
-12 
-19 
-9 
-14 
-9 

y yyy -3 

yyy 
1 
4 yyy 
-5 
-2 
-6 

yyy 
-6 
-3 
-7 
-1 

yyy 
18 
21 
17 
23 
24 

y yyy -4 

yyy 
3 
8 

yyy 

yyy 

yyy y yyy -6 

yyy 

yyy 

yyy 

yyy y yyy 5 

yyy 
46 
41 yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 
-62 

yyy 

y yyy -15 

yyy 

yyy 

yyy 

yyy yyy 
0 

Mathematics Achievement Distribution

26 
18 
1 
-3 




























100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

22

Exhibit 1.4: Differences in Average Mathematics Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryyyy Portugal
2 20192 20152011
2 1995yyy Qatar
20192015
2 2011yyy Russian Federation
2 2019
2015
2011
2007
2 2003yyy Saudi Arabia
2 2019
ψ 20152011
yyy Serbia
2 20193 20152 2011yyy Singapore
3 20192 20152 2011
2007
2003
1995
yyy Slovak Republic
2 2019
2015
2011
2007
yyy South Africa (5)
2019
2015
yyy Spain
2019
2 20152011
yyy Sweden
2019
2 20152011
2007
yyy United Arab Emirates
2019
2015
2011
yyy United States2 † 2019
2 † 2015
2 20112 † 2007† 2003
1995

y

y

y

y

y

y

y

y

y

y

y

yyy yyy525 (2.6)
541 (2.2)
532 (3.3)
442 (4.0)
yyy yyy449 (3.4)
439 (3.4)
413 (3.4)
yyy yyy567 (3.3)
564 (3.4)
542 (3.7)
544 (4.9)
532 (4.8)
yyy yyy398 (3.6)383 (4.1)
410 (5.2)
yyy yyy508 (3.2)
518 (3.5)
516 (3.0)
yyy yyy625 (3.9)618 (3.8)606 (3.2)
599 (3.8)594 (5.6)
590 (4.5)
yyy yyy510 (3.5)
498 (2.5)507 (3.7)
496 (4.5)
yyy yyy374 (3.6)
376 (3.5)
yyy yyy502 (2.1)
505 (2.5)482 (2.8)
yyy yyy521 (2.8)519 (2.8)504 (2.1)
503 (2.6)
yyy yyy
481 (1.7)452 (2.4)
434 (2.0)
yyy yyy535 (2.5)
539 (2.3)
541 (1.9)
529 (2.5)
518 (2.4)
518 (2.9)

Differences Between Years2015
yyy 
-16 

2011

2007

2003

1995

yyy 


yyy 
83 

yyy 
-7 
9 

yyy 

y yyy 10 

yyy 
36 
26 yyy 

yyy 

yyy y yyy 3 

yyy 
25 
22 yyy 
23 
20 
-2 

yyy 
35 
32 
10 
12 

yyy 

y yyy 15 

yyy 
-12 -27 yyy 

yyy 

yyy y yyy -10 

yyy 
-8 
2 yyy 

yyy 

yyy y yyy 8 

yyy 
20 
12 

yyy 
26 
18 
6 

yyy 
31 
23 
11 
5 

yyy 
35 
27 
16 
9 
4 

y yyy 12 

yyy 
3 -9 

yyy 
14 
2 
11 

yyy 

yyy y yyy -2 

yyy 

yyy 

yyy 

yyy y yyy -3 

yyy 
20 
23 yyy 

yyy 

yyy y yyy 3 

yyy 
17 
15 yyy 
19 
16 
1 

yyy 

yyy y yyy 30 

yyy 
47 
17 yyy 

yyy 

yyy y yyy -4 

yyy 
-6 -1 yyy 
6 
10 
12 

yyy 
16 
21 
22 
11 

yyy 
17 
21 
23 
11 
0 

Mathematics Achievement Distribution

99 
90 






















100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

23

Exhibit 1.4: Differences in Average Mathematics Achievement Across Assessment Years(Continued)
Average Scale
Score

Country

Differences Between Years
2015

2011

2007

2003

1995

yyy 
-1 

yyy 
-6 -5 

yyy 
0 
1 
6 

yyy 
1 
1 
7 
0 

yyy 
23 
24 
29 
23 
23 

y yyy -4 

yyy 
-1 
3 yyy 
13 
17 
14 

yyy 
26 
30 
27 
13 

yyy 
-18 
-14 
-17 
-31 
-44 

y yyy 21 

yyy 
23 
2 yyy 

yyy 

yyy y yyy 33 

yyy 
76 
43 

yyy 
100 
66 
24 

yyy 

yyy Benchmarking Participants
yyy Ontario, Canada
2 20192015
2011
2 20072003
2 1995yyy Quebec, Canada
2019≡ 20152011
2 2007
2003
1995
yyy Abu Dhabi, UAE
20192 ψ 2015
2011
yyy Dubai, UAE
2 201920152011‡ 2007yyyyyy yyy512 (3.3)512 (2.3)
518 (3.0)
512 (3.0)
511 (3.9)489 (3.5)
yyy yyy532 (2.3)
536 (4.0)533 (2.5)
519 (3.0)506 (2.4)
550 (4.1)
yyy yyy441 (2.2)
419 (4.7)
417 (4.6)
yyy yyy544 (1.6)
511 (1.4)
468 (1.7)
444 (2.1)

Mathematics Achievement Distribution









100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

600

Percentiles of Performance
75th
25th

700

800

95th

95% Confidence Interval for Average (±2SE)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

24

Average Achievement by Gender
Exhibit 1.5 shows the differences in average mathematics achievement between girls and boys. In
TIMSS 2019, fourth grade boys had higher average achievement than girls in close to half of the
58 participating countries. More specifically, girls had higher average achievement than boys in
4 countries, there was gender equity in average mathematics achievement in 27 countries, and boys
had higher average achievement than girls in 27 countries (although the differences were small).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

25

Exhibit 1.5: Average Mathematics Achievement by Gender
Girls

Boys

Gender Difference

Country

Percent ofStudents

Average
Scale Score

Percent ofStudents

Average
Scale Score

Difference(Absolute
Value)

2 ψ Philippines

Oman
KuwaitBahrainAzerbaijan
MoroccoArmenia
2 Serbia
Qatar
Japan
2 Kazakhstan
North Macedonia
Bulgaria
Finland
Albania† Northern Ireland
2 Turkey (5)Chinese Taipei† Norway (5)2 Kosovo
2 Lithuania
2 Latvia
Montenegro
Korea, Rep. of
2 New Zealand† Hong Kong SAR
Ireland† DenmarkSweden2 EnglandIran, Islamic Rep. ofMalta
1 Georgia
Austria
3 Singapore
PolandUnited Arab Emirates
2 Russian Federation≡ Netherlands
Chile
Bosnia and Herzegovina
Australia
Germany† Belgium (Flemish)
Czech Republic
2 † United States
Hungary
Croatia
Italy
2 Slovak Republic
FranceSpain
2 Portugal
Cyprus
1 2 Canada

48 (0.7)
48 (0.8)50 (0.6)
45 (4.7)50 (0.7)
47 (2.6)
49 (1.2)
47 (0.9)49 (0.7)
48 (0.8)50 (0.9)50 (1.5)48 (0.5)
49 (0.7)
48 (0.6)
48 (0.9)49 (0.9)49 (0.9)50 (1.0)52 (1.4)
48 (0.6)
48 (0.9)49 (1.0)49 (0.9)50 (0.9)47 (0.6)47 (0.7)
48 (1.3)
46 (1.3)
50 (1.1)
50 (0.8)50 (1.1)
50 (1.0)49 (2.1)
49 (0.7)
49 (0.9)49 (1.0)49 (0.5)
49 (0.8)50 (1.1)
51 (1.1)
49 (1.0)50 (1.3)
49 (0.7)
49 (0.8)50 (0.8)51 (0.8)
49 (0.9)49 (0.8)
48 (1.0)50 (1.2)
50 (0.8)
49 (1.0)49 (1.0)47 (0.8)48 (0.9)52 (0.7)
49 (0.8)315 (6.6)
412 (4.9)384 (4.0)
338 (16.4)
438 (3.6)
387 (6.0)
482 (3.2)
517 (3.1)
385 (4.8)
499 (2.6)509 (3.4)
450 (5.1)
593 (2.2)512 (3.0)472 (5.9)514 (4.7)
531 (2.9)493 (3.8)564 (3.2)
521 (4.5)
597 (2.4)
540 (2.7)
442 (3.1)
540 (2.9)544 (2.9)450 (2.6)
597 (2.3)
484 (3.7)
599 (3.5)
545 (3.2)
521 (2.2)
518 (3.2)
552 (4.0)
439 (6.4)505 (2.1)
478 (3.9)535 (2.8)621 (4.0)
516 (3.0)477 (2.5)563 (3.6)
533 (2.2)
437 (3.4)
447 (2.7)
511 (2.9)516 (2.8)527 (2.1)
527 (2.7)
529 (3.0)
518 (3.0)504 (2.6)509 (2.7)503 (3.5)478 (3.3)
495 (2.5)516 (2.9)523 (3.0)502 (2.5)

52 (0.7)
52 (0.8)50 (0.6)
55 (4.7)50 (0.7)
53 (2.6)
51 (1.2)
53 (0.9)51 (0.7)
52 (0.8)50 (0.9)50 (1.5)52 (0.5)51 (0.7)
52 (0.6)
52 (0.9)51 (0.9)51 (0.9)50 (1.0)48 (1.4)
52 (0.6)
52 (0.9)51 (1.0)51 (0.9)50 (0.9)53 (0.6)
53 (0.7)
52 (1.3)
54 (1.3)
50 (1.1)
50 (0.8)50 (1.1)
50 (1.0)51 (2.1)
51 (0.7)51 (0.9)51 (1.0)51 (0.5)51 (0.8)50 (1.1)
49 (1.1)
51 (1.0)50 (1.3)
51 (0.7)51 (0.8)50 (0.8)
49 (0.8)51 (0.9)51 (0.8)
52 (1.0)50 (1.2)
50 (0.8)51 (1.0)51 (1.0)53 (0.8)52 (0.9)48 (0.7)51 (0.8)280 (6.4)385 (5.8)364 (3.7)
319 (11.8)
424 (4.4)
380 (6.9)477 (3.5)514 (3.1)
382 (4.3)
497 (3.2)
507 (4.0)449 (3.2)
593 (1.9)512 (2.6)472 (5.4)
516 (4.6)
533 (2.8)495 (3.9)
568 (3.7)
525 (5.6)
601 (2.3)
545 (2.9)447 (3.7)
544 (3.7)
548 (3.0)455 (2.4)
602 (2.8)490 (3.3)
604 (3.9)552 (2.9)
528 (2.6)525 (3.1)
560 (3.0)
447 (5.3)
513 (1.9)486 (4.1)
543 (2.1)
629 (4.2)
524 (3.0)
486 (2.3)
571 (3.5)
542 (3.0)445 (3.1)
456 (2.8)521 (3.3)
526 (2.4)
538 (2.8)
538 (3.1)
540 (2.9)
529 (3.1)
515 (2.7)
521 (3.2)
516 (4.2)
491 (3.5)509 (2.6)
533 (2.9)
542 (3.5)
521 (2.0)

35 (3.7)
26 (8.1)
20 (2.9)19 (16.0)
14 (2.9)7 (8.9)5 (4.3)4 (3.0)3 (2.9)2 (2.8)2 (3.9)1 (5.2)1 (2.2)0 (2.4)0 (4.0)2 (3.6)3 (3.2)3 (3.6)3 (4.2)3 (4.9)4 (2.7)4 (3.5)5 (3.3)5 (3.8)5 (2.7)5 (3.0)5 (2.5)5 (4.6)6 (3.3)7 (3.7)7 (2.9)7 (2.8)7 (3.8)7 (8.8)7 (2.7)7 (3.3)8 (2.9)8 (2.8)8 (2.8)8 (3.4)8 (2.5)9 (3.0)9 (3.7)9 (2.6)
10 (2.9)
10 (2.5)
11 (3.2)
11 (2.9)
11 (2.9)
11 (3.0)
12 (3.1)
12 (3.4)
12 (3.6)
14 (3.0)
15 (2.8)
17 (2.6)
19 (3.2)
19 (2.4)

International Average

49 (0.2)

499 (0.5)51 (0.2)503 (0.5)##### ##### 80

50 (1.5)
49 (2.4)
49 (1.0)49 (1.0)48 (0.8)
49 (1.6)

438 (2.8)
540 (3.2)
588 (2.5)510 (2.6)
523 (3.0)502 (4.9)50 (1.5)
51 (2.4)
51 (1.0)51 (1.0)52 (0.8)51 (1.6)443 (3.2)
548 (2.3)
597 (2.5)526 (2.4)
541 (2.4)
521 (3.2)

5 (4.0)9 (4.4)9 (2.2)17 (2.7)
18 (3.0)
18 (4.4)

2 Saudi Arabia

South Africa (5)2 ψ Pakistan

Girls
Scored Higher

Boys
Scored Higher

40

0

40

80

40

0

40

80

Benchmarking Participants
Abu Dhabi, UAE
2 Dubai, UAE

Moscow City, Russian Fed.
Madrid, Spain
Quebec, Canada
2 Ontario, Canada

80█ Difference statistically significant█ Difference not statistically significant
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

26

Trends in Average Achievement by Gender
For the TIMSS 2019 countries with comparable data from previous TIMSS assessments, Exhibit 1.6
contains graphs of average mathematics achievement across assessments by gender. The countries arepresented in alphabetical order. The difference in average mathematics achievement between boys
and girls has remained relatively stable in most countries, with any overall increases or decreases inachievement from assessment to assessment occurring similarly for both girls and boys. However,a number of countries with no gender gap in TIMSS 2015 had a gap favoring boys in TIMSS 2019,
including Chile, Georgia, Germany, Hungary, Poland, the Russian Federation, Singapore, Sweden,
and the United Arab Emirates. On a more positive note, the gender gap in average achievement
favoring boys in TIMSS 2015 was closed in Chinese Taipei, England, and Hong Kong SAR, while thegap favoring girls was closed in Bahrain, Finland, and Kuwait.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

27

Exhibit 1.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender◊This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Armenia
530

1995

1999

2003

* Average significantly higher than other gender

Boys

Australia
2007

2011

2015

2019

520
510
499

500
490

482

497

480

570

1995

1999

2003

480

450

580

560

540

550

530

540

490

451

450

440

2019

550

500

454

2015

570

519

510

462*

460

2011

560

520

470

Austria
2007

500

496

513

519
513

522*

513

521*

511

497

493

520

470

480

420

460

470

410

450

460

1999

2003

2007

2015

2019

520

1995

1999

2003

2007

2011

2015

2019

600

510

590

530

500

580

510

517

490

514

480

482

459*

460

490

450

480
466

470
460

430

490

430

400

480

580

2015

2019

570

1995

1999

2003

2011

2015

2019

510

560

500

560

550

490

550

540

480

530
520

530
527
522

510

520
516

510

514

500

2015

2019

549

545

549*
538*
543
527

Chile
2007

570

540

2011

553*

552

Canada
2011

2007

510

432

Bulgaria

2003

520

443

500

2007

1999

530

410

2003

1995

550

440

1999

504
498

570

420

1995

535
512* 513*

525

540

440

440

460

450

2019

543*

560
477

470

500

2015

Belgium (Flemish)

540

520

2011

536*

Bahrain
2011

2007

500

430

1995

2003

510

490

Azerbaijan

1999

530

480

550

1995

521*
515*

470

502

1999

2003

2007

2011

2015

2019

466*
459

460
450

506

1995

457

458

445*

440

500

490

430

490

480

420

480

470

410

470

460

400

460

450

390

437

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

28

Exhibit 1.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Chinese Taipei
640

1995

1999

2003

2007

* Average significantly higher than other gender

Boys

Croatia
2011

2015

2019

560

1995

1999

2003

Cyprus
2007

2011

2015

2019

570

630

550

560

620

540

550

610

530

540

599*

600

592

590

590

577

580
570

564

560

564

594

601
597

520

515*
508*

510
495*

500

480

504

490
480

540

460

470

530

450

460

520

440

450

570

1999

2003

2007

2015

2019

590

1995

1999

2003

2011

2015

2019

580

580

570

550

570

560

538*

540
530

532*

538
516*

520

525

527

510

560

550

550

540

540
526

530
489*

500

520

505

540*

542*

534

536

521

520

500

490

470

490

480

460

480

470

450

470

460

1995

1999

2003

2011

2015

2019

540

1995

1999

2003

2007

2011

2015

2019

520

530

510

520

500

570

510

490

560

500

480

530
520

1995

549*

490

540*
533

542
531

531

480
470
460

1999

2003

2007

2011

2015

2019

560

532

549*

542

544

541

541

543

2007

2011

2015

552

530

488

480

Georgia

580

540

471

500

590

550

479*

France
2007

523

510

480

Finland

520

505

520

510

600

514*

530
528*

490
483

2019

England
2007

560
544*

2015

526*

Denmark

2011

2011

510

470

Czech Republic

2007

542*

500

485

2003

530

550

1995

1999

520

496

490

575

1995

491*

491*

1995

1999

2003

486*

470

465

460

485
478

450

454
440

440

510

450

430

500

440

420

490

430

410

480

420

400

2019

478

461

447

437

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

29

Exhibit 1.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Germany
580

1995

1999

2003

Hong Kong SAR
2007

2011

2015

2019

650

570

640

560

630

550

620

540

610

531*

530

532*
523

520
519

510

* Average significantly higher than other gender

Boys

523

520

526*

1995

1999

2003

2007

2015

2019

580

609

604*
609

600

605

580

530
599

598

540

510

575

560

480

550

470

540

470

460

530

460

470

2011

2019

460
447

450
437

440

431

430

431

420

400

439
426

396

390

1999

2003

2011

379

2015

2019

570
560
550

570

540

560

510

549

529

525

545

552
545

460

480

450

2011

2015

2019

570

1995

1999

2003

2007

2011

2015

2019

650

560

640

620

550

630

610

540

620

600

610

587

590
580
570
560

571*
563

593

593

593

593

520

584
566
563

568
568

510

512
504

500
490

2007

2011

514*

512*

2015

517*

2019

521*

509
498

499

503
497

Korea, Rep. of

630

530

2003

507*

Kazakhstan
2007

518

480

350

2003

1999

490

470

1999

1995

500

490

1995

526

514

510

360

640

529*

508

520

526

521

Japan

517
511

530

500

370

532

Italy
2007

580

520

386

380

1995

590

530

2019

480

540

394

394

600

2015

490

557

550

409

410

527
519

Ireland
2015

2011

530

500

575
558

Iran, Islamic Rep. of
2007

2007

524

520

570

2003

2003

550
604

490

1999

1999

560
619*

500

1995

1995

570

590
516

2011

Hungary

512

1995

2003

2007

2011

608*

600
590

1999

586*

601

2015

2019

612*
602*
604
597

580
498

570

550

480

560

540

470

550

530

460

540

520

450

530

576

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

30

Exhibit 1.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Kuwait
430

1995

1999

2003

* Average significantly higher than other gender

Boys

Latvia
2007

2011

2015

2019

600

1995

1999

2003

Lithuania
2007

2011

2015

2019

600

420

590

590

410

580

580

400

570

570

387

390
380

380

370
359*

360
350

548

550
540

536

530

536

544

536

530

535

510

330

500

500

320

490

490

310

480

480

Malta
560

2007

2011

2015

2019

420

1995

1999

2003

2011

2015

2019

600

410

590

540

400

580

390

520

513*

385
378

380

377

370

510
499*

500
490

505

382

560

540

330

460

320

450

310

490

440

300

480

2003

2007

2015

2019

630

1995

1999

2003

2007

2011

2015

2019

560

620

550

610

540

510

600

530

590

520

494

480

493
474

493
492

492
486
486

489

470
460

490
484

580
570
560

571
563
562

2007

2011

2015

2019

543*

540*

544*
534*

543
537

536

530

542*

533
526

569

1995

1999

2003

2007

2011

2015

2019

551
545
547
540

510
568
564

499*

500
490

550

480

450

540

470

440

530

460

430

520

450

420

510

440

465

540
534

Norway (5)

520

490

533

500

530

500

530
530

537

556*

Northern Ireland
2011

534

510

331

New Zealand

2003

520

470

1999

1999

530
338

340

1995

2019

570

480

540

1995

550

360
350

492

2015

Netherlands
2007

550

530

2011

Results before 2015 do not include students taught inPolish or Russian.

Morocco

2003

2007

544

540

520

1999

2003

550

510

1995

1999

560

560

520
347

340

1995

478
474

492

477*
454

449

494
492

470
The trend line from 1995 to2015 is for students in theirfourth year of schooling.

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

31

Exhibit 1.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Oman
470

1995

1999

2003

* Average significantly higher than other gender

Boys

Philippines
2007

2011

2015

2019

380

460

370

450

360
436*

440

438*

340

420

330

424

2003

2007

2011

2015

415

2019

590

315*

536
534

380

290

500

370

280

280

560

1999

2003

2011

2015

2019

547*

550
540

535

533*
536

530

516

410

470

400

460
444
440

2015

2019

450
440

449

438

610

2015

2019

510
500

370

490

2003

2007

2011

2015

2019

670

560

660

550

650

540

640

418
412*
405*

410

530
520

402

390

510

519

534

513

517

509

540

542

563

2007

2011

2015

2019

530

1995

1999

2003

629*

507

620

620
610

385 500

370

490

590

480

580

350

470

570

340

460

560

330

450

550

363

564
543

630

520

380

360

2019

Singapore

430

400

548*

520

380

1999

2015

571*

540

407

2011

564

530

1995

2007

560

390

570

2003

570

Serbia
2011

1999

580

440

420

1995

550

420*

Saudi Arabia
2007

2011

440

480

2003

Russian Federation
2007

590

420

1999

2003

600

490

1995

480

470

430

450

490

480

500

440

1999

450

510

450

1995

460

529

520

490

524*

516

Qatar
2007

2019

470

Portugal
1995

2015

530

510

260

2011

540

300

350

2007

550

390

270

2003

560

352

520

372

1999

570

310

360

1995

580

364*

320

398*

400

1999

350

430

410

1995

Poland

600

595

599*

603*

608

616

621

604
596

586

590

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

32

Exhibit 1.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Slovak Republic
560

1995

1999

2003

2007

2011

* Average significantly higher than other gender

Boys

South Africa (5)
2015

2019

430

1995

1999

2003

2007

2011

Spain
2015

2019

550

550

420

540

540

410

530

530

400

520

520

511*

510

516*
504*

499*

500

503

503

490

493

390

384*

500

370

490
368

364

350

470

470

340

460

460

330

450

450

320

440

440

310

430

Sweden
570

1999

2003

2011

2015

2019

520

560

510

550

500

540

490

530

525*
519

520
510

506*

500
490

499

506

518

501

1995

1999

2003

2007

2011

2015

2015

2019

511*

509*

499

495

477

United States
2019

590

1995

1999

2003

2007

2011

2015

545*

543*

536

536

2019

570
486*

480

560
550

477

460

453

450
440

2011

580

470
518

2007

488*

United Arab Emirates
2007

2003

480

480

1995

1999

510

380

360

493

384*

1995

438

450

540
530
520
510

480

430

470

420

460

410

480

450

400

470

430

540*

532*
520*

522*

516

514

526

529

500
490

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

33

Exhibit 1.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls* Average significantly higher than other gender

Boys

Benchmarking Participants
Ontario, Canada
560

1995

1999

2003

2007

Quebec, Canada

2011

2015

2019

590

1995

1999

2003

2007

2011

Abu Dhabi, UAE
2015

2019

490

550

580

480

540

570

470

530
517*

520

521*

510
500

521*

516*

514

505

509

509
502

480

487

538*

548

530
520

490

1999

2003

2007

2011

2015

2019

460

552

550
540

515
491

560

1995

524*
527

509*

510

515

541*

541*

450

430

531
523

425* 422

438

420
417

410
400

470

500

460

490

390

450

480

380

440

470

370

502

443

440

409

Dubai, UAE
550

1995

1999

2003

2007

2011

2015

2019

548

540

540

530
520

512

510

510

500
490
480

470

470
460

452

466

450
440
430

438

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

34

Performance at TIMSS International Benchmarks in
Mathematics
TIMSS 2019 International Benchmarks
To provide an interpretation of the results on the TIMSS fourth grade mathematics achievement
scale in relation to the students’ performance on the assessment items, TIMSS describes achievement
at four points along the scale as International Benchmarks: Advanced International Benchmark(625), High International Benchmark (550), Intermediate International Benchmark (475), and Low
International Benchmark (400). The descriptions of mathematics achievement at the International
Benchmarks were updated from TIMSS 2015 based on an analysis of the items that students withaverage achievement at each of the benchmarks answered successfully in TIMSS 2019.
Exhibit 1.7 summarizes what fourth grade students who reached each of the TIMSS International
Benchmarks in 2019 could do in mathematics. The progression in mathematics achievement is evident
from benchmark to benchmark, from demonstrating basic mathematics knowledge at the Low
International Benchmark to applying and justifying their mathematical understanding at the Advanced
International Benchmark. As much as possible, each description references achievement in the threecontent areas covered in the assessment at the fourth grade: number, measurement and geometry, anddata. The following tables show the target percentages for the content and cognitive domains.
Target Percentages of Assessment Devoted to Content andCognitive Domains – TIMSS 2019 Fourth Grade Mathematics
Content Domain

Percentage

Number50%

Measurement and Geometry

30%

Data

20%

Cognitive Domain

Percentage

Knowing

40%

Applying

40%

Reasoning

20%

The interactive map of the benchmark descriptions links to example items. It provides an
overview of the mathematics understanding demonstrated by the fourth grade students who
performed at the four different levels on the achievement scale. The following sections provide more
information about students’ achievement in TIMSS 2019 at each International Benchmark as well as
more detailed descriptions of each level together with example items.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

35

Exhibit 1.7: Summary of TIMSS 2019 International Benchmarks of Mathematics Achievement

Advanced International Benchmark
625

Students can apply their understanding and knowledge in a variety of relatively complex situations and explain theirreasoning. Students can solve a variety of multistep word problems involving whole numbers and show anunderstanding of fractions and decimals. They can apply knowledge of two- and three-dimensional shapes in a variety ofsituations. Students can interpret and represent data to solve multistep problems.

High International Benchmark
550

Students apply conceptual understanding to solve problems. They can apply conceptual understanding of whole
numbers to solve two-step word problems. They show understanding of the number line, multiples, factors, androunding numbers, and operations with fractions and decimals. Students can solve simple measurement problems. They
demonstrate understanding of geometric properties of shapes and angles. Students can interpret and use data in tables
and a variety of graphs to solve problems.

Intermediate International Benchmark
475

Students can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit
whole numbers in a variety of situations. They have some understanding of decimals and fractions. Students can identify
and draw shapes with simple properties. They can read, label, and interpret information in graphs and tables.

Low International Benchmark
400

Students have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit
whole numbers. They can solve simple word problems. They have some knowledge of simple fractions and common
geometric shapes. Students can read and complete simple bar graphs and tables.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

36

Percentages of Students Reaching International Benchmarks
Exhibit 1.8 presents the percentages of students reaching each TIMSS 2019 International Benchmark.
The results are presented in descending order according to the percentage of students reaching theAdvanced International Benchmark, which is indicated on the graph with black dots. Because students
who reached the Advanced Benchmark also reached the other benchmarks, the percentages illustrated
in the exhibit and shown in the columns to the right are cumulative. The five highest-performing
East Asian countries had the highest percentages of students reaching the Advanced International
Benchmark. More than half of the fourth grade students reached the Advanced International
Benchmark in Singapore (54%), and one-third or more did so in Hong Kong SAR (38%), Korea(37%), Chinese Taipei (37%), and Japan (33%). Northern Ireland had about one-fourth (26%) of its
students reaching the Advanced International Benchmark, and England and the Russian Federation
had about one-fifth (21% and 20%, respectively).
Most countries had fewer than 10 percent of their fourth grade students performing at theAdvanced level. As a point of reference, Exhibit 1.8 provides the international median percentage ofstudents reaching each benchmark at the bottom of the four right-hand columns. By definition, half
the countries have a percentage in that column above the median and half below the median. The
median percentages of students reaching the International Benchmarks were as follows: Advanced—7
percent, High—34 percent, Intermediate—71 percent, and Low—92 percent. Many TIMSS 2019
countries had more than 90 percent of their fourth grade students reaching the Low Benchmark,which can be considered a level of minimum proficiency internationally. In 6 countries, essentially
all the students reached this benchmark—100 percent in Hong Kong SAR and Chinese Taipei, and99 percent in Singapore, Korea, Japan, and the Russian Federation.
Not only are the East Asian countries and the Russian Federation educating high percentages of theirstudents to an advanced level, they are educating all of their students to a level of minimal proficiency.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

37

Exhibit 1.8: Percentages of Students Reaching International Benchmarks of Mathematics Achievement
Advanced
High
Intermediate
Low

Percentages of Students Reaching
International Benchmarks

Country
3 Singapore† Hong Kong SAR

Korea, Rep. ofChinese Taipei
Japan† Northern Ireland
2 England
2 Russian Federation
Ireland
2 Turkey (5)2 † United States
2 Lithuania† Norway (5)Cyprus2 Latvia
FinlandCzech Republic
Australia
Austria
Hungary
2 Portugal† Denmark† Belgium (Flemish)Bulgaria
PolandAzerbaijan
Sweden≡ Netherlands
2 Serbia
United Arab Emirates
1 2 Canada
2 New ZealandGermany
Albania
2 Slovak Republic
Malta
North Macedonia
2 Kazakhstan
Bahrain
Italy
Croatia
Spain
FranceOman
1 Georgia
Armenia
Qatar
Iran, Islamic Rep. ofMontenegro
MoroccoSouth Africa (5)2 Saudi Arabia
Kuwait2 Kosovo
Chile
Bosnia and Herzegovina
2 ψ Pakistan
2 ψ Philippines

International Median
Benchmarking Participants

0

25

50

75

Moscow City, Russian Fed.
Quebec, Canada
2 Ontario, Canada

Madrid, Spain
Abu Dhabi, UAE
25

50

75

High
Benchmark(550)

Intermediate
Benchmark
(475)

Low
Benchmark(400)

54 (2.2)
38 (1.9)37 (1.4)
37 (1.3)
33 (1.3)
26 (1.4)
21 (1.4)
20 (1.6)
15 (1.0)
15 (1.3)
14 (0.8)
13 (1.1)
13 (0.9)
12 (0.9)
11 (0.9)
11 (0.8)
10 (1.0)
10 (0.9)9 (0.7)9 (0.8)9 (0.7)8 (0.9)8 (0.5)8 (0.6)8 (0.8)8 (0.6)8 (0.8)7 (0.9)7 (0.7)7 (0.3)6 (0.6)6 (0.5)6 (0.6)5 (0.6)5 (0.7)5 (0.5)5 (0.8)5 (0.6)4 (0.4)4 (0.5)4 (0.6)4 (0.4)3 (0.5)3 (0.8)3 (0.4)3 (0.5)2 (0.4)2 (0.3)1 (0.2)1 (0.8)1 (0.2)1 (0.2)1 (0.2)1 (0.2)1 (0.1)1 (0.2)0 (0.1)0 (0.1)84 (1.5)
78 (1.6)
77 (1.2)
78 (1.1)
74 (0.9)60 (1.4)
53 (1.5)
61 (1.9)52 (1.4)
43 (1.8)
46 (1.3)
48 (1.6)
48 (1.3)
42 (1.6)
50 (1.7)42 (1.3)
42 (1.5)
36 (1.2)
45 (1.4)
39 (1.4)
39 (1.6)
37 (1.3)
40 (1.2)
37 (1.7)
36 (1.4)
36 (1.3)
36 (1.7)
44 (1.7)
32 (1.4)
26 (0.6)
32 (1.0)25 (1.2)
36 (1.5)
26 (1.4)
31 (1.7)
32 (0.9)21 (1.8)
29 (1.5)
21 (1.0)30 (1.5)
28 (1.3)
27 (0.9)21 (1.2)
12 (1.3)
20 (1.4)
23 (1.4)
14 (1.2)
13 (1.0)
11 (0.7)
6 (1.1)5 (0.5)6 (0.6)6 (0.9)8 (0.8)7 (0.6)9 (0.7)1 (0.3)1 (0.2)96 (0.7)
96 (0.7)
95 (0.5)
96 (0.5)95 (0.4)
85 (1.1)
83 (1.2)
91 (1.0)84 (1.0)70 (1.7)
77 (1.1)
81 (1.1)
82 (1.2)
77 (1.3)
85 (1.2)
78 (1.2)
78 (1.3)
70 (1.3)
84 (1.1)
74 (1.3)
74 (1.2)
75 (1.0)80 (1.2)
71 (1.9)73 (1.4)
72 (1.5)
74 (1.4)
84 (1.1)
68 (1.5)53 (0.8)69 (0.9)56 (1.3)
75 (1.2)
62 (1.8)
71 (1.7)69 (0.8)
52 (2.4)
71 (1.4)
54 (1.2)
73 (1.3)
70 (1.5)65 (1.3)
57 (1.6)
33 (1.5)
56 (2.0)64 (1.6)40 (1.6)
39 (1.6)43 (0.9)18 (1.4)
16 (1.1)
23 (1.2)
21 (1.6)
37 (1.5)
33 (1.4)
40 (1.5)
8 (1.5)6 (0.8)99 (0.3)
100 (0.2)
99 (0.2)
100 (0.2)
99 (0.2)
96 (0.6)
96 (0.5)
99 (0.3)
97 (0.5)
88 (1.3)
93 (0.6)
96 (0.6)
97 (0.6)
95 (0.6)
98 (0.6)
95 (0.6)
96 (0.6)
90 (1.0)
98 (0.4)
93 (0.8)95 (0.7)
95 (0.5)
97 (0.4)
90 (1.5)
93 (0.6)
92 (0.8)
94 (0.7)
98 (0.4)
89 (1.1)
78 (0.7)
92 (0.6)
83 (0.9)96 (0.6)
86 (1.3)
91 (1.2)
91 (0.6)
78 (1.7)
95 (0.6)
81 (1.0)95 (0.5)95 (0.7)
91 (1.0)85 (1.2)
62 (1.3)
84 (1.4)
92 (0.7)70 (1.4)
68 (1.5)76 (0.9)43 (1.7)
37 (1.5)
51 (1.4)
47 (1.8)
73 (1.4)
70 (1.5)
76 (1.1)
27 (4.7)
19 (1.8)

7

34

71

92

31 (1.5)
16 (0.9)
8 (0.8)7 (1.0)5 (0.5)3 (0.2)77 (1.4)
50 (0.9)41 (1.4)
32 (1.8)
33 (1.2)
15 (0.6)

96 (0.5)80 (0.8)80 (1.3)
68 (1.6)
74 (1.5)
37 (1.0)100 (0.2)
95 (0.5)
97 (0.5)
92 (0.9)96 (0.6)
64 (1.1)100

2 Dubai, UAE

0Advanced
Benchmark
(625)

100

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

38

Trends in Percentages of Students Reaching International Benchmarks
Exhibit 1.9 shows the changes in percentages of students reaching the benchmarks for countries
that have comparable data from previous assessments. The short-term trends show about the same
numbers of increases and decreases, with a few more decreases in the midrange of the scale. Of the
45 countries that participated in both 2015 and 2019, 8 increased and 7 decreased at the Advanced
International Benchmark, 9 increased and 9 decreased at the High Benchmark, 8 increased and 9
decreased at the Intermediate Benchmark, and 9 increased and 6 decreased at the Low Benchmark.
In contrast, the longer-term trends show considerable improvement across the percentages ofstudents reaching all four of the benchmarks. Between 2007 and 2019, the 21 countries participatingin those two assessments had 11 increases and no decreases at the Advanced level, 13 increases andno decreases at the High level, 14 increases and 2 decreases at the Intermediate level, and 12 increases
and 1 decrease at the Low level. Between 1995 and 2019, the 16 countries participating in those two
assessments had 12 increases and 2 decreases at the Advanced level, 12 increases and 1 decrease at
the High level, and 11 increases with no decreases at both the Intermediate and Low levels.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

39

Exhibit 1.9: Percentages of Students Reaching International Benchmarks of Mathematics
Achievement Across Assessment Years
Advanced
International Benchmark(625)Country

High
International Benchmark(550)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1995

2019

2015

2011

2007

2003

1995

54
38
37
37
33
26
21
20
15
14
13
13
12
11
11
10
10
9
9
9
8
8
8
8
8
8
7
7
7
6
6
6
5
5
5
4
4
4
4
3
3
3
3
2
2
1
1
1
1
1
0

50
45 
41 
35
32
27
17 
20
14
14
10 
14
10

43 
37
39
34
30 
24
18
13 
9 
13
10 

41 
40

38 
22 

38 
17 
25 

70 
56 
70 

66 
61 

61 
60 

16 
16

14 
11 

48 
48 

43 
41 

10 
10 

7 
10 

78 
80
80
74 
70 
59
49
47 
41 
47
43 

73 
67 

16 
21 

80
84 
81 
76
74
61
49 
59
51
47
44
50
39

74 
81

24 
23 

40 
42 

35 
44

8 
8 
9

12
4 
10
2 
10
8
10
10

84
78
77
78
74
60
53
61
52
46
48
48
42
50
42
42
36
45
39
39
37
40
37
36
36
36
44
32
26
32
25
36
31
32
29
21
30
28
27
21
12
20
23
14
13
6
5
6
6
7
1

43
38
36

49 
30 
35
26 
37
40
44 
50 

16
8
7
3

11 
9
6
3

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
JapanNorthern Ireland
England
Russian Federation
IrelandUnited States
Lithuania
Norway (5)Cyprus
LatviaFinlandCzech Republic
Australia
Austria
Hungary
Portugal
Denmark
Belgium (Flemish)Bulgaria
PolandAzerbaijan
SwedenNetherlands
SerbiaUnited Arab Emirates
CanadaNew ZealandGermany
Slovak Republic
Malta
Kazakhstan
Bahrain
Italy
Croatia
Spain
FranceOman
Georgia
Armenia
Qatar
Iran, Islamic Rep. of
MoroccoSouth Africa (5)Saudi Arabia
KuwaitChile
Philippines

13 
12 
12 
10
10
10
5 
4 
10 
5 
6
6
5
4

2 
4
3
3
2
2
2
3
3
1
0
1
0
0
1 

8 
10

5 
3 
5 
9 
2 
4 
5
5
4 
7
1 
5
2 
1 
1 
2
2
2
1 
0

2 
9
3 
9

5 
10

22 
7 
10 
9 

5 

16 
6 
10
11
1 

7
10 

3 
7

5

12 

5
6
5

5 

4 

6

6

1 
2
0 

0 

0 

2
2 
1

44 
46 
46 
47 
40
44 
34
37 
37 
18 
31
26
34
26 

13 
28
24 
27
21
11
15 
20
13
11
3
5
3 
3 
10 

34 
44 

21 
25 
44
36
12 
23
37
30
25 
29
10 
28
19 
17 
5 
12 
14 
10 
9 
2 

19 
35
26 
35

26 
41

61 
24 
40 
37 

21 

46
27 
42
38
11 

36
51 

24 
42

44

50 

26
37
26 

26

19 

29

29

10 
13 
3 

2 

3 

7
14 
5 

Benchmarking Participants
Dubai, UAE
Quebec, Canada
Ontario, Canada
Abu Dhabi, UAE

5 
6
7
1 

2 
5 
4 

3 
5

13 
4 

50
41
32
15

35 
42
31
12

22 
40
34
8 

12 
34 
29

25 
29

50 
22 

 2019 percent significantly higher 2019 percent significantly lower

An empty cell indicates a country did not participate in that year's assessment or did not have comparable data.
See Appendix A for country participation in previous TIMSS assessments.
Results for Lithuania before 2015 do not include students taught in Polish or Russian.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

40

Exhibit 1.9: Percentages of Students Reaching International Benchmarks of Mathematics
Achievement Across Assessment Years(Continued)

Country

Intermediate
International Benchmark
(475)

Low
International Benchmark(400)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1995

2019

2015

2011

2007

2003

1995

96
96
95
96
95
85
83
91
84
77
81
82
77
85
78
78
70
84
74
74
75
80
71
73
72
74
84
68
53
69
56
75
71
69
71
54
73
70
65
57
33
56
64
40
39
18
16
23
21
33
6

93
98 
97 
95
95
86
80
89
84
79
81
86 
74

94
96
97 
93 
93 
85
78 
82 
77 
81 
79

92 
97

91 
94 

89 
87 
94

96 
97 
99

99 
98 

99 
98 

79 
81 

75 
76 

94 
95 

93 
95 

77
77 

72 
79

99
99
100
99 
99
96
93 
97 
94 
96 
96

97 
99

92 
89 

99
100
100
100
99
97
96
98
97
95 
96
98
93 

98 
100

92 
89 

95 
94 

93
96

82 
78
70

85 
72 
70
70 
70
80 
82 
89 

99
100
99
100
99
96
96
99
97
93
96
97
95
98
95
96
90
98
93
95
95
97
90
93
92
94
98
89
78
92
83
96
91
91
95
81
95
95
91
85
62
84
92
70
68
43
37
51
47
70
19

97 
96
91

98 
93 
90
95 
90 
97 
97
99 

80
80
68
37

66 
82
70
32 

95
97
92
64

87 
98
93
56 

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
JapanNorthern Ireland
England
Russian Federation
IrelandUnited States
Lithuania
Norway (5)Cyprus
LatviaFinlandCzech Republic
Australia
Austria
Hungary
Portugal
Denmark
Belgium (Flemish)Bulgaria
PolandAzerbaijan
SwedenNetherlands
SerbiaUnited Arab Emirates
CanadaNew ZealandGermany
Slovak Republic
Malta
Kazakhstan
Bahrain
Italy
Croatia
Spain
FranceOman
Georgia
Armenia
Qatar
Iran, Islamic Rep. of
MoroccoSouth Africa (5)Saudi Arabia
KuwaitChile
Philippines

75
82 
80 
88 
75
80 
75
83
72
42 
69
59
77
65 

41 
69 
67
67
58
32
47 
55 
36
36
17
17
16 
12 
42 

68 
81 

46 
69 
88 
70
35 
58
81 
69
63 
62 
34 
69 
60 
56 
20 
41 
41 
29 
33 
10 

59 
71
69 
67 

64 
76

89 
54 
73 
71 

52 

79
61 
77 
72
37 

76
90 

68 
84

89 

87

61 
78 
63 

61 

51

67 

65 

35 
43 
20 

17 

15 

24
44 
15 

92
97 
96
99 
92
96 
95
99
91
68 
92
84
96
88

72 
93 
93
93
87
60
78 
84 
65 
65
41
39
43 
33 
78 

89 
96 

72 
93
99 
90
64 
85
97 
90
88 
88 
67 
93 
90 
87 
46 
72 
72 
55 
64
26 

88 
91
93 
88 

88
94

98 
82 
91 
92

79 

95
86 
94 
91
70 

95
99 

93
98

99

99

85
96
88

86 

78 

91 

89 

67 
75 
53 

45 

44 

55
77 
34 

Benchmarking Participants
Dubai, UAE
Quebec, Canada
Ontario, Canada
Abu Dhabi, UAE

50 
83
73 
29 

37 
74 
71

69 
70

87 
59 

75 
99 
94
58 

69 
96
94

94 
94

98
86 

 2019 percent significantly higher 2019 percent significantly lower

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

41

Low Benchmark: Full Description and Example Items
Exhibit 1.10 presents the description of fourth grade students’ achievement at the Low International
Benchmark. Essentially, students demonstrated some basic understanding in each of the content
domains: number, measurement and geometry, and data.
Exhibit 1.10.1 shows an example item from the data content domain. Students could read thenumbers in the table and use the data to draw two bars on the graph. Nearly all the students in a
number of countries completed this task successfully. The international average across countries was
81 percent.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
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Exhibit 1.10: Description of the TIMSS 2019 Low International Benchmark (400) of Mathematics Achievement

Low International Benchmark
400

Summary
Students have some basic mathematical knowledge. They can add, subtract, multiply, and divide one- and two-digit whole numbers. They
can solve simple word problems. They have some knowledge of simple fractions and common geometric shapes. Students can read andcomplete simple bar graphs and tables.
Students at this level are familiar with numbers into the thousands. They can order, add, and subtract whole numbers. They have someknowledge of multiplication and division involving two-digit numbers. They can solve one-step word problems and number sentences. They
can recognize pictorial representations of simple fractions.
Students can recognize basic measurement ideas. They can recognize and visualize common two- and three-dimensional geometricshapes.
Students can read and complete simple bar graphs and tables.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

43

Exhibit 1.10.1: Low International Benchmark of Mathematics Achievement – Example Item 1
Content Domain: Data

Percent
Full Credit

Country† Hong Kong SAR

Korea, Rep. ofJapan
3 Singapore
2 Lithuania
2 Latvia† Northern Ireland
Ireland† Belgium (Flemish)
Poland2 Russian Federation
Chinese Taipei
Czech Republic
Australia
Austria
Finland† Norway (5)2 England
2 Portugal≡ Netherlands
CyprusSwedenSpain
Hungary2† United States
Germany† Denmark2 Turkey (5)AzerbaijanInternational AverageMalta
2 Slovak Republic
Croatia
Italy
2 New Zealand
1 2 Canada
2 Serbia
Bulgaria
FranceUnited Arab Emirates
Iran, Islamic Rep. of
Bahrain
Qatar
Oman
1 Georgia
2 Kazakhstan
Chile
Armenia
Albania
Bosnia and Herzegovina
2 Kosovo
KuwaitMontenegro
MoroccoNorth Macedonia
2 Pakistan
2 Philippines
2 Saudi Arabia
South Africa (5)98 (0.6)
96 (0.9)95 (0.9)
94 (1.0)93 (1.3)
93 (1.3)
92 (1.3)
90 (1.3)
89 (1.2)
88 (1.6)
88 (1.5)
88 (1.7)
87 (1.5)
87 (1.5)
86 (1.4)
86 (2.0)86 (1.7)
84 (1.8)
84 (1.5)
84 (1.9)84 (1.7)
83 (1.8)
82 (1.9)82 (2.3)
82 (1.3)
82 (1.9)82 (1.7)
81 (2.3)
81 (1.7)
81 (0.3)
80 (1.7)80 (1.9)80 (2.1)
79 (2.1)
79 (1.8)
77 (1.5)
75 (3.3)
74 (2.6)
71 (2.1)
69 (0.7)
69 (1.9)64 (2.5)
63 (2.6)
61 (1.8)
61 (2.9)60 (2.3)
59 (2.2)
57 (2.9)- - - - - - - - - - - -Cognitive Domain: Applying
Description: Represents data from a table in a bar graph





















The answer shown illustrates the type of response that would receive full credit (1 point).













Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Madrid, Spain
2 Dubai, UAE
2 Ontario, Canada
Abu Dhabi, UAE

96 (0.8)
90 (1.3)
86 (1.6)
83 (1.1)
75 (2.4)
60 (1.6)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. Item not included in TIMSS 2019 less difficult mathematics assessment.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

44

Intermediate Benchmark: Full Description and Example Items
Exhibit 1.11 provides the description of student achievement at the Intermediate International Benchmark.
At this level, students could apply their mathematics understanding in a variety of simple situations.
Example 1.11.1 presents an item from the measurement and geometry domain. Students reaching
the Intermediate level could complete the symmetrical figure. Ninety-seven percent of the Singaporean
fourth grade students could do this task, and the international average was 70 percent.
Example 1.11.2 presents an item from the data domain. High percentages of fourth gradestudents in a number of countries were able to read data from the line graph. The international
average was 68 percent.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

45

Exhibit 1.11: Description of the TIMSS 2019 Intermediate International Benchmark (475) of Mathematics
Achievement
Intermediate International Benchmark
475

Summary
Students can apply basic mathematical knowledge in simple situations. They can compute with three- and four-digit whole numbers in avariety of situations. They have some understanding of decimals and fractions. Students can identify and draw shapes with simple
properties. They can read, label, and interpret information in graphs and tables.
Students at this level demonstrate an understanding of four-digit whole numbers. They can add and subtract four-digit numbers in a variety
of situations, including problems involving two steps. Students can multiply and divide three-digit numbers by a one-digit number. They canidentify expressions representing simple situations. Students at this level can add and order decimals and work with non-unit fractions.
Students can solve simple measurement problems such as identifying the appropriate metric unit for linear objects and volume. Students
can solve addition and subtraction problems involving hours and minutes. They can identify and draw shapes with simple properties andrelate two- and three-dimensional shapes.
Students can read, label, and interpret information in graphs and tables.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

46

Exhibit 1.11.1: Intermediate International Benchmark of Mathematics Achievement – Example Item 1
Content Domain: Measurement and Geometry
Percent
Full Credit

Country

3 Singapore

CyprusIreland† Northern Ireland† Denmark† Hong Kong SAR≡ Netherlands
Malta
Albania
Poland† Belgium (Flemish)
2 Latvia
2 England† Norway (5)Australia
2 Lithuania
2 Kosovo
Germany
2 Kazakhstan
2 Portugal
Finland
Hungary
MoroccoAzerbaijan
2 New Zealand
Bulgaria
North Macedonia
2 Russian Federation
Austria
SwedenItaly
1 2 Canada
FranceInternational Average
Oman
Korea, Rep. of
Iran, Islamic Rep. of
2 Turkey (5)Czech Republic
Spain
2 Slovak Republic2† United States
Chinese Taipei
2 Serbia
BahrainJapan
United Arab Emirates
CroatiaSouth Africa (5)KuwaitMontenegro
Chile
Armenia
Qatar
2 Saudi Arabia
1 Georgia
Bosnia and Herzegovina
2 Pakistan
2 Philippines

97 (0.7)
93 (1.2)
92 (1.4)
91 (1.6)
91 (1.5)
90 (1.9)90 (1.3)
90 (1.4)
90 (1.8)
90 (1.2)
89 (1.5)
89 (1.6)
88 (1.8)
88 (1.9)
86 (1.8)
86 (1.7)
86 (1.9)85 (1.8)
84 (1.7)
84 (2.0)82 (1.8)
81 (1.7)
81 (1.9)79 (2.0)79 (1.9)78 (2.4)
77 (2.4)
77 (2.3)
77 (1.9)76 (2.2)
73 (2.5)
72 (1.8)
72 (2.4)70 (0.3)
70 (2.0)69 (2.3)
68 (2.2)
67 (2.7)
66 (2.6)
65 (2.5)
62 (2.8)60 (1.5)
59 (2.4)
58 (2.5)
57 (2.4)
56 (2.5)
55 (1.2)
54 (2.9)54 (1.9)52 (2.6)
52 (2.0)51 (2.6)
49 (2.5)
41 (2.6)40 (1.9)31 (2.7)
30 (2.0)
18 (4.7)
13 (1.9)

Cognitive Domain: Applying
Description: Completes a symmetric figure on a square grid given half the shape and the line ofsymmetry

































The answer shown illustrates the type of response that would receive full credit (1 point).





















Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
2 Ontario, Canada
2 Dubai, UAE
Madrid, Spain
Abu Dhabi, UAE

90 (1.6)
83 (2.2)
74 (3.1)
73 (1.5)
65 (3.1)
45 (2.1) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

47

Exhibit 1.11.2: Intermediate International Benchmark of Mathematics Achievement – Example Item 2
Content Domain: Data

Percent
Full Credit

CountryJapan
3 Singapore
Chinese Taipei
Korea, Rep. of
2 England≡ Netherlands† Hong Kong SAR† Norway (5)† Northern Ireland
2 Russian Federation
SwedenFinland† Belgium (Flemish)
2 Lithuania† DenmarkAustralia
2 Portugal
2 Latvia
Ireland
Azerbaijan
2† United States
Spain
2 New Zealand
Hungary
1 2 Canada
Cyprus
Malta
Czech Republic
Germany
Austria
2 Slovak Republic
Italy
2 Turkey (5)FranceInternational Average
Albania
2 Serbia
Poland2 Kazakhstan
Bahrain
United Arab Emirates
Bulgaria
Chile
Qatar
Croatia
North Macedonia
South Africa (5)Iran, Islamic Rep. of
1 Georgia
Oman
2 Kosovo
Armenia
Montenegro
Kuwait2 Saudi Arabia
MoroccoBosnia and Herzegovina
2 Philippines
2 Pakistan

95 (0.9)92 (0.9)
92 (1.3)
91 (1.3)
91 (1.5)
91 (1.4)
91 (1.5)
88 (1.7)
87 (1.8)
87 (1.5)
86 (1.9)
86 (1.6)
86 (1.6)
84 (1.7)
84 (1.7)
84 (1.6)
82 (1.6)
81 (2.0)80 (1.6)
79 (2.0)79 (1.4)
78 (2.5)
77 (1.7)
76 (1.9)76 (1.3)
75 (1.7)
74 (2.0)73 (2.2)
71 (2.0)70 (2.4)
70 (2.2)
69 (2.5)
69 (2.4)
68 (2.6)
68 (0.3)
68 (2.2)
66 (2.7)
65 (2.2)
64 (2.2)
63 (1.8)62 (0.8)
62 (2.8)
61 (2.2)
60 (2.3)
59 (3.2)
52 (2.8)
52 (1.8)50 (2.4)
48 (2.9)45 (2.0)43 (2.8)42 (2.1)
41 (1.8)40 (2.6)
34 (1.8)
32 (2.5)
32 (1.8)
28 (2.1)
21 (4.2)

Cognitive Domain: Knowing
Description: Reads data from a line graph




























The answer shown illustrates the type of response that would receive full credit (1 point).
























Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
2 Dubai, UAE
Madrid, Spain
2 Ontario, Canada
Abu Dhabi, UAE

95 (1.1)
84 (1.9)81 (1.2)
80 (2.1)
75 (2.1)
52 (1.2)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

48

High Benchmark: Full Description and Example Items
Exhibit 1.12 presents the description of achievement at the High International Benchmark. Fourth
grade students reaching this level demonstrated proficiency with a variety of topics in the framework.
Exhibit 1.12.1 provides an example from the number domain. Fifty-three percent of the fourth
grade students, on average, were able to identify the expression that represented how to calculate theamount of water in the tank. With 79 percent correct, Japan and Singapore had the highest percentagesof students answering this item correctly.
Exhibit 1.12.2 provides another example from the number domain. In this item, students wereasked to solve a word problem involving fractions. Students in the five high-performing East Asian
countries and students in Finland were the most successful—more than 75 percent correct. Theinternational average was 47 percent.
Exhibit 1.12.3 shows an example from the data domain. Two-thirds or more of the fourth
grade students in a number of countries were able to complete a pictograph, with 61 percent
correct, on average.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

49

Exhibit 1.12: Description of the TIMSS 2019 High International Benchmark (550) of Mathematics Achievement

High International Benchmark
550

Summary
Students apply conceptual understanding to solve problems. They can apply conceptual understanding of whole numbers to solve twostep word problems. They show understanding of the number line, multiples, factors, and rounding numbers, and operations with fractions
and decimals. Students can solve simple measurement problems. They demonstrate understanding of geometric properties of shapes andangles. Students can interpret and use data in tables and a variety of graphs to solve problems.
Students at this level apply conceptual understanding of whole numbers to solve two-step word problems. They can multiply two-digit
numbers and solve problems based on the number line, fractions, and decimals. They can find multiples of one-digit numbers and factorsof numbers up to 30 and can round numbers. Students can identify an expression that represents a situation and can identify and use
relationships in a well-defined pattern.
Students can solve a variety of one-step measurement problems. They can classify and compare a variety of shapes and angles based on
their properties. They demonstrate understanding of line symmetry and can recognize relationships between two- and three-dimensional
shapes.
Students can solve problems by interpreting data presented in tables, pie charts, pictographs, and line and bar graphs. They can compare
data from two representations to draw conclusions.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

50

Exhibit 1.12.1: High International Benchmark of Mathematics Achievement – Example Item 1
Content Domain: Number

Percent
Correct

CountryJapan
3 Singapore
Korea, Rep. of
2 Latvia
FinlandCzech Republic
2 Russian Federation
PolandChinese Taipei
2 Lithuania
Bulgaria† Northern Ireland
Ireland
2 Slovak Republic
2 Serbia† Hong Kong SAR
Cyprus† Belgium (Flemish)
Hungary
Croatia
2 England2† United States
Azerbaijan
Austria† Norway (5)SwedenInternational Average
2 Kazakhstan
Australia≡ Netherlands
2 Portugal
Germany
2 New Zealand1 Georgia† DenmarkFranceArmenia
2 Turkey (5)Spain
1 2 Canada
Malta
Italy
Bahrain
United Arab Emirates
Iran, Islamic Rep. of
Qatar
Oman
Chile
Albania
Bosnia and Herzegovina
2 Kosovo
KuwaitMontenegro
MoroccoNorth Macedonia
2 Pakistan
2 Philippines
2 Saudi Arabia
South Africa (5)79 (1.6)
79 (1.6)
71 (2.2)
70 (2.2)
67 (1.9)66 (2.8)
65 (2.0)65 (1.9)65 (2.3)
64 (2.5)
63 (2.9)63 (2.8)
61 (2.4)
61 (2.3)
59 (2.3)
59 (2.7)
57 (2.4)
56 (2.1)
56 (2.1)
56 (2.8)55 (2.7)
55 (1.6)
54 (2.5)
54 (2.2)
54 (2.9)53 (2.4)
53 (0.3)
53 (2.2)
52 (2.5)
51 (2.5)
51 (2.3)
50 (2.6)
50 (1.9)49 (3.0)48 (2.4)
48 (2.5)
47 (2.0)47 (2.4)
45 (2.4)
42 (1.8)40 (1.8)40 (2.4)
38 (1.8)37 (0.9)33 (2.0)30 (2.2)
29 (2.0)23 (1.8)- - - - - - - - - - - -Cognitive Domain: Applying
Description: Identifies an expression that represents a situation
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

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Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
2 Dubai, UAE
Madrid, Spain
2 Ontario, Canada
Abu Dhabi, UAE

75 (1.9)58 (2.4)
52 (1.8)
46 (2.3)
39 (3.2)
28 (1.5) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. Item not included in TIMSS 2019 less difficult mathematics assessment.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

51

Exhibit 1.12.2: High International Benchmark of Mathematics Achievement – Example Item 2
Content Domain: Number

Percent
Full Credit

Country
3 Singapore

Chinese Taipei
Finland
Korea, Rep. of† Hong Kong SAR
Japan† Belgium (Flemish)Ireland2† United States† Northern Ireland
2 England
Cyprus† Norway (5)Austria≡ Netherlands
Poland† DenmarkAustralia
Italy
2 Portugal
1 2 Canada
BahrainInternational Average
Spain
Sweden2 Turkey (5)Armenia
2 New ZealandIran, Islamic Rep. ofMalta
2 Russian Federation
Czech Republic
FranceUnited Arab Emirates
Qatar
2 Latvia
Hungary
Chile
2 Lithuania
Azerbaijan
2 Kazakhstan
Oman
2 Slovak Republic
1 Georgia
2 Serbia
Bulgaria
Germany
Croatia
Albania
Bosnia and Herzegovina
2 Kosovo
KuwaitMontenegro
MoroccoNorth Macedonia
2 Pakistan
2 Philippines
2 Saudi Arabia
South Africa (5)86 (1.4)
82 (1.9)80 (1.8)
79 (1.8)
77 (2.9)76 (1.9)67 (2.2)
67 (2.1)
66 (1.5)
64 (2.7)
63 (1.8)
62 (2.4)
61 (3.1)
59 (3.0)58 (3.0)
57 (2.6)
54 (2.8)
53 (1.8)
52 (2.8)50 (2.3)
48 (1.9)48 (2.2)
47 (0.3)
45 (1.9)44 (2.9)44 (2.5)
43 (2.3)
42 (2.1)
41 (2.2)
40 (1.7)
39 (2.5)
38 (2.3)
38 (2.4)
37 (1.1)
36 (3.1)
33 (2.5)30 (2.3)
29 (2.0)29 (2.4)
28 (2.1)
25 (2.0)23 (1.8)
23 (2.0)
20 (2.2)
16 (2.0)
13 (1.8)
12 (1.7)
11 (1.5)- - - - - - - - - - - -Cognitive Domain: Applying
Description: Solves a word problem involving subtraction of a non-unit fraction from 1
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
2 Dubai, UAE

Madrid, Spain
Quebec, Canada
2 Ontario, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE

57 (1.6)
53 (2.4)
52 (2.7)
48 (3.1)
44 (2.8)25 (1.5) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. Item not included in TIMSS 2019 less difficult mathematics assessment.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

52

Exhibit 1.12.3: High International Benchmark of Mathematics Achievement – Example Item 3
Content Domain: Data

Percent
Full Credit

Country† Hong Kong SAR
3 Singapore

Japan
Korea, Rep. ofChinese Taipei
2 England† Northern Ireland
2 Latvia† Belgium (Flemish)≡ Netherlands
Ireland2 Lithuania† Norway (5)PolandFinland2 Russian Federation
2 Kazakhstan† DenmarkCyprusSwedenMalta
Australia
Hungary
Austria
Germany
2 Portugal
Azerbaijan
2 Turkey (5)2 New ZealandCzech Republic2† United States
1 2 Canada
2 Serbia
International Average
Bulgaria
Croatia
Albania
2 Slovak Republic
Spain
BahrainItaly
1 Georgia
North Macedonia
FranceUnited Arab Emirates
Montenegro
Iran, Islamic Rep. of
2 Kosovo
Armenia
Qatar
Bosnia and Herzegovina
Oman
Chile
2 Saudi Arabia
Morocco
KuwaitSouth Africa (5)2 Philippines
2 Pakistan

88 (2.0)86 (1.4)
84 (1.5)
83 (1.7)
81 (1.8)
81 (2.1)
80 (2.1)
80 (2.4)
78 (1.6)
78 (2.1)
77 (2.0)77 (1.9)77 (2.4)
77 (1.6)
74 (2.0)74 (2.5)
74 (2.2)
72 (2.4)
72 (1.9)71 (2.2)
71 (2.0)70 (1.9)69 (1.9)68 (2.5)
68 (1.9)67 (1.7)
67 (2.1)
67 (2.7)
65 (2.0)65 (2.1)
65 (1.5)65 (1.6)
62 (2.5)61 (0.3)
61 (2.5)
61 (2.8)
59 (2.5)
58 (2.4)
56 (2.2)
56 (1.7)
56 (2.6)
53 (2.9)52 (3.0)50 (2.3)
50 (1.0)48 (2.1)
48 (2.7)
48 (2.8)
46 (2.4)
45 (2.4)
43 (1.9)41 (2.0)38 (2.3)
38 (2.1)
34 (2.2)
30 (2.1)
29 (1.4)
17 (1.9)
10 (2.1)

Cognitive Domain: Reasoning
Description: Represents data from a table in a pictograph
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

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







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The answer shown illustrates the type of response that would receive full credit (1 point).


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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE
2 Ontario, Canada

Quebec, Canada
Madrid, Spain
Abu Dhabi, UAE

91 (1.4)
72 (1.4)
68 (2.7)
65 (2.4)
58 (3.0)37 (1.5) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

53

Advanced Benchmark: Full Description and Example Items
Exhibit 1.13 presents the description of fourth grade performance at the Advanced International
Benchmark. Students reaching the Advanced level demonstrated a solid conceptual understandingof many of the topics in the framework.
Exhibit 1.13.1 shows a multi-part item from the number content domain that required reasoning
with odd numbers and multiples. To receive full credit (2 points), students needed to provide twodifferent correct answers. This item was very difficult, with an international average of 24 percent ofstudents receiving full credit. More than half of the Singaporean fourth grade students (55%) received
full credit.
Exhibit 1.13.2 shows a multi-part item from the measurement and geometry domain. Students
were required to cover the area of a square with three different two-dimensional shapes to receive
full credit (2 points). On average, only 21 percent of students received full credit. More than half the
fourth grade students received full credit in Korea and Hong Kong SAR (53–54%).
Exhibit 1.13.3 shows another multi-part item from the measurement and geometry domain.
Students were asked to visualize the number of faces making up three different three-dimensional
shapes. On average, 27 percent of students received full credit.
The last example item illustrating the Advanced benchmark asked students to label the y-axisof a bar graph based on tabular data. Internationally, on average, about one-third of the fourth gradestudents (34%) were able to accomplish this task. Eighty percent or more answered correctly in Japan,
Korea, and Hong Kong SAR.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

54

Exhibit 1.13: Description of the TIMSS 2019 Advanced International Benchmark (625) of Mathematics
Achievement
Advanced International Benchmark
625

Summary
Students can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. Students
can solve a variety of multistep word problems involving whole numbers and show an understanding of fractions and decimals. They canapply knowledge of two- and three-dimensional shapes in a variety of situations. Students can interpret and represent data to solve
multistep problems.
Students at this level can solve a variety of multistep word problems involving whole numbers. They can find more than one solution to a
problem. Students can solve problems that show an understanding of fractions, including those with different denominators. They canorder, add, and subtract one- and two-place decimals.
Students can apply knowledge of two- and three-dimensional shapes in a variety of situations. They can draw parallel lines and solve
problems involving area and perimeter of shapes. They can use a ruler to measure lengths of objects beginning or ending at a half-unit andread other measurement scales.
Students can interpret and represent data to solve multistep problems. They can give a mathematical argument to support their solutions.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

55

Exhibit 1.13.1: Advanced International Benchmark of Mathematics Achievement – Example Item 1
Content Domain: Number

Percent
Full Credit

Country
3 Singapore† Northern Ireland

Korea, Rep. ofChinese Taipei† Hong Kong SAR
2 Latvia
2 England
Poland2 Russian Federation
Czech Republic† DenmarkCyprus† Norway (5)2† United States† Belgium (Flemish)Ireland
2 Slovak Republic
2 Portugal≡ Netherlands
Germany
SwedenJapan
Australia
International Average
2 Serbia
Finland
Hungary
1 2 Canada
Bahrain
2 New Zealand
2 Kazakhstan
Malta
Austria
United Arab Emirates
Azerbaijan
Croatia
Bulgaria
Armenia
Italy
2 Lithuania
2 Turkey (5)Spain
1 Georgia
Iran, Islamic Rep. ofFrance
Oman
Qatar
Chile
Albania
Bosnia and Herzegovina
2 Kosovo
KuwaitMontenegro
MoroccoNorth Macedonia
2 Pakistan
2 Philippines
2 Saudi Arabia
South Africa (5)55 (2.4)
42 (2.7)
39 (2.5)
38 (2.4)
35 (2.9)35 (2.1)
34 (2.6)
32 (2.1)
31 (1.9)29 (2.1)
29 (2.5)
27 (2.3)
27 (2.3)
27 (1.4)
26 (2.1)
26 (2.5)
26 (2.3)
26 (2.4)
25 (2.2)
25 (2.1)
25 (1.5)
25 (2.0)25 (2.0)
24 (0.3)
24 (2.1)
23 (1.7)
23 (2.1)
23 (1.4)
22 (1.7)
21 (1.7)
21 (2.0)
21 (1.7)
21 (1.9)20 (0.8)
20 (1.9)20 (2.0)
19 (2.2)
19 (2.0)
18 (2.1)
17 (1.9)
16 (1.8)
15 (1.7)
12 (2.0)
12 (1.6)
12 (1.7)
11 (1.6)
11 (1.5)
6 (1.0)- - - - - - - - - - - -Cognitive Domain: Reasoning
Description: Devises two ways of grouping objects that satisfy two conditions (2 of 2 points)
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The answer shown illustrates the type of response that would receive full credit (2 points).

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE
2 Ontario, Canada

Quebec, Canada
Madrid, Spain
Abu Dhabi, UAE

38 (2.2)
31 (2.0)25 (2.3)
24 (2.3)
22 (2.1)
11 (0.9) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. Item not included in TIMSS 2019 less difficult mathematics assessment.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

56

Exhibit 1.13.2: Advanced International Benchmark of Mathematics Achievement – Example Item 2
Content Domain: Measurement and Geometry
Percent
Full Credit

Country

Korea, Rep. of† Hong Kong SAR
2 Russian Federation
3 Singapore

Japan
Chinese Taipei≡ Netherlands
Czech Republic
Finland
PolandHungary
2 Lithuania
2 Latvia
Azerbaijan
Armenia† Norway (5)Bulgaria† DenmarkSweden† Northern Ireland
Albania
Ireland
2 England† Belgium (Flemish)
Austria
Australia
Italy
2 Portugal
Germany
International Average
Cyprus2 Serbia
1 2 Canada
2 Kazakhstan
2† United States
2 New Zealand
2 Turkey (5)2 Slovak Republic
FranceUnited Arab Emirates
North Macedonia
Malta
1 Georgia
Montenegro
Spain
Bahrain
Iran, Islamic Rep. of
Oman
Croatia
Bosnia and Herzegovina
2 Saudi Arabia
MoroccoChile
Qatar
2 Kosovo
KuwaitSouth Africa (5)2 Pakistan
2 Philippines

54 (2.0)53 (3.2)
47 (2.3)
45 (2.1)
41 (2.3)
40 (2.6)
36 (2.3)
35 (2.2)
34 (2.1)
34 (1.9)31 (2.4)
31 (2.2)
31 (2.1)
30 (1.6)
28 (2.3)
27 (2.7)
27 (2.7)
26 (2.0)26 (2.1)
26 (2.2)
25 (2.6)
24 (2.1)
24 (2.1)
24 (1.9)24 (1.8)
23 (1.7)
22 (1.9)21 (1.8)
21 (2.2)
21 (0.2)
21 (2.3)
20 (2.3)
19 (1.9)19 (2.2)
17 (1.4)
16 (1.5)
16 (1.6)
16 (1.8)
15 (1.5)
14 (0.7)
14 (2.0)
12 (1.4)
12 (1.5)
12 (1.3)
11 (1.3)
11 (1.3)
11 (1.5)
10 (1.8)
10 (1.5)
9 (1.4)8 (1.0)6 (1.4)6 (1.0)6 (1.1)3 (0.8)3 (0.9)2 (0.5)1 (0.3)1 (0.3)

Cognitive Domain: Applying
Description: Determines the number of three different shapes that cover the area of a square(2 of 2 points)
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
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
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


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The answer shown illustrates the type of response that would receive full credit (2 points).

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Quebec, Canada
2 Ontario, Canada

Madrid, Spain
Abu Dhabi, UAE

53 (2.9)23 (1.5)
21 (2.0)
19 (3.6)
13 (1.6)
8 (0.8) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

57

Exhibit 1.13.3: Advanced International Benchmark of Mathematics Achievement – Example Item 3
Content Domain: Measurement and Geometry
Percent
Full Credit

Country† Hong Kong SAR

Japan† Northern Ireland
1 2 Canada
2 Lithuania
Ireland
Korea, Rep. of
CyprusAustralia
Chinese Taipei
2 Portugal
3 Singapore
2 England
2 Russian Federation† Norway (5)Czech Republic
Finland
Austria
Malta
Germany
SwedenHungary
International Average
2 Serbia
2 New Zealand2† United States
Chile
Bahrain† Denmark2 Latvia
PolandAzerbaijan
2 Slovak Republic
2 Turkey (5)United Arab Emirates
Spain
Italy
2 Kazakhstan
Oman
Croatia≡ Netherlands
FranceBulgaria
1 Georgia
Armenia† Belgium (Flemish)
Qatar
Iran, Islamic Rep. of
Albania
Bosnia and Herzegovina
2 Kosovo
KuwaitMontenegro
MoroccoNorth Macedonia
2 Pakistan
2 Philippines
2 Saudi Arabia
South Africa (5)49 (2.4)
47 (2.0)46 (2.4)
43 (1.6)
42 (2.6)40 (2.5)
38 (2.5)
38 (2.4)
37 (2.6)
36 (2.2)
34 (1.9)34 (1.9)33 (2.5)
33 (1.9)32 (2.8)
32 (2.2)
30 (2.1)
30 (2.2)
29 (2.3)
29 (1.9)28 (2.1)
27 (2.1)
27 (0.3)
25 (2.3)
25 (1.8)25 (1.6)
25 (1.8)
23 (1.7)
23 (2.6)
22 (2.0)22 (2.0)22 (1.6)
21 (1.8)
21 (1.8)
21 (0.7)
20 (1.8)
20 (1.9)19 (1.9)18 (1.8)
17 (1.9)
17 (1.7)
17 (1.6)
17 (2.0)
16 (2.2)
16 (1.7)
12 (1.2)
11 (1.4)
4 (0.9)- - - - - - - - - - - -Cognitive Domain: Applying
Description: Determines the number of square and triangular faces of three-dimensional shapes(2 of 2 points)
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
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











The answer shown illustrates the type of response that would receive full credit (2 points).














Benchmarking Participants
Quebec, Canada
2 Ontario, Canada
2 Dubai, UAE

Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE

57 (2.9)43 (2.7)
34 (1.7)
33 (2.0)
21 (2.2)
14 (0.9)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. Item not included in TIMSS 2019 less difficult mathematics assessment.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

58

Exhibit 1.13.4: Advanced International Benchmark of Mathematics Achievement – Example Item 4Content Domain: Data

Percent
Full Credit

CountryJapan
Korea, Rep. of† Hong Kong SAR
3 Singapore
Chinese Taipei† Norway (5)2 England† Belgium (Flemish)≡ Netherlands
2 Latvia† Northern Ireland
CyprusAustralia
IrelandSweden1 2 Canada
2 Russian Federation
2 Lithuania† Denmark2† United States
Finland2 Portugal
Czech Republic
Austria
Malta
Germany
International Average
Hungary
2 Slovak Republic
United Arab Emirates
2 New Zealand
PolandItaly
Albania
North Macedonia
2 Turkey (5)Bahrain2 Kazakhstan
Spain
2 Serbia
Bulgaria
France
Qatar
Chile
Oman
Azerbaijan
Croatia
MoroccoMontenegro
2 Kosovo
2 Saudi Arabia
South Africa (5)KuwaitIran, Islamic Rep. of
1 Georgia
Bosnia and Herzegovina
Armenia
2 Philippines
2 Pakistan

88 (1.6)
87 (1.6)80 (2.3)
77 (1.9)67 (2.2)
54 (2.1)
52 (2.6)
51 (2.5)
49 (2.2)
48 (2.3)
47 (2.4)
47 (2.6)
47 (2.0)47 (2.2)
45 (2.4)
43 (1.7)
41 (2.7)
40 (2.3)
40 (2.6)40 (1.8)
39 (2.1)
38 (2.0)38 (2.3)
38 (2.4)
36 (1.9)35 (2.5)34 (0.3)
34 (2.6)
33 (2.5)
33 (1.0)32 (1.8)
31 (2.1)
30 (2.6)30 (2.7)
29 (3.2)
28 (2.0)27 (1.8)
27 (2.5)
27 (1.9)25 (2.4)
24 (2.5)
24 (2.0)
20 (2.0)19 (1.6)
18 (1.8)
17 (1.5)
16 (2.7)
15 (2.0)
14 (1.7)
14 (1.6)
13 (1.4)
11 (1.3)
11 (1.9)
11 (1.8)8 (1.5)8 (1.7)7 (1.4)6 (1.0)4 (1.8)

Cognitive Domain: Applying
Description: Determines the y-axis scale for a bar graph given the data in a table

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





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






The answer shown illustrates the type of response that would receive full credit (1 point).


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








Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE
2 Ontario, Canada

Quebec, Canada
Madrid, Spain
Abu Dhabi, UAE

70 (2.2)
51 (2.0)48 (2.7)
46 (2.4)
27 (2.4)
21 (1.5)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

59

Average Achievement in Mathematics Content andCognitive Domains
TIMSS 2019 Mathematics Content and Cognitive Domains
TIMSS 2019 assessed three content areas in mathematics at the fourth grade: number, measurement
and geometry, and data.
Fifty percent of the fourth grade assessment was devoted to the number content domain
apportioned as follows: whole numbers (25%); expressions, simple equations, and relationships (15%);
and fractions and decimals (10%). The predominant component of the number domain involved
computation of whole numbers. The prealgebra concepts included the concept of variables(unknowns) in simple equations, and initial understandings of relationships between quantities.
Students were asked to compare, add, and subtract familiar fractions and decimals to solve problems.
Thirty percent of the assessment was devoted to measurement and geometry (15% each).
Measurement included using a ruler to measure length, calculating areas and perimeters of
simple polygons, and using cubes to determine volumes as well as identifying the properties andcharacteristics of lines, angles, and a variety of two- and three-dimensional shapes. Geometry
included describing and drawing a variety of geometric figures as well as using geometric
relationships to solve problems.
The remaining 20 percent of the assessment was devoted to the data content domain, which
consisted of two topic areas: reading, interpreting, and representing data (15%) and using data to solve
problems (5%). Students were asked to read and recognize various forms of data displays; to collect,organize, and represent the data in graphs and charts to address a simple question; and to use datafrom one or more sources to solve problems.
Fourth grade students also needed to draw on a range of cognitive skills across the content
domains described above. The cognitive skills were categorized into three broad domains—knowing,
applying, and reasoning. Forty percent of the fourth grade assessment was devoted to the knowing
cognitive domain, 40 percent to applying, and 20 percent to reasoning. The knowing domain covers
the facts, concepts, and procedures students need to know, while the applying domain focuses on
students’ ability to apply knowledge and conceptual understanding to solve problems or answer
questions. The reasoning domain goes beyond the solution of familiar problems that may have beenroutinely practiced in mathematics lessons to encompass unfamiliar situations, complex contexts,
and multistep problems.

Average Achievement in Content Domains
Exhibit 1.14 shows countries’ average mathematics achievement in each of the three content domains
relative to their overall average achievement (presented from highest to lowest overall averageachievement). Based on countries’ relative strengths and weaknesses, the TIMSS 2019 countries appear
to be placing relatively more instructional emphasis on the number content domain and much less

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

60

on the data content domain. Of the 55 participating countries for which content domain scores were
estimated, 27 had a relative strength in number and 17 had a relative weakness; 19 had a relative
strength in measurement and geometry and 23 had a relative weakness, and 11 had a relative strength
in data and 33 had a relative weakness. Almost all countries had at least one relative strength or relative
weakness compared with their overall achievement, except Albania.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

61

Exhibit 1.14: Average Achievement in Mathematics Content Domains

Country

3 Singapore† Hong Kong SAR

Korea, Rep. ofChinese Taipei
Japan
2 Russian Federation† Northern Ireland
2 England
Ireland2 Latvia† Norway (5)2 Lithuania
Austria≡ Netherlands
2 † United States
Czech Republic† Belgium (Flemish)CyprusFinland2 Portugal† Denmark
Hungary
2 Turkey (5)SwedenGermany
PolandAustralia
Azerbaijan
Bulgaria
Italy
2 Kazakhstan
1 2 Canada
2 Slovak Republic
CroatiaMalta
2 Serbia
Spain
Armenia
Albania
2 New ZealandFrance1 Georgia
United Arab Emirates
Bahrain
North Macedonia
Montenegro
Bosnia and Herzegovina
Qatar
2 Kosovo
Iran, Islamic Rep. of
Chile
Oman
2 Saudi Arabia
Morocco
KuwaitSouth Africa (5)2 ψ Pakistan
2 ψ Philippines

Number(83 Items)

Measurement and Geometry(52 Items)

OverallMathematics
Average
Scale Score

Average
Scale Score

Difference
from Overall
Mathematics
Score

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (2.6)525 (1.9)523 (2.6)
523 (4.4)
521 (2.8)521 (2.3)
520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (2.5)512 (1.9)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)494 (3.4)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)472 (5.3)
453 (2.0)452 (2.4)
449 (3.4)
444 (3.0)443 (3.9)
441 (2.7)
431 (3.7)
398 (3.6)383 (4.3)
383 (4.7)
374 (3.6)
328 (12.0)
297 (6.4)635 (4.0)
598 (3.6)
593 (2.4)
599 (1.7)
586 (1.8)567 (3.4)
572 (3.1)
559 (3.3)555 (2.7)
547 (2.6)
540 (2.0)538 (2.8)
542 (1.9)533 (2.2)
542 (2.6)
536 (2.4)
526 (2.0)538 (2.8)
528 (2.3)
524 (2.9)518 (2.1)
531 (2.6)525 (4.7)
517 (2.9)517 (2.1)
513 (2.8)506 (3.1)
526 (2.7)
521 (4.0)522 (2.5)523 (2.4)505 (2.1)
512 (3.6)512 (1.9)512 (1.5)
518 (2.9)506 (1.9)518 (2.3)
495 (3.6)
478 (2.9)
480 (3.2)
501 (3.6)
485 (1.7)478 (2.6)472 (5.2)
454 (2.2)
459 (2.3)455 (3.4)
447 (2.8)446 (4.0)- 424 (4.0)- 383 (4.4)- 370 (3.6)
351 (10.9)308 (6.1)

10 (1.0)-4 (2.1)-6 (0.8)0 (1.2)-7 (1.0)0 (1.6)7 (1.9)3 (1.0)6 (1.4)1 (0.8)-3 (1.0)-4 (1.1)
3 (1.1)-5 (1.2)
8 (0.7)3 (1.1)-6 (1.1)
6 (0.9)-4 (1.0)-1 (1.5)-7 (1.1)
7 (1.0)3 (1.1)-4 (1.4)-4 (1.3)-7 (1.0)-10 (0.9)
10 (1.3)
6 (1.0)7 (1.2)
11 (1.5)-6 (0.8)
2 (1.6)2 (1.0)3 (1.0)10 (1.5)
4 (0.8)20 (1.1)
1 (1.5)-9 (1.1)-5 (1.0)19 (1.8)
4 (0.7)-2 (1.0)
1 (1.5)
1 (1.4)7 (1.1)5 (1.3)3 (0.9)3 (1.3)- -7 (0.8)- 0 (1.2)- -3 (1.1)
24 (2.2)
11 (2.0)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

591 (2.2)
548 (1.7)
530 (2.4)
524 (2.2)
501 (3.6)
443 (2.0)-2 (0.7)
4 (1.2)-3 (1.4)
6 (1.1)-10 (1.8)
2 (1.2)

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
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





Average
Scale Score

Difference
from Overall
Mathematics
Score

620 (3.9)
608 (3.1)
608 (2.6)
607 (1.8)601 (2.7)
571 (3.7)
556 (3.0)545 (3.3)
540 (2.7)
548 (2.8)546 (2.8)543 (3.0)
542 (2.4)
537 (2.2)
520 (2.6)
540 (2.9)551 (2.0)526 (3.1)
538 (3.0)
520 (2.9)536 (2.4)
519 (3.3)
527 (4.4)
521 (3.4)
531 (2.6)
529 (2.7)
516 (3.3)503 (3.2)
522 (4.9)510 (3.2)
513 (2.8)511 (1.8)506 (3.7)
518 (2.7)
497 (1.8)
499 (3.7)
494 (2.2)
490 (3.0)496 (3.4)
481 (2.7)
498 (3.3)
470 (4.1)
472 (1.8)474 (2.6)475 (5.8)459 (2.1)
458 (2.9)434 (3.4)
450 (3.3)
445 (3.6)- 429 (4.2)- 386 (4.5)- 362 (3.7)
286 (14.1)
259 (7.1)-5 (1.2)
6 (1.6)8 (1.7)8 (1.9)8 (1.9)4 (1.3)-10 (2.0)-11 (1.6)-8 (1.2)
2 (0.8)4 (1.5)
1 (1.6)2 (1.6)0 (1.5)-15 (0.7)
7 (1.8)18 (0.9)-6 (1.9)6 (2.2)-5 (1.6)
12 (1.8)-4 (2.0)
4 (1.8)0 (1.7)10 (1.0)
9 (1.0)0 (1.4)-13 (1.6)
7 (2.1)-5 (2.0)
1 (1.9)-1 (0.7)-4 (2.0)
8 (2.0)-12 (1.2)-9 (1.7)-9 (0.8)-8 (1.3)
2 (1.4)-6 (2.4)
13 (1.4)-12 (2.3)-10 (0.8)-6 (1.3)
3 (2.5)7 (1.3)6 (1.6)-15 (1.3)
6 (1.4)2 (1.5)- -2 (1.2)- 2 (1.5)- -11 (1.7)-42 (4.4)-37 (3.0)

590 (2.4)535 (2.1)
532 (2.6)
508 (3.4)
516 (3.2)
429 (2.1)-2 (1.2)-9 (1.1)0 (1.6)-10 (2.4)
5 (1.0)-11 (1.9)

Data(36 Items)

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
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


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

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










Average
Scale Score

Difference
from Overall
Mathematics
Score

613 (3.8)
607 (3.6)
602 (2.5)590 (2.4)
606 (2.1)
560 (3.9)564 (2.5)565 (3.1)
543 (3.0)
542 (3.2)
547 (3.2)
545 (3.0)
528 (2.7)
549 (3.0)533 (3.0)
518 (2.9)527 (2.2)
524 (3.4)
534 (2.8)
528 (2.6)525 (2.3)
508 (3.2)
510 (4.5)
527 (3.5)515 (3.1)
524 (2.9)534 (3.4)504 (3.0)490 (5.6)
498 (3.0)
481 (3.0)523 (2.4)506 (4.1)
494 (2.7)512 (1.8)489 (4.2)
499 (2.6)
446 (4.2)
490 (4.0)504 (3.1)
476 (3.4)
444 (4.6)476 (1.8)483 (3.3)
464 (6.1)
439 (2.7)
413 (3.8)445 (3.8)423 (3.7)424 (3.8)- 433 (3.8)- 374 (5.3)- 390 (3.8)
278 (14.5)
291 (7.1)-12 (1.5)5 (3.0)3 (1.5)-9 (1.5)
13 (1.2)-7 (2.2)-2 (1.3)
9 (1.7)-6 (1.6)-4 (1.9)4 (2.4)3 (1.8)-11 (1.5)
12 (1.5)-2 (1.5)-15 (1.7)-6 (1.4)-9 (1.2)
2 (1.8)3 (1.0)1 (1.5)-15 (1.7)-13 (1.4)
6 (1.8)-6 (1.4)
4 (1.5)18 (2.1)-11 (1.0)-25 (2.5)-17 (1.5)-31 (1.7)
11 (1.4)-4 (1.9)-15 (2.0)
3 (2.1)-19 (2.0)-3 (1.2)-52 (2.1)-4 (2.5)
17 (1.8)-9 (1.6)-38 (2.2)-5 (0.6)
3 (1.7)-7 (2.4)-14 (1.7)-39 (2.9)-4 (1.7)-21 (1.9)-19 (1.6)- 2 (1.9)- -9 (2.1)- 16 (1.5)-50 (4.3)-6 (1.8)603 (2.5)
546 (2.0)535 (3.1)
513 (2.9)527 (4.0)435 (2.3)

10 (0.8)
2 (1.2)3 (2.5)-5 (2.2)
15 (2.0)-6 (1.6)



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

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

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
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


























Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Quebec, Canada
Madrid, Spain
2 Ontario, Canada
Abu Dhabi, UAE




















Subscale score significantly higher than overall mathematics score
Subscale score significantly lower than overall mathematics score

Numbers of items are based on the TIMSS 2019 fourth grade mathematics eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

62

Trends in Average Achievement in Content Domains
Exhibit 1.15 presents trends in average achievement for the three mathematics content domains
assessed by TIMSS 2019 at the fourth grade—number, measurement and geometry, and data. Of the
55 TIMSS 2019 countries with mathematics content domain scores, 42 also participated in TIMSS
2015 and have comparable data for the two assessment cycles. In each of the three content areas, about
just over half the countries showed no or little change in average achievement. For the countries that
did have changes, there were similar numbers of increases and decreases: in the number content area,
11 showed improvement and 7 declined; in measurement and geometry, 13 showed improvement and9 declined; and in data, 10 showed improvement and 7 declined.
In comparison, the longer term trends showed many more improvements than declines. TIMSS
began providing scaled results in the content domains in 2007, with 21 countries having trends
between 2007 and 2019. Compared with 2007, these countries showed considerable improvement
in TIMSS 2019 across the content domains—14 had higher average achievement in number, 12 inmeasurement and geometry, and 12 in data. One country had lower achievement in number comparedwith 2007, 3 countries had lower average achievement in measurement and geometry and 2 had lower
achievement in data.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

63

Exhibit 1.15: Differences in Achievement for Mathematics Content Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
NumberCountry

Average
Scale Score

Armenia
2019
2015
2011
yyy Australia
2019
2015
2011
2007
yyy Austria
2019
2011
2007
yyy Azerbaijan
2019
2 2011yyy Bahrain
2019
2 20152011
yyy Belgium (Flemish)† 2019† 20152011
yyy Bulgaria
2019
2015
yyy Canada
1 2 2019
1 2 † 2015
yyy Chinese Taipei
2019
2015
2011
2007
yyy Croatia
2019
2015
2 2011
yyy Cyprus
2019
2015
yyy Czech Republic
2019
2015
2011
2007
yyy Denmark† 20192 † 2015
2 2011† 2007yyy England
2 2019
2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

518 (2.3)
510 (3.0)484 (3.1)
yyy yyy506 (3.1)
509 (3.1)
508 (3.2)
503 (3.6)
yyy yyy542 (1.9)506 (2.4)506 (2.1)
yyy yyy526 (2.7)
491 (5.2)
yyy yyy478 (2.6)453 (1.7)
439 (3.1)
yyy yyy526 (2.0)543 (2.1)
552 (2.1)
yyy yyy521 (4.0)529 (4.6)
yyy yyy505 (2.1)
503 (2.4)
yyy yyy599 (1.7)
599 (1.8)
599 (2.0)583 (1.8)
yyy yyy512 (1.9)
498 (1.8)
491 (1.9)
yyy yyy538 (2.8)
528 (2.5)
yyy yyy536 (2.4)
528 (2.4)509 (2.5)486 (2.7)
yyy yyy518 (2.1)
535 (2.7)
534 (2.5)513 (2.7)
yyy yyy559 (3.3)
547 (3.2)
539 (3.7)
535 (3.2)

Measurement and Geometry

Differences
Between Years
2015

2011

8 

34 
26 

2007

yyy  yyy  yyy y
-3 
3 
-2 
1 
6 
5 
yyy  yyy  yyy y
36 
36 
0 
yyy  yyy  yyy y35 yyy  yyy  yyy y
26 
39 
14 
yyy  yyy  yyy y
-17 
-25 
-8 
yyy  yyy  yyy y-8 
yyy  yyy  yyy y2 
yyy  yyy  yyy y
0 
0 
17 
0 
17 
17 
yyy  yyy  yyy y
14 
21 
7 
yyy  yyy  yyy y10 
yyy  yyy  yyy y
8 
27 
49 
19 
42 
23 
yyy  yyy  yyy y
-17 
-16 
4 
1 
21 
21 
yyy  yyy  yyy y
12 
20 
24 
8 
11 
4 

Average
Scale Score
490 (3.0)444 (4.6)424 (4.3)
yyy yyy516 (3.3)
527 (3.3)
534 (3.0)536 (3.6)
yyy yyy542 (2.4)512 (3.4)
506 (2.6)
yyy yyy503 (3.2)
437 (7.2)
yyy yyy474 (2.6)
447 (1.9)422 (3.8)
yyy yyy551 (2.0)564 (2.3)
552 (1.9)
yyy yyy522 (4.9)525 (5.9)
yyy yyy511 (1.8)517 (2.5)
yyy yyy607 (1.8)
597 (3.0)573 (2.1)
566 (2.7)
yyy yyy518 (2.7)512 (2.3)
490 (2.5)
yyy yyy526 (3.1)
524 (2.8)
yyy yyy540 (2.9)
531 (2.5)513 (3.0)
487 (3.2)
yyy yyy536 (2.4)555 (3.2)
548 (3.1)
546 (3.1)
yyy yyy545 (3.3)
542 (3.3)
545 (3.8)552 (3.3)

Differences
Between Years
2015

2011

46 

66 
20 

2007

yyy  yyy  yyy y
-11 
-18 
-20 
-7 
-9 
-3 
yyy  yyy  yyy y
36 
30 
6 
yyy  yyy  yyy y66 
yyy  yyy  yyy y
27 
52 
25 
yyy  yyy  yyy y
-13 
-1 
11 
yyy  yyy  yyy y-3 
yyy  yyy  yyy y-6 
yyy  yyy  yyy y
35 
42 
11 
24 
31 
7 
yyy  yyy  yyy y
5 
28 
22 
yyy  yyy  yyy y2 
yyy  yyy  yyy y
27 
53 
9 
18 
44 
26 
yyy  yyy  yyy y
-19 
-12 
-9 
7 
10 
2 
yyy  yyy  yyy y
3 
0 
-6 
-3 
-9 
-6 

Data
Average
Scale Score
446 (4.2)
407 (5.1)
386 (5.0)
yyy yyy534 (3.4)
533 (3.6)515 (3.1)
532 (4.3)
yyy yyy528 (2.7)515 (3.2)
502 (3.4)
yyy yyy504 (3.0)
407 (6.3)
yyy yyy
483 (3.3)454 (2.3)
442 (4.0)
yyy yyy527 (2.2)
523 (3.0)536 (2.8)
yyy yyy490 (5.6)
504 (7.6)
yyy yyy523 (2.4)
528 (2.7)
yyy yyy590 (2.4)
591 (2.2)600 (2.6)
576 (2.4)
yyy yyy494 (2.7)
498 (3.0)
488 (2.9)
yyy yyy524 (3.4)
507 (3.8)
yyy yyy518 (2.9)525 (3.0)519 (2.9)482 (4.1)
yyy yyy525 (2.3)
526 (3.5)
532 (2.9)527 (4.0)
yyy yyy565 (3.1)
552 (3.2)
549 (4.6)551 (3.3)

Differences
Between Years
2015

2011

39 

61 
21 

2007

yyy  yyy  yyy
2 
19 
2 
17 
0 
-17 
yyy  yyy  yyy
13 
27 
13 
yyy  yyy  yyy
96 
yyy  yyy  yyy
29 
41 
12 
yyy  yyy  yyy
3 
-10 
-13 
yyy  yyy  yyy-15 
yyy  yyy  yyy-6 
yyy  yyy  yyy
-1 
-10 
14 
-9 
15 
24 
yyy  yyy  yyy
-4 
6 
10 
yyy  yyy  yyy
16 
yyy  yyy  yyy
-7 
-1 
36 
6 
43 
37 
yyy  yyy  yyy
-1 
-6 
-1 
-6 
-1 
5 
yyy  yyy  yyy
13 
15 
14 
3 
2 
-1 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in content domains using current methodology began with TIMSS 2007.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

64

Exhibit 1.15: Differences in Achievement for Mathematics Content Domains Across Assessment Years◊(Continued)
NumberCountry

Average
Scale Score

Finland
2019
2015
2011
yyy France
2019
2015
yyy Georgia
1 20191 2015
1 2011
1 2007yyy Germany
2019
2015
2011
2007
yyy Hong Kong SAR† 2019† 20152 20112007
yyy Hungary
2019
2015
2011
2007
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
yyy Ireland
2019
2015
2011
yyy Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Kazakhstan
2 20192 2011yyy Korea, Rep. of
2019
2015
2011
yyy Lithuania
2 20192 2015
1 2 2011
1 2007yyy Malta
2019
2011
yyy Morocco
2019
2015
Ж 2011

y

y

y

y

y

y

y

y

y

y

y

y

y

y

528 (2.3)
532 (2.1)
545 (2.4)
yyy yyy480 (3.2)
483 (3.0)
yyy yyy501 (3.6)483 (3.5)473 (3.2)
470 (3.7)
yyy yyy517 (2.1)
515 (2.1)
520 (2.3)
524 (2.2)
yyy yyy598 (3.6)
616 (3.1)
604 (3.3)
608 (3.7)
yyy yyy531 (2.6)
531 (3.0)515 (3.3)
515 (3.4)
yyy yyy446 (4.0)435 (3.2)
440 (3.3)
407 (3.5)
yyy yyy555 (2.7)551 (2.2)
533 (2.6)
yyy yyy522 (2.5)510 (2.4)510 (2.7)510 (2.9)
yyy yyy586 (1.8)
592 (1.9)584 (1.7)
564 (2.1)
yyy yyy523 (2.4)515 (4.1)
yyy yyy593 (2.4)
610 (2.6)
606 (2.0)
yyy yyy538 (2.8)
538 (2.6)
537 (2.4)
536 (2.2)
yyy yyy512 (1.5)
498 (1.9)
yyy yyy383 (4.4)381 (3.3)
340 (4.0)

Measurement and Geometry

Differences
Between Years
2015

2011

-4 

-17 
-14 

2007

yyy  yyy  yyy y-3 
yyy  yyy  yyy y
28 
30 
18 
12 
10 
2 
yyy  yyy  yyy y
2 
-7 
-3 
-5 
-9 
-4 
yyy  yyy  yyy y
-18 
-10 
-6 
12 
9 
-4 
yyy  yyy  yyy y
-1 
16 
16 
16 
16 
0 
yyy  yyy  yyy y
11 
6 
39 
28 
-5 
32 
yyy  yyy  yyy y
4 
22 
18 
yyy  yyy  yyy y
12 
12 
12 
0 
0 
0 
yyy  yyy  yyy y
-6 
2 
22 
8 
28 
20 
yyy  yyy  yyy y8 
yyy  yyy  yyy y
-16 
-12 
4 
yyy  yyy  yyy y
0 
1 
2 
1 
2 
1 
yyy  yyy  yyy y14 
yyy  yyy  yyy y
2 
43 
41 

Average
Scale Score
538 (3.0)
539 (2.5)
543 (3.0)
yyy yyy498 (3.3)503 (3.0)
yyy yyy470 (4.1)
429 (4.6)
411 (4.2)
395 (5.9)
yyy yyy531 (2.6)
531 (2.5)536 (2.7)
527 (2.4)
yyy yyy608 (3.1)
617 (3.4)605 (3.4)
613 (3.8)
yyy yyy519 (3.3)
536 (3.6)
520 (3.7)
507 (3.9)
yyy yyy445 (3.6)
428 (3.5)435 (3.7)
408 (4.0)
yyy yyy540 (2.7)
542 (2.9)
520 (3.1)
yyy yyy510 (3.2)
503 (2.8)513 (3.2)
507 (3.6)
yyy yyy601 (2.7)601 (2.5)
589 (1.9)575 (2.7)
yyy yyy513 (2.8)
491 (5.4)
yyy yyy608 (2.6)
610 (2.3)
607 (2.0)
yyy yyy543 (3.0)526 (3.0)
531 (2.9)518 (3.1)
yyy yyy497 (1.8)487 (1.5)
yyy yyy386 (4.5)385 (3.8)350 (3.8)

Differences
Between Years
2015

2011

-1 

-5 
-4 

2007

yyy  yyy  yyy y-6 
yyy  yyy  yyy y
41 
58 
74 
17 
33 
16 
yyy  yyy  yyy y
0 
-5 
4 
4 
-5 
9 
yyy  yyy  yyy y
-9 
3 
-5 
12 
3 
-9 
yyy  yyy  yyy y
-17 
-1 
13 
29 
16 
14 
yyy  yyy  yyy y
17 
11 
37 
-7 
19 
26 
yyy  yyy  yyy y
-2 
20 
22 
yyy  yyy  yyy y
7 
-2 
4 
-9 
-3 
6 
yyy  yyy  yyy y
12 
26 
0 
12 
26 
14 
yyy  yyy  yyy y22 
yyy  yyy  yyy y
-3 
0 
3 
yyy  yyy  yyy y
18 
12 
25 
-5 
7 
12 
yyy  yyy  yyy y10 
yyy  yyy  yyy y
1 
36 
35 

Data
Average
Scale Score
534 (2.8)
542 (3.3)
551 (3.7)
yyy yyy476 (3.4)
476 (3.1)
yyy yyy444 (4.6)
435 (4.4)433 (4.2)
390 (5.4)
yyy yyy515 (3.1)
535 (2.6)
546 (2.8)532 (3.7)
yyy yyy607 (3.6)
611 (3.8)593 (3.7)600 (3.3)
yyy yyy508 (3.2)
513 (3.6)510 (4.1)
497 (4.3)
yyy yyy424 (3.8)416 (3.2)
397 (4.2)
374 (5.1)
yyy yyy543 (3.0)
548 (3.8)523 (3.0)
yyy yyy498 (3.0)
498 (2.9)495 (3.2)
499 (4.0)
yyy yyy606 (2.1)
593 (2.6)590 (3.0)
588 (3.5)
yyy yyy
481 (3.0)476 (5.5)
yyy yyy602 (2.5)
607 (2.6)603 (1.8)
yyy yyy545 (3.0)
540 (3.6)
526 (2.8)
529 (3.7)
yyy yyy512 (1.8)
498 (1.7)
yyy yyy374 (5.3)
351 (4.2)
271 (4.7)

Differences
Between Years
2015

2011

-8 

-17 
-9 

2007

yyy  yyy  yyy
0 
yyy  yyy  yyy
10 
12 
54 
2 
45 
43 
yyy  yyy  yyy
-20 
-31 
-17 
-11 
3 
14 
yyy  yyy  yyy
-4 
13 
6 
18 
10 
-7 
yyy  yyy  yyy
-2 
11 
-5 
3 
16 
13 
yyy  yyy  yyy
9 
27 
51 
42 
18 
24 
yyy  yyy  yyy
-5 
20 
25 
yyy  yyy  yyy
0 
4 
0 
3 
-1 
-4 
yyy  yyy  yyy
16 
18 
12 
4 
6 
2 
yyy  yyy  yyy
5 
yyy  yyy  yyy
-4 
-1 
4 
yyy  yyy  yyy
5 
18 
16 
14 
11 
-3 
yyy  yyy  yyy
14 
yyy  yyy  yyy
24  104 
80  Average from more recent year significantly higher
 Average from more recent year significantly lower

Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

65

Exhibit 1.15: Differences in Achievement for Mathematics Content Domains Across Assessment Years◊(Continued)
NumberCountry

Average
Scale Score

Netherlands≡ 2019† 2015† 2011‡ 2007yyy New Zealand
2 2019
2015
2011
2007
yyy Northern Ireland† 2019‡ 2015† 2011yyy Norway (5)† 20192015
yyy Oman20192015
ψ 2011yyy Poland
2019
2015
yyy Portugal
2 20192 20152011
yyy Qatar
20192015
2 2011yyy Russian Federation
2 2019
2015
2011
2007
yyy Serbia
2 20193 20152 2011yyy Singapore
3 20192 20152 20112007
yyy Slovak Republic
2 2019
2015
2011
2007
yyy South Africa (5)
2019
2015
yyy Spain
2019
2 20152011
yyy Sweden
2019
2 2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

y

533 (2.2)
531 (2.2)
543 (1.7)
539 (2.2)
yyy yyy478 (2.9)
485 (2.7)483 (2.7)
485 (2.6)
yyy yyy572 (3.1)
574 (3.1)
566 (2.9)
yyy yyy540 (2.0)542 (2.4)
yyy yyy424 (4.0)423 (2.6)384 (3.1)
yyy yyy513 (2.8)534 (2.3)
yyy yyy524 (2.9)
541 (2.1)
522 (3.6)
yyy yyy455 (3.4)
446 (3.4)
417 (3.4)
yyy yyy567 (3.4)
567 (3.3)
545 (3.3)
549 (4.4)
yyy yyy518 (2.9)524 (3.4)
529 (3.0)
yyy yyy635 (4.0)
630 (4.2)
619 (3.4)
611 (4.0)
yyy yyy512 (3.6)502 (2.4)
511 (3.7)500 (4.0)
yyy yyy370 (3.6)
379 (3.4)
yyy yyy506 (1.9)504 (2.5)487 (2.9)
yyy yyy517 (2.9)514 (2.7)500 (2.2)495 (2.5)

Measurement and Geometry

Differences
Between Years
2015

2011

2007

2 

-10 
-12 

-6 
-8 
4 

yyy  yyy  yyy y
-7 
-7 
-4 
3 
0 
-3 
yyy  yyy  yyy y
6 
-2 
8 
yyy  yyy  yyy y-2 
yyy  yyy  yyy y
1 
40 
39 
yyy  yyy  yyy y-22 
yyy  yyy  yyy y
-16 
2 
18 
yyy  yyy  yyy y
9 
38 
29 
yyy  yyy  yyy y
1 
23 
18 
22 
18 
-4 
yyy  yyy  yyy y
-6 
-11 
-5 
yyy  yyy  yyy y
5 
16 
24 
11 
18 
8 
yyy  yyy  yyy y
10 
1 
12 
-9 
2 
11 
yyy  yyy  yyy y-8 
yyy  yyy  yyy y
2 
20 
18 
yyy  yyy  yyy y
3 
17 
22 
14 
19 
5 

Average
Scale Score
537 (2.2)
522 (1.9)524 (2.9)522 (2.6)
yyy yyy
481 (2.7)
489 (2.8)483 (2.6)495 (2.5)
yyy yyy556 (3.0)566 (3.3)
560 (3.2)
yyy yyy546 (2.8)559 (3.5)
yyy yyy429 (4.2)
430 (2.9)376 (3.2)
yyy yyy529 (2.7)
534 (2.5)
yyy yyy520 (2.9)
539 (2.6)
548 (4.0)
yyy yyy434 (3.4)423 (4.4)
399 (4.0)
yyy yyy571 (3.7)557 (4.4)
542 (4.2)
543 (6.2)
yyy yyy499 (3.7)503 (3.8)
497 (3.7)
yyy yyy620 (3.9)
607 (4.2)
589 (3.6)
584 (4.2)
yyy yyy506 (3.7)
491 (2.6)500 (4.2)
494 (5.3)
yyy yyy362 (3.7)359 (3.7)
yyy yyy494 (2.2)503 (2.8)476 (2.9)
yyy yyy521 (3.4)
523 (3.3)
500 (2.4)503 (2.9)

Data

Differences
Between Years
2015

2011

2007

15 

13 
-2 

15 
0 
2 

yyy  yyy  yyy y
-7 
-2 
-14 
6 
-7 
-12 
yyy  yyy  yyy y
-10 
-4 
6 
yyy  yyy  yyy y-12 
yyy  yyy  yyy y
-2 
52 
54 
yyy  yyy  yyy y-4 
yyy  yyy  yyy y
-19 
-28 
-9 
yyy  yyy  yyy y
11 
36 
24 
yyy  yyy  yyy y
14 
29 
28 
15 
14 
-1 
yyy  yyy  yyy y
-4 
2 
6 
yyy  yyy  yyy y
31 
36 
13 
18 
24 
5 
yyy  yyy  yyy y
15 
6 
11 
-9 
-3 
6 
yyy  yyy  yyy y3 
yyy  yyy  yyy y
-9 
17 
26 
yyy  yyy  yyy y
-1 
22 
18 
23 
19 
-4 

Average
Scale Score
549 (3.0)
539 (3.4)
559 (2.8)545 (2.8)
yyy yyy504 (3.1)
506 (2.9)
491 (2.8)506 (3.0)
yyy yyy564 (2.5)567 (3.8)555 (2.9)
yyy yyy547 (3.2)
566 (3.0)
yyy yyy433 (3.8)414 (2.6)
381 (3.0)
yyy yyy524 (2.9)
538 (2.8)
yyy yyy528 (2.6)
546 (2.8)
548 (2.9)
yyy yyy445 (3.8)435 (3.9)416 (4.7)
yyy yyy560 (3.9)573 (3.6)
533 (4.0)529 (6.2)
yyy yyy489 (4.2)
517 (3.8)503 (3.7)
yyy yyy613 (3.8)600 (4.1)
588 (3.3)
597 (3.7)
yyy yyy506 (4.1)
496 (3.8)504 (4.6)482 (5.6)
yyy yyy390 (3.8)381 (4.0)
yyy yyy499 (2.6)509 (3.1)
479 (3.6)
yyy yyy527 (3.5)
529 (3.9)523 (3.0)527 (3.4)

Differences
Between Years
2015

2011

2007

11 

-10 
-20 

4 
-6 
14 

yyy  yyy  yyy
-2 
13 
-3 
15 
0 
-15 
yyy  yyy  yyy
-3 
9 
12 
yyy  yyy  yyy-19 
yyy  yyy  yyy
19 
52 
33 
yyy  yyy  yyy-14 
yyy  yyy  yyy
-18 
-20 
-2 
yyy  yyy  yyy
29 
10 
19 
yyy  yyy  yyy
-13 
27 
31 
40 
44 
4 
yyy  yyy  yyy
-28 
-13 
14 
yyy  yyy  yyy
26 
16 
14 
12 
3 
-9 
yyy  yyy  yyy
2 
23 
10 
-8 
14 
22 
yyy  yyy  yyy
9 
yyy  yyy  yyy
-9 
20 
30 
yyy  yyy  yyy
-2 
4 
0 
6 
2 
-4 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

66

Exhibit 1.15: Differences in Achievement for Mathematics Content Domains Across Assessment Years◊(Continued)
NumberCountry

Average
Scale Score

United Arab Emirates
2019
2015
2011
yyy United States2 † 2019
2 † 2015
2 20112 † 2007y

485 (1.7)455 (2.4)
438 (2.1)
yyy yyy542 (2.6)
546 (2.2)
543 (2.0)529 (2.6)

Measurement and Geometry

Differences
Between Years
2015

2011

30 

47 
17 

2007

yyy  yyy  yyy y
-3 
-1 
13 
3 
16 
13 

Average
Scale Score
472 (1.8)
442 (2.7)
418 (2.2)
yyy yyy520 (2.6)525 (2.6)535 (2.2)
522 (3.0)

Differences
Between Years
2015

2011

30 

54 
24 

2007

yyy  yyy  yyy y
-6 
-15 
-2 
-9 
3 
13 

Data
Average
Scale Score
476 (1.8)453 (2.4)
437 (1.9)
yyy yyy533 (3.0)
540 (2.8)545 (1.8)546 (2.8)

Differences
Between Years
2015

2011

23 

39 
16 

2007

yyy  yyy  yyy
-7 
-12 
-13 
-4 
-5 
-1 

Benchmarking Participants
Ontario, Canada
2 20192015
2011
2 2007yyy Quebec, Canada
2019≡ 20152011
2 2007yyy Abu Dhabi, UAE
20192 ψ 2015
2011
yyy Dubai, UAE
2 201920152011‡ 2007yyy

501 (3.6)500 (2.6)504 (3.4)495 (3.5)
yyy yyy530 (2.4)
533 (4.2)
531 (2.6)515 (3.0)
yyy yyy443 (2.0)422 (4.7)
420 (4.7)
yyy yyy548 (1.7)
514 (1.5)474 (1.7)452 (2.1)

2 

-2 
-4 

6 
4 
9 

yyy  yyy  yyy y
-3 
-2 
14 
1 
17 
16 
yyy  yyy  yyy y
21 
23 
2 
yyy  yyy  yyy y
34 
74 
95 
40 
61 
21 

516 (3.2)
526 (2.9)535 (3.5)530 (3.7)
yyy yyy532 (2.6)
542 (4.6)
536 (3.2)
524 (3.8)
yyy yyy429 (2.1)
412 (5.1)
401 (5.3)
yyy yyy535 (2.1)
503 (1.9)
449 (2.3)
424 (3.4)

-10 

-19 
-9 

-14 
-3 
5 

yyy  yyy  yyy y
-11 
-4 
8 
6 
18 
12 
yyy  yyy  yyy y
18 
28 
10 
yyy  yyy  yyy y33 86  112 
54 
79 
26 

527 (4.0)
536 (2.6)
536 (3.6)
545 (4.0)
yyy yyy535 (3.1)
541 (5.0)
538 (3.7)
523 (4.4)
yyy yyy435 (2.3)
423 (4.8)418 (4.4)
yyy yyy546 (2.0)517 (1.7)471 (3.1)
444 (3.0)

-9 

-9 
-1 

-18 
-9 
-9 

yyy  yyy  yyy
-6 
-3 
12 
4 
18 
15 
yyy  yyy  yyy
12 
17 
5 
yyy  yyy  yyy
30 
75  102 
45 
73 
27 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

67

Average Achievement in Content Domains by Gender
Exhibit 1.16 shows the differences in average achievement between boys and girls in the threemathematics content domains. The differences in average achievement between girls and boysin all three content areas largely reflected the overall TIMSS 2019 results, where boys had higher
achievement than girls in close to half the countries (27 out of 55). In the number content domain, girls
had higher average achievement than boys in 3 countries, and boys had higher average achievementin 25 countries. In measurement and geometry, girls had higher average achievement than boys in 3
countries, and boys had higher average achievement in 26 countries. In data, girls had higher averageachievement than boys in 8 countries, and boys had higher average achievement in 11. countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

68

Exhibit 1.16: Average Achievement in Mathematics Content Domains by Gender
Number(83 Items)

Country

Measurement and Geometry(52 Items)

Data(36 Items)

Girls

Boys

Girls

Boys

Girls

Albania
Armenia
Australia
Austria
Azerbaijan
Bahrain† Belgium (Flemish)Bosnia and Herzegovina
Bulgaria
1 2 Canada
Chile
Chinese Taipei
Croatia
CyprusCzech Republic† Denmark2 England
FinlandFrance1 Georgia
Germany† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandItaly
Japan
2 Kazakhstan
Korea, Rep. of
2 Kosovo
Kuwait2 Latvia
2 Lithuania
Malta
Montenegro
Morocco≡ Netherlands
2 New Zealand
North Macedonia† Northern Ireland† Norway (5)Oman
2 ψ Pakistan
2 ψ Philippines
Poland2 Portugal
Qatar
2 Russian Federation
2 Saudi Arabia
2 Serbia
3 Singapore
2 Slovak RepublicSouth Africa (5)Spain
Sweden2 Turkey (5)United Arab Emirates
2 † United States

493 (3.8)520 (2.6)
501 (3.0)
539 (2.6)
528 (3.2)
482 (3.5)
520 (2.1)
454 (2.7)
520 (4.3)
495 (2.7)- 597 (2.4)
506 (2.5)
528 (3.1)
531 (2.5)513 (2.4)556 (4.4)525 (2.9)474 (3.6)
498 (3.9)512 (2.5)595 (4.5)525 (3.0)443 (6.6)
551 (3.2)
515 (2.5)585 (2.2)
522 (2.9)589 (2.6)
444 (3.1)- 543 (2.9)
535 (3.1)
510 (2.7)450 (2.9)385 (4.9)
528 (2.8)476 (4.3)
472 (5.9)
571 (3.6)
538 (2.6)
431 (4.0)358 (14.1)
324 (6.5)
508 (3.3)
516 (3.3)455 (5.1)
563 (3.6)- 519 (3.2)
631 (4.3)
507 (3.6)
381 (4.0)
498 (2.7)513 (3.2)
524 (4.8)
481 (2.5)537 (2.9)497 (4.3)
516 (2.9)511 (3.8)
544 (2.2)
524 (3.0)475 (3.6)
533 (2.6)463 (2.6)
523 (4.4)515 (2.4)- 602 (2.2)
518 (2.5)
549 (3.5)
540 (3.1)
523 (2.8)562 (3.4)
530 (2.8)487 (3.7)504 (4.0)523 (2.3)
600 (3.8)535 (3.1)
449 (5.8)558 (3.2)
529 (3.2)
587 (2.2)
523 (2.8)
597 (3.1)
451 (3.5)- 550 (3.2)
541 (3.6)
514 (2.0)457 (2.4)
382 (4.5)
538 (2.8)481 (3.6)473 (5.3)
574 (3.8)
542 (2.8)416 (5.1)
346 (11.9)
293 (6.0)
517 (3.1)
532 (3.2)
454 (3.2)
572 (3.6)- 516 (3.9)
639 (4.3)
518 (4.4)
360 (3.8)513 (2.4)
521 (3.4)
527 (6.1)
489 (2.2)
547 (3.1)

492 (3.9)489 (3.1)
509 (3.2)
534 (3.0)
501 (4.0)473 (3.5)
545 (2.5)452 (3.7)
518 (5.5)500 (2.7)- 606 (1.9)
514 (3.9)515 (3.3)
533 (3.5)
533 (3.4)
540 (4.5)
537 (3.4)
490 (3.9)
466 (4.1)
524 (3.2)
600 (3.6)510 (3.7)
440 (6.0)
538 (3.7)504 (3.5)
602 (3.4)512 (3.2)
605 (3.0)
448 (3.7)- 545 (3.1)
542 (3.5)
492 (2.4)
460 (4.0)
386 (5.7)
530 (2.3)
476 (3.7)
476 (6.5)
551 (3.8)
543 (3.3)
433 (4.0)296 (19.7)
276 (7.7)
524 (3.1)
512 (3.5)
432 (5.5)566 (4.2)- 496 (4.0)
615 (4.0)
497 (4.1)
371 (4.3)
484 (3.1)
515 (4.1)
524 (4.8)
467 (2.6)513 (3.0)499 (4.0)
491 (3.9)523 (3.9)
549 (2.7)504 (3.4)475 (3.4)557 (2.7)
464 (3.0)525 (5.2)
520 (2.1)- 609 (2.4)
522 (3.4)
538 (4.2)
547 (3.9)
540 (2.4)
550 (3.2)
540 (3.3)505 (3.9)473 (5.0)
538 (2.8)615 (3.7)
528 (4.1)
450 (5.3)
543 (3.2)
516 (3.7)601 (2.6)515 (2.9)
610 (3.1)
452 (3.7)- 550 (3.4)
545 (3.7)502 (2.8)459 (3.3)
385 (4.8)
544 (3.0)
486 (3.4)474 (5.8)560 (3.7)
549 (3.6)424 (5.1)
278 (14.3)
243 (7.4)
535 (3.5)
528 (3.1)
437 (2.9)576 (3.8)- 502 (5.2)
625 (4.5)
514 (4.4)354 (3.9)502 (2.9)
528 (3.5)
531 (5.5)476 (2.5)526 (3.0)494 (4.7)
450 (4.3)
531 (4.0)524 (4.2)
508 (3.5)487 (3.7)
523 (2.6)
412 (4.0)
491 (6.2)
514 (3.0)- 588 (3.6)
491 (2.9)518 (3.7)512 (3.2)
524 (3.2)
561 (4.2)
534 (3.6)
470 (4.1)
439 (5.4)
511 (4.0)
607 (4.4)503 (4.0)423 (6.0)
540 (3.8)490 (3.6)
608 (2.5)484 (3.6)605 (3.2)
423 (4.3)- 542 (4.0)
543 (3.9)506 (2.4)
442 (4.0)379 (5.8)
549 (4.0)503 (4.8)465 (7.5)
564 (3.1)
548 (3.9)442 (4.3)
303 (20.3)
315 (7.6)
523 (3.7)
518 (2.9)448 (5.7)
556 (4.2)- 493 (4.1)
611 (4.1)
501 (4.6)403 (3.9)
491 (3.0)525 (4.4)510 (4.7)472 (2.6)
527 (3.2)

International Average

506 (0.5)510 (0.5)

501 (0.6)508 (0.6)



499 (0.7)500 (0.6)

491 (5.2)
520 (2.9)586 (2.4)
516 (2.7)
441 (3.1)
544 (3.4)512 (3.8)
538 (2.6)595 (2.5)533 (2.5)445 (2.9)552 (2.4)

506 (4.8)523 (3.0)
586 (2.8)
498 (3.9)427 (2.9)
531 (3.8)526 (3.3)
540 (3.0)595 (2.8)517 (3.3)
432 (3.2)
540 (2.7)



520 (5.2)
526 (3.7)
598 (3.3)505 (3.8)434 (3.0)
541 (3.8)534 (4.0)543 (3.2)
608 (3.4)
521 (3.2)
436 (3.3)
551 (2.8)














































































Boys














485 (4.4)444 (5.0)
537 (3.6)
532 (2.7)500 (3.3)
479 (4.2)
530 (3.2)
414 (4.5)488 (6.1)
531 (2.4)- 592 (2.7)
497 (3.9)
529 (4.2)
524 (3.5)
526 (3.4)
568 (3.5)
534 (3.1)
481 (3.7)
449 (5.9)518 (4.2)
607 (4.1)
512 (4.2)
426 (5.4)
545 (3.4)
507 (3.8)603 (2.2)
479 (3.2)
600 (3.5)423 (5.1)- 542 (3.3)
547 (4.7)
517 (2.7)
436 (3.3)
369 (5.5)550 (3.9)504 (3.8)464 (6.2)
564 (4.0)
546 (4.1)
423 (4.6)
257 (12.5)
269 (7.8)525 (3.2)
537 (3.3)
443 (3.7)
564 (4.3)- 486 (5.7)
616 (4.3)
510 (5.4)
377 (4.4)507 (3.2)
529 (3.8)511 (5.8)
480 (2.4)
539 (3.8)




















Benchmarking Participants
2 Ontario, Canada

Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
2 Dubai, UAE
















Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 fourth grade mathematics eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

69

Average Achievement in Cognitive Domains
Exhibit 1.17 shows countries’ average achievement in the knowing, applying, and reasoning cognitive
domains relative to their overall average achievement (from highest to lowest overall averageachievement). Interestingly, few countries had a relative strength in the knowing cognitive domain,
especially compared with the applying domain. Nine countries had a relative strength in the knowing
cognitive domain, and 25 had a relative weakness. Twenty-four countries had a relative strength in
the applying cognitive domain, and 10 had a relative weakness. Seventeen countries had a relative
strength in the reasoning cognitive domain, and 28 had a relative weakness. Hungary, Croatia, andMalta were the only countries with no relative strengths or weaknesses in the cognitive domains.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

70

Exhibit 1.17: Average Achievement in Mathematics Cognitive Domains

Country

3 Singapore† Hong Kong SAR

Korea, Rep. ofChinese Taipei
Japan
2 Russian Federation† Northern Ireland
2 England
Ireland2 Latvia† Norway (5)2 Lithuania
Austria≡ Netherlands
2 † United States
Czech Republic† Belgium (Flemish)CyprusFinland2 Portugal† Denmark
Hungary
2 Turkey (5)SwedenGermany
PolandAustralia
Azerbaijan
Bulgaria
Italy
2 Kazakhstan
1 2 Canada
2 Slovak Republic
CroatiaMalta
2 Serbia
Spain
Armenia
Albania
2 New ZealandFrance1 Georgia
United Arab Emirates
Bahrain
North Macedonia
Montenegro
Bosnia and Herzegovina
Qatar
2 Kosovo
Iran, Islamic Rep. of
Chile
Oman
2 Saudi Arabia
Morocco
KuwaitSouth Africa (5)2 ψ Pakistan
2 ψ Philippines

Knowing(59 Items)

Applying(74 Items)

OverallMathematics
Average
Scale Score

Average
Scale Score

Difference
from Overall
Mathematics
Score

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (2.6)525 (1.9)523 (2.6)
523 (4.4)
521 (2.8)521 (2.3)
520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (2.5)512 (1.9)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)494 (3.4)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)472 (5.3)
453 (2.0)452 (2.4)
449 (3.4)
444 (3.0)443 (3.9)
441 (2.7)
431 (3.7)
398 (3.6)383 (4.3)
383 (4.7)
374 (3.6)
328 (12.0)
297 (6.4)

640 (3.9)600 (3.0)
612 (3.6)
622 (1.9)
597 (2.0)555 (3.0)574 (3.3)
563 (3.3)
550 (3.0)
537 (2.6)
541 (2.3)
535 (2.8)
540 (2.0)534 (2.1)
536 (2.6)
528 (3.0)
546 (2.4)
530 (3.3)
531 (2.4)
523 (2.8)524 (2.2)525 (2.6)514 (4.4)515 (3.1)
523 (2.3)
509 (2.7)509 (3.3)
513 (2.3)
511 (4.1)
515 (3.0)510 (2.3)
506 (2.1)
502 (3.3)
508 (2.2)
510 (1.4)504 (3.3)
499 (2.4)
497 (2.7)
492 (3.7)
476 (2.7)
488 (3.3)
473 (3.9)479 (1.6)478 (2.7)
470 (5.6)445 (2.1)
444 (2.7)
447 (3.6)445 (3.2)
436 (3.9)427 (2.6)424 (4.4)- 379 (4.4)- 372 (3.7)
327 (12.6)
302 (6.3)

15 (1.7)-2 (1.8)
13 (2.4)
22 (1.3)
4 (0.9)-12 (1.3)
9 (1.5)7 (1.2)2 (1.7)-9 (1.0)-2 (1.2)-7 (1.9)
1 (1.4)-3 (1.0)
2 (0.8)-5 (1.7)
14 (1.1)-2 (1.8)-1 (1.1)-2 (1.6)-1 (1.7)
1 (1.5)-8 (1.3)-6 (1.7)
2 (1.3)-11 (1.1)-7 (1.5)-2 (1.1)-4 (1.0)0 (2.0)-2 (0.9)-5 (0.7)-8 (1.2)-2 (1.1)0 (1.5)-4 (2.1)-3 (0.8)-1 (1.4)-2 (1.9)-11 (1.7)
3 (1.6)-8 (2.1)-2 (0.7)-2 (0.9)-2 (2.1)-8 (1.1)-8 (1.7)-2 (1.2)0 (1.0)-7 (1.1)-14 (1.0)-7 (1.7)- -4 (1.0)- -1 (0.8)-1 (2.4)
5 (1.5)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

577 (2.1)
542 (1.8)535 (2.7)515 (4.0)504 (3.7)
439 (2.0)-16 (1.2)-2 (1.2)
3 (1.3)-4 (3.3)-8 (1.6)-1 (1.2)









































Reasoning(38 Items)

Average
Scale Score

Difference
from Overall
Mathematics
Score

626 (3.9)
606 (3.3)
594 (2.5)600 (1.5)593 (2.0)571 (3.6)565 (2.8)553 (3.3)
551 (2.7)
547 (2.7)
540 (2.3)
547 (2.7)
538 (2.1)
536 (2.2)
537 (2.6)
531 (2.6)
526 (2.0)536 (3.0)
531 (2.4)
528 (2.6)
520 (2.3)
521 (2.8)531 (4.4)
518 (2.8)514 (2.5)
521 (2.8)516 (2.9)519 (3.1)
518 (4.5)
517 (2.6)514 (2.7)513 (1.9)508 (3.4)509 (2.3)
508 (1.2)
509 (3.5)506 (1.9)
501 (2.9)
498 (3.3)
487 (2.4)482 (3.1)
490 (3.6)484 (1.7)479 (2.6)477 (5.2)
454 (2.1)
452 (2.9)453 (3.4)445 (3.0)450 (4.0)
446 (3.0)434 (3.5)- 387 (4.5)- 375 (3.6)
306 (13.1)
286 (6.9)

0 (1.2)5 (2.0)-5 (1.2)
1 (1.5)0 (1.5)4 (0.9)-1 (1.4)-3 (1.5)
3 (1.4)0 (0.8)-3 (0.8)
5 (1.0)-2 (0.7)-2 (1.3)
3 (0.8)-1 (1.0)-6 (0.9)4 (1.1)-1 (0.9)
3 (0.7)-5 (1.8)-2 (1.5)
8 (0.9)-3 (1.1)-7 (1.2)
1 (1.0)0 (1.1)4 (1.1)3 (1.0)2 (1.2)2 (0.9)1 (0.7)-2 (1.9)0 (1.6)-2 (1.4)
1 (1.3)3 (1.4)3 (1.2)4 (1.0)0 (1.0)-3 (0.9)8 (1.2)3 (0.5)0 (1.0)5 (1.9)1 (1.1)0 (1.9)4 (1.2)
1 (1.3)7 (1.0)5 (1.9)3 (1.1)- 4 (1.5)- 2 (1.0)-21 (2.6)-10 (1.7)

599 (2.5)
547 (1.6)
533 (2.3)
520 (2.4)514 (3.4)
442 (2.0)

6 (1.4)3 (0.7)
1 (1.2)2 (1.2)2 (1.1)1 (0.9)










































Average
Scale Score

Difference
from Overall
Mathematics
Score

614 (4.0)
596 (4.2)
596 (2.9)576 (1.8)
589 (2.2)
573 (3.6)
558 (2.9)554 (3.4)
542 (2.5)554 (3.0)551 (2.9)534 (3.3)
537 (2.4)
546 (2.9)524 (2.5)
541 (2.8)530 (2.0)526 (2.9)535 (2.5)
519 (2.9)535 (2.2)
522 (3.0)509 (5.1)
536 (2.9)
531 (2.8)527 (2.8)522 (3.0)506 (3.1)
509 (5.0)504 (2.9)507 (2.7)513 (2.0)522 (3.5)510 (2.8)508 (1.4)503 (3.7)
497 (2.0)483 (2.9)490 (3.7)
501 (2.7)
480 (3.3)
469 (4.5)474 (1.7)479 (2.5)470 (5.7)
463 (2.7)
461 (3.0)440 (3.5)
441 (3.2)
426 (4.3)
448 (4.0)424 (3.7)- 380 (5.2)- 370 (3.8)
354 (9.3)
272 (6.6)-11 (1.5)-6 (3.1)-3 (2.0)-23 (1.5)-4 (1.5)
6 (1.1)-7 (1.7)-2 (2.0)-7 (1.4)
8 (1.3)8 (2.6)-9 (2.4)-2 (1.6)
8 (2.5)-11 (0.7)
8 (1.1)-2 (0.8)-6 (1.0)
3 (0.9)-6 (1.9)
10 (1.6)-1 (1.2)-14 (2.2)
15 (1.4)
10 (1.3)
7 (1.0)6 (1.6)-9 (1.2)-6 (1.4)-11 (2.0)-5 (1.2)
2 (1.1)
12 (1.3)
0 (1.5)-1 (1.6)-5 (1.6)-6 (1.5)-15 (1.7)-4 (2.0)
14 (1.7)-5 (1.6)-13 (2.2)-7 (0.7)-1 (1.4)-2 (3.6)
10 (1.9)
10 (1.9)-10 (1.5)-3 (1.5)-17 (2.0)
7 (2.6)-6 (1.0)- -4 (2.1)- -3 (1.0)
27 (3.9)-25 (2.9)602 (2.8)
538 (1.8)524 (2.8)514 (2.7)
516 (3.5)435 (2.4)

9 (1.3)-6 (0.8)-8 (2.2)-4 (2.1)
4 (1.8)-6 (0.8)



















































Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Quebec, Canada
Madrid, Spain
2 Ontario, Canada
Abu Dhabi, UAE

















Subscale score significantly higher than overall mathematics score
Subscale score significantly lower than overall mathematics score

Numbers of items are based on the TIMSS 2019 fourth grade mathematics eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

71

Trends in Average Achievement in Cognitive Domains
Exhibit 1.18 presents differences in average achievement for the three cognitive domains across four
assessment cycles back to 2007, when TIMSS first began providing scaled results in the cognitive
domains. Forty-three countries participated in both the TIMSS 2015 and TIMSS 2019 assessments
and have comparable cognitive domain scores for the two assessment cycles. The recent trends inthe knowing cognitive domain showed increases in 7 countries and decreases in 9 countries. In theapplying domain, 12 countries showed increases and 10 decreases. In the reasoning domain, 6 showed
increases and 8 decreases.
Between 2007 and 2019 there were more differences in average achievement in the cognitive
domains than there were in short-term—almost all of them positive. In the knowing and applying
domains, 14 countries had higher average achievement in 2019 than 2007 and 13 had higher averageachievement in the reasoning domain. Two countries had lower average achievement in the knowing
domain, only 1 country had lower average achievement in the applying domain, and none had lower
average achievement in the reasoning domain.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

72

Exhibit 1.18: Differences in Achievement for Mathematics Cognitive Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Knowing
Country

Average
Scale Score

Armenia
2019
2015
2011
yyy Australia
2019
2015
2011
2007
yyy Austria
2019
2011
2007
yyy Azerbaijan
2019
2 2011yyy Bahrain
2019
2 20152011
yyy Belgium (Flemish)† 2019† 20152011
yyy Bulgaria
2019
2015
yyy Canada
1 2 2019
1 2 † 2015
yyy Chile
2019
2015
2011
yyy Chinese Taipei
2019
2015
2011
2007
yyy Croatia
2019
2015
2 2011
yyy Cyprus
2019
2015
yyy Czech Republic
2019
2015
2011
2007
yyy Denmark† 20192 † 2015
2 2011† 2007yyy England
2 2019
2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

y

497 (2.7)
494 (3.5)
461 (4.0)
yyy yyy509 (3.3)
509 (3.5)
516 (3.4)
511 (4.1)
yyy yyy540 (2.0)507 (2.7)504 (2.2)
yyy yyy513 (2.3)473 (6.5)
yyy yyy478 (2.7)453 (1.8)
438 (3.8)
yyy yyy546 (2.4)554 (2.3)
564 (2.0)
yyy yyy511 (4.1)
527 (5.1)
yyy yyy506 (2.1)
505 (2.4)
yyy yyy427 (2.6)
449 (2.8)455 (2.4)
yyy yyy622 (1.9)620 (2.3)
599 (2.0)586 (1.9)
yyy yyy508 (2.2)502 (1.9)495 (1.9)
yyy yyy530 (3.3)
519 (2.8)
yyy yyy528 (3.0)519 (2.5)502 (2.4)472 (2.5)
yyy yyy524 (2.2)
536 (3.3)
531 (2.7)
514 (2.7)
yyy yyy563 (3.3)
554 (3.3)
552 (4.3)
546 (3.6)

Applying

Differences
Between Years
2015

2011

3 

36 
33 

2007

yyy  yyy  yyy y
-2 
-7 
0 
-7 
-2 
5 
yyy  yyy  yyy y
33 
36 
4 
yyy  yyy  yyy y40 yyy  yyy  yyy y
39 
25 
15 
yyy  yyy  yyy y
-8 
-18 
-10 
yyy  yyy  yyy y-16 
yyy  yyy  yyy y1 
yyy  yyy  yyy y
-28 
-21 
-7 
yyy  yyy  yyy y
1 
23 
36 
21 
35 
13 
yyy  yyy  yyy y
5 
13 
8 
yyy  yyy  yyy y11 
yyy  yyy  yyy y
9 
26 
57 
17 
48 
30 
yyy  yyy  yyy y
-12 
-8 
10 
5 
22 
18 
yyy  yyy  yyy y
9 
11 
17 
2 
8 
6 

Average
Scale Score
501 (2.9)475 (3.8)446 (4.0)
yyy yyy516 (2.9)
521 (3.0)519 (3.0)522 (3.6)
yyy yyy538 (2.1)
506 (2.8)505 (2.0)
yyy yyy519 (3.1)
457 (6.1)
yyy yyy479 (2.6)
450 (1.6)
431 (3.3)
yyy yyy526 (2.0)544 (2.2)
546 (2.2)
yyy yyy518 (4.5)
523 (5.6)
yyy yyy513 (1.9)510 (2.3)
yyy yyy446 (3.0)462 (2.4)
463 (2.4)
yyy yyy600 (1.5)593 (2.1)
593 (2.1)
574 (1.9)
yyy yyy509 (2.3)
499 (1.9)484 (2.0)
yyy yyy536 (3.0)529 (2.8)
yyy yyy531 (2.6)
528 (2.4)512 (2.8)493 (2.9)
yyy yyy520 (2.3)
538 (2.8)
539 (2.9)527 (2.8)
yyy yyy553 (3.3)
544 (3.2)
542 (3.7)
542 (3.3)

Reasoning

Differences
Between Years
2015

2011

26 

55 
29 

2007

yyy  yyy  yyy y
-5 
-3 
-6 
2 
-1 
-3 
yyy  yyy  yyy y
32 
32 
0 
yyy  yyy  yyy y62 
yyy  yyy  yyy y
29 
48 
19 
yyy  yyy  yyy y
-18 
-19 
-2 
yyy  yyy  yyy y-4 
yyy  yyy  yyy y3 
yyy  yyy  yyy y
-17 
-17 
0 
yyy  yyy  yyy y
7 
7 
26 
0 
19 
19 
yyy  yyy  yyy y
11 
26 
15 
yyy  yyy  yyy y8 
yyy  yyy  yyy y
3 
20 
38 
16 
35 
19 
yyy  yyy  yyy y
-18 
-19 
-7 
-1 
11 
12 
yyy  yyy  yyy y
9 
11 
11 
2 
3 
0 

Average
Scale Score
483 (2.9)458 (4.4)
442 (3.7)
yyy yyy522 (3.0)523 (3.0)513 (2.7)
516 (3.7)
yyy yyy537 (2.4)
513 (3.3)
506 (2.4)
yyy yyy506 (3.1)
445 (6.2)
yyy yyy479 (2.5)
447 (2.0)439 (3.2)
yyy yyy530 (2.0)536 (2.7)
532 (2.7)
yyy yyy509 (5.0)521 (5.8)
yyy yyy513 (2.0)521 (2.4)
yyy yyy448 (4.0)466 (2.3)
469 (2.5)
yyy yyy576 (1.8)
576 (3.1)
577 (2.5)
571 (2.0)
yyy yyy510 (2.8)507 (2.1)
492 (2.9)
yyy yyy526 (2.9)519 (3.1)
yyy yyy541 (2.8)
544 (3.0)523 (2.5)
491 (3.6)
yyy yyy535 (2.2)
548 (3.2)
543 (2.7)525 (2.5)
yyy yyy554 (3.4)
540 (3.2)
531 (3.8)
539 (3.4)

Differences
Between Years
2015

2011

25 

41 
16 

2007



yyy  yyy  yyy 
-1 
9 
6 
10 
7 
-3 



yyy  yyy  yyy 
24 
31 
7 



yyy  yyy  yyy 
62 



yyy  yyy  yyy 
32 
40 
8 



yyy  yyy  yyy 
-6 
-1 
4 



yyy  yyy  yyy 
-11 



yyy  yyy  yyy 
-8 



yyy  yyy  yyy 
-18 
-21 
-3 



yyy  yyy  yyy 
1 
-1 
5 
-2 
5 
6 



yyy  yyy  yyy 
2 
17 
15 



yyy  yyy  yyy 
8 

yyy  yyy  yyy 
-2 
19 
50 
21 
52 
31 



yyy  yyy  yyy 
-13 
-8 
10 
5 
22 
17 



yyy  yyy  yyy 
14 
23 
15 
9 
1 
-8 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in cognitive domains using current methodology began with TIMSS 2007.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

73

Exhibit 1.18: Differences in Achievement for Mathematics Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

Finland
2019
2015
2011
yyy France
2019
2015
yyy Georgia
1 20191 2015
1 2011
1 2007yyy Germany
2019
2015
2011
2007
yyy Hong Kong SAR† 2019† 20152 20112007
yyy Hungary
2019
2015
2011
2007
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
yyy Ireland
2019
2015
2011
yyy Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Kazakhstan
2 20192 2011yyy Korea, Rep. of
2019
2015
2011
yyy Lithuania
2 20192 2015
1 2 2011
1 2007yyy Malta
2019
2011
yyy Morocco
2019
2015
Ж 2011

y

y

y

y

y

y

y

y

y

y

y

y

y

y

531 (2.4)
530 (2.2)
548 (2.6)
yyy yyy
488 (3.3)
484 (2.8)
yyy yyy473 (3.9)
466 (4.0)449 (3.7)
445 (4.4)
yyy yyy523 (2.3)
524 (2.3)
524 (2.4)515 (2.1)
yyy yyy600 (3.0)
618 (3.1)
619 (3.4)
622 (3.8)
yyy yyy525 (2.6)
532 (3.1)
519 (3.8)511 (3.8)
yyy yyy436 (3.9)429 (3.2)
435 (4.0)
404 (3.9)
yyy yyy550 (3.0)554 (2.9)
539 (3.1)
yyy yyy515 (3.0)
511 (2.9)510 (2.8)512 (3.5)
yyy yyy597 (2.0)601 (2.4)
590 (1.7)
567 (2.4)
yyy yyy510 (2.3)503 (4.7)
yyy yyy612 (3.6)
627 (2.9)614 (2.0)
yyy yyy535 (2.8)532 (2.5)525 (2.9)
520 (2.8)
yyy yyy510 (1.4)504 (1.5)
yyy yyy379 (4.4)377 (3.7)
320 (4.3)

Applying

Differences
Between Years
2015

2011

1 

-17 
-18 

2007

yyy  yyy  yyy y3 
yyy  yyy  yyy y
24 
28 
8 
21 
16 
4 
yyy  yyy  yyy y
0 
0 
9 
0 
9 
9 
yyy  yyy  yyy y
-18 
-22 
-19 
-1 
-4 
-3 
yyy  yyy  yyy y
5 
14 
-8 
13 
21 
8 
yyy  yyy  yyy y
7 
1 
32 
25 
-6 
31 
yyy  yyy  yyy y
-4 
11 
15 
yyy  yyy  yyy y
4 
5 
3 
1 
-1 
-3 
yyy  yyy  yyy y
-4 
7 
31 
11 
35 
24 
yyy  yyy  yyy y7 
yyy  yyy  yyy y
-15 
-2 
13 
yyy  yyy  yyy y
3 
10 
16 
7 
13 
5 
yyy  yyy  yyy y6 
yyy  yyy  yyy y
3 
59 
57 

Average
Scale Score
531 (2.4)
536 (2.1)
544 (2.6)
yyy yyy
482 (3.1)
488 (3.1)
yyy yyy490 (3.6)
461 (4.1)
447 (3.4)
430 (4.7)
yyy yyy514 (2.5)515 (2.2)
528 (2.3)
530 (2.3)
yyy yyy606 (3.3)
621 (3.1)
597 (3.4)
606 (3.8)
yyy yyy521 (2.8)526 (3.3)
513 (3.3)
506 (3.8)
yyy yyy450 (4.0)435 (2.9)427 (3.7)
397 (4.0)
yyy yyy551 (2.7)
549 (2.2)
529 (2.7)
yyy yyy517 (2.6)504 (2.5)506 (2.8)
499 (3.1)
yyy yyy593 (2.0)589 (2.1)
579 (1.6)
570 (2.2)
yyy yyy514 (2.7)
499 (5.0)
yyy yyy594 (2.5)595 (2.1)
600 (2.2)
yyy yyy547 (2.7)
537 (2.7)
540 (2.4)
540 (2.7)
yyy yyy508 (1.2)
497 (1.9)
yyy yyy387 (4.5)375 (3.6)
332 (3.9)

Reasoning

Differences
Between Years
2015

2011

-5 

-13 
-8 

2007

yyy  yyy  yyy y-7 
yyy  yyy  yyy y
29 
42 
59 
14 
31 
17 
yyy  yyy  yyy y
-14 
-16 
-1 
-15 
-13 
-2 
yyy  yyy  yyy y
-14 
9 
0 
23 
14 
-9 
yyy  yyy  yyy y
-5 
8 
15 
20 
13 
7 
yyy  yyy  yyy y
15 
22 
52 
7 
38 
30 
yyy  yyy  yyy y
3 
23 
20 
yyy  yyy  yyy y
13 
11 
18 
-2 
5 
7 
yyy  yyy  yyy y
14 
23 
4 
10 
19 
9 
yyy  yyy  yyy y15 
yyy  yyy  yyy y
-1 
-6 
-5 
yyy  yyy  yyy y
10 
7 
7 
-4 
-4 
0 
yyy  yyy  yyy y10 
yyy  yyy  yyy y
12 
55 
43 

Average
Scale Score
535 (2.5)
540 (3.1)
546 (2.3)
yyy yyy480 (3.3)
491 (3.4)
yyy yyy469 (4.5)452 (4.4)
450 (3.3)
433 (4.7)
yyy yyy531 (2.8)535 (2.4)
532 (3.0)
530 (2.9)
yyy yyy596 (4.2)
600 (3.2)
589 (3.3)
596 (3.8)
yyy yyy522 (3.0)529 (3.6)
514 (3.7)510 (4.3)
yyy yyy426 (4.3)
426 (3.3)
423 (3.2)
401 (4.3)
yyy yyy542 (2.5)535 (2.7)510 (3.1)
yyy yyy504 (2.9)503 (3.3)505 (3.2)
511 (3.4)
yyy yyy589 (2.2)595 (2.7)
592 (1.9)
569 (2.3)
yyy yyy507 (2.7)
501 (4.7)
yyy yyy596 (2.9)
619 (2.5)603 (2.3)
yyy yyy534 (3.3)
534 (2.8)536 (2.5)
529 (2.8)
yyy yyy508 (1.4)475 (1.7)
yyy yyy380 (5.2)
379 (3.6)
347 (4.2)

Differences
Between Years
2015

2011

-5 

-10 
-5 

2007



yyy  yyy  yyy -11 
yyy  yyy  yyy
17 
19 
36
1 
19
18








yyy  yyy  yyy 
-4 
-1 
2 
3 
5 
2 



yyy  yyy  yyy 
-4 
7 
0 
11 
4 
-7 



yyy  yyy  yyy 
8 
12 
-7 
15 
20 
5 



yyy  yyy  yyy 
0 
4 
26 
26 
4 
22 



yyy  yyy  yyy 
7 
32 
26 



yyy  yyy  yyy 
1 
-1 
-7 
-3 
-8 
-5 



yyy  yyy  yyy 
-3 
19 
-6 
3 
26 
22 



yyy  yyy  yyy 
6 

yyy  yyy  yyy 
-22 
-6 
16 



yyy  yyy  yyy 
-1 
-3 
5 
-2 
6 
8 



yyy  yyy  yyy 
33 



yyy  yyy  yyy 
1 
33 
32 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

74

Exhibit 1.18: Differences in Achievement for Mathematics Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

Netherlands≡ 2019† 2015† 2011‡ 2007yyy New Zealand
2 2019
2015
2011
2007
yyy Northern Ireland† 2019‡ 2015† 2011yyy Norway (5)† 20192015
yyy Oman20192015
ψ 2011yyy Poland
2019
2015
yyy Portugal
2 20192 20152011
yyy Qatar
20192015
2 2011yyy Russian Federation
2 2019
2015
2011
2007
yyy Serbia
2 20193 20152 2011yyy Singapore
3 20192 20152 20112007
yyy Slovak Republic
2 2019
2015
2011
2007
yyy South Africa (5)
2019
2015
yyy Spain
2019
2 20152011
yyy Sweden
2019
2 2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

y

534 (2.1)
521 (1.8)537 (2.0)528 (2.3)
yyy yyy476 (2.7)475 (2.6)476 (3.2)
484 (2.7)
yyy yyy574 (3.3)
582 (3.9)580 (3.4)
yyy yyy541 (2.3)
544 (3.1)
yyy yyy424 (4.4)422 (2.7)
380 (3.2)
yyy yyy509 (2.7)
517 (2.4)
yyy yyy523 (2.8)
548 (2.6)
531 (3.3)
yyy yyy447 (3.6)
444 (3.4)
411 (3.7)
yyy yyy555 (3.0)556 (3.4)
541 (3.4)
539 (5.0)
yyy yyy504 (3.3)
513 (3.5)
520 (3.0)
yyy yyy640 (3.9)
631 (4.0)
629 (3.6)625 (4.2)
yyy yyy502 (3.3)
491 (2.4)506 (3.7)
491 (4.4)
yyy yyy372 (3.7)
378 (3.6)
yyy yyy499 (2.4)505 (2.4)482 (3.4)
yyy yyy515 (3.1)
501 (3.4)
489 (2.2)483 (2.6)

Applying

Differences
Between Years
2015

2011

2007

14 

-3 
-17 

6 
-8 
9 

yyy  yyy  yyy y
1 
-8 
0 
-1 
-8 
-7 
yyy  yyy  yyy y
-5 
-7 
2 
yyy  yyy  yyy y-4 
yyy  yyy  yyy y
2 
44 
43 
yyy  yyy  yyy y-8 
yyy  yyy  yyy y
-24 
-8 
17 
yyy  yyy  yyy y
36 
3 
33 
yyy  yyy  yyy y
-2 
14 
16 
16 
18 
2 
yyy  yyy  yyy y
-9 
-16 
-7 
yyy  yyy  yyy y
10 
11 
15 
2 
5 
4 
yyy  yyy  yyy y
11 
-5 
10 
-16 
-1 
15 
yyy  yyy  yyy y-5 
yyy  yyy  yyy y
-6 
17 
23 
yyy  yyy  yyy y
15 
26 
32 
12 
18 
6 

Average
Scale Score
536 (2.2)
531 (1.7)
540 (1.7)
540 (2.2)
yyy yyy
487 (2.4)
497 (2.5)490 (2.4)
493 (2.5)
yyy yyy565 (2.8)575 (3.2)
565 (2.9)
yyy yyy540 (2.3)
550 (2.6)
yyy yyy434 (3.5)428 (2.4)
382 (2.9)
yyy yyy521 (2.8)541 (2.1)
yyy yyy528 (2.6)
540 (2.4)
534 (3.7)
yyy yyy453 (3.4)
434 (3.5)
411 (3.4)
yyy yyy571 (3.6)
566 (3.7)
539 (3.9)
549 (5.2)
yyy yyy509 (3.5)
521 (3.4)
511 (3.2)
yyy yyy626 (3.9)
619 (4.0)
602 (3.4)
597 (4.1)
yyy yyy508 (3.4)
497 (2.5)505 (3.9)
496 (4.4)
yyy yyy375 (3.6)
377 (3.4)
yyy yyy506 (1.9)505 (2.4)483 (3.1)
yyy yyy518 (2.8)521 (2.7)
507 (2.2)
506 (2.4)

Reasoning

Differences
Between Years
2015

2011

2007

5 

-4 
-10 

-4 
-10 
0 

yyy  yyy  yyy y
-10 
-2 
-5 
7 
4 
-3 
yyy  yyy  yyy y
-11 
0 
11 
yyy  yyy  yyy y-10 
yyy  yyy  yyy y
6 
52 
46 
yyy  yyy  yyy y-20 
yyy  yyy  yyy y
-12 
-6 
6 
yyy  yyy  yyy y
19 
42 
23 
yyy  yyy  yyy y
4 
31 
22 
27 
18 
-9 
yyy  yyy  yyy y
-12 
-2 
10 
yyy  yyy  yyy y
24 
29 
6 
17 
23 
5 
yyy  yyy  yyy y
11 
3 
12 
-9 
1 
9 
yyy  yyy  yyy y-1 
yyy  yyy  yyy y
1 
22 
22 
yyy  yyy  yyy y
-3 
10 
12 
14 
16 
2 

Average
Scale Score
546 (2.9)543 (2.6)
543 (2.7)
537 (2.5)
yyy yyy501 (2.7)504 (2.7)
490 (2.5)502 (2.7)
yyy yyy558 (2.9)550 (3.3)
538 (3.4)
yyy yyy551 (2.9)556 (2.9)
yyy yyy424 (3.7)
420 (2.4)
391 (2.7)
yyy yyy527 (2.8)546 (2.3)
yyy yyy519 (2.9)532 (2.3)
531 (3.7)
yyy yyy440 (3.5)
431 (4.4)
416 (4.4)
yyy yyy573 (3.6)
570 (4.0)
548 (3.4)
544 (5.1)
yyy yyy503 (3.7)
517 (3.8)514 (3.9)
yyy yyy614 (4.0)603 (4.5)
588 (3.7)
584 (4.0)
yyy yyy522 (3.5)515 (2.9)511 (3.8)
499 (4.8)
yyy yyy370 (3.8)369 (3.5)
yyy yyy497 (2.0)502 (2.5)483 (2.9)
yyy yyy536 (2.9)
542 (3.3)
520 (2.9)519 (2.8)

Differences
Between Years
2015

2011

2007

3 

2 
0 

9 
6 
7 


yyy  yyy  yyy 
-2 
11 
0 
13 
2 
-12 



yyy  yyy  yyy 
9 
20 
12 



yyy  yyy  yyy 
-5 



yyy  yyy  yyy 
5 
34 
29 



yyy  yyy  yyy 
-19 



yyy  yyy  yyy 
-12 
-11 
1 



yyy  yyy  yyy 
24 
9 
15 



yyy  yyy  yyy 
3 
25 
29 
22 
26 
4 



yyy  yyy  yyy 
-14 
-11 
2 



yyy  yyy  yyy 
26 
30 
11 
15 
19 
4 



yyy  yyy  yyy 
11 
23 
6 
5 
17 
12 



yyy  yyy  yyy 
1 yyy  yyy  yyy 
-5 
14 
19 



yyy  yyy  yyy 
-6 
16 
16 
22 
22 
0 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

75

Exhibit 1.18: Differences in Achievement for Mathematics Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

United Arab Emirates
2019
2015
2011
yyy United States2 † 2019
2 † 2015
2 20112 † 2007y479 (1.6)453 (2.7)
437 (2.2)
yyy yyy536 (2.6)
547 (2.3)
556 (2.1)
541 (2.8)

Applying

Differences
Between Years
2015

2011

26 

42 
16 

2007

yyy  yyy  yyy y
-11 
-19 
-5 
-8 
6 
14 

Average
Scale Score
484 (1.7)452 (2.5)
430 (2.0)
yyy yyy537 (2.6)
537 (2.4)
539 (2.1)
524 (2.8)

Reasoning

Differences
Between Years
2015

2011

32 

54 
22 

2007

yyy  yyy  yyy y
0 
-1 
13 
-2 
13 
15 

Average
Scale Score
474 (1.7)
445 (2.4)
434 (2.3)
yyy yyy524 (2.5)
531 (2.5)525 (2.1)
525 (2.4)

Differences
Between Years
2015

2011

29 

41 
11 

2007



yyy  yyy  yyy 
-7 
-2 
-1 
5 
6 
1 

Benchmarking Participants
Ontario, Canada
2 20192015
2011
2 2007yyy Quebec, Canada
2019≡ 20152011
2 2007yyy Abu Dhabi, UAE
20192 ψ 2015
2011
yyy Dubai, UAE
2 201920152011‡ 2007yyy504 (3.7)505 (2.5)510 (3.4)
498 (3.5)
yyy yyy535 (2.7)
542 (4.3)
536 (2.4)
519 (3.3)
yyy yyy439 (2.0)418 (5.1)
418 (4.9)
yyy yyy542 (1.8)514 (2.0)472 (2.4)454 (2.5)

-1 

-6 
-5 

6 
7 
11 

yyy  yyy  yyy y
-7 
-1 
16 
6 
23 
18 
yyy  yyy  yyy y
21 
21 
0 
yyy  yyy  yyy y
29 
71 
88 
42 
60 
18 

514 (3.4)
513 (2.3)
521 (3.4)
513 (3.3)
yyy yyy533 (2.3)
533 (4.1)
529 (2.4)
516 (3.1)
yyy yyy442 (2.0)422 (4.8)413 (4.7)
yyy yyy547 (1.6)510 (1.8)465 (2.3)
436 (2.2)

1 

-7 
-8 

0 
0 
8 

yyy  yyy  yyy y
1 
4 
17 
3 
17 
13 
yyy  yyy  yyy y
20 
29 
9 
yyy  yyy  yyy y37 82  111 
45 
74 
29 

516 (3.5)
524 (2.6)
522 (3.1)
526 (3.1)
yyy yyy524 (2.8)536 (4.9)534 (2.5)523 (3.2)
yyy yyy435 (2.4)
414 (4.4)
418 (4.5)
yyy yyy538 (1.8)507 (1.7)
464 (2.2)
441 (3.0)

-9 

-6 
3 

-11 
-2 
-5 


yyy  yyy  yyy 
-13 
-10 
1 
2 
14 
12 



yyy  yyy  yyy 
21 
16 
-5 



yyy  yyy  yyy 
31 
74 
97 
44 
66 
23 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE76

Average Achievement in Cognitive Domains by Gender
Exhibit 1.19 shows the differences between girls’ and boys’ average achievement in the cognitive
domains of knowing, applying, and reasoning. Reflecting the higher average achievement overall forboys in 27 of the 56 TIMSS 2019 countries for which cognitive domain scores were estimated, boys
also had higher average achievement than girls in many countries in the cognitive domains—31
countries in the knowing domain, 15 in the applying domain, and 28 in the reasoning domain. Girls
had higher average achievement than boys in all three domains in the same 3 countries—Oman, thePhilippines and South Africa (fifth grade).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

77

Exhibit 1.19: Average Achievement in Mathematics Cognitive Domains by Gender
Knowing(59 Items)

Country

Applying(74 Items)

Reasoning(38 Items)

Girls

Boys

Girls

Boys

Girls

Boys

Albania
Armenia
Australia
Austria
Azerbaijan
Bahrain† Belgium (Flemish)Bosnia and Herzegovina
Bulgaria
1 2 Canada
Chile
Chinese Taipei
Croatia
CyprusCzech Republic† Denmark2 England
FinlandFrance1 Georgia
Germany† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandItaly
Japan
2 Kazakhstan
Korea, Rep. of
2 Kosovo
Kuwait2 Latvia
2 Lithuania
Malta
Montenegro
Morocco≡ Netherlands
2 New Zealand
North Macedonia† Northern Ireland† Norway (5)Oman
2 ψ Pakistan
2 ψ Philippines
Poland2 Portugal
Qatar
2 Russian Federation
2 Saudi Arabia
2 Serbia
3 Singapore
2 Slovak RepublicSouth Africa (5)Spain
Sweden2 Turkey (5)United Arab Emirates
2 † United States

491 (4.2)
497 (3.1)
499 (3.4)
534 (2.7)513 (2.9)
481 (3.3)
539 (2.7)
441 (2.8)509 (4.8)495 (2.8)420 (3.2)
619 (2.1)
501 (3.1)
518 (3.8)520 (3.0)517 (3.0)555 (4.4)
528 (3.1)
477 (3.7)
468 (4.5)515 (3.4)
594 (3.7)
519 (3.1)
433 (6.6)
546 (4.1)
508 (3.3)
597 (2.4)508 (3.1)
608 (4.8)440 (3.8)- 533 (2.9)
532 (3.2)
504 (2.0)443 (3.7)
381 (4.9)
527 (3.3)
469 (4.3)
468 (6.5)
570 (4.0)535 (2.7)
431 (4.4)
338 (17.0)
320 (6.6)
500 (3.3)512 (3.2)
445 (5.7)
550 (3.2)- 504 (3.5)
634 (4.2)
493 (3.4)384 (4.0)490 (3.3)
510 (3.3)512 (4.5)475 (2.5)
528 (3.0)493 (4.3)
497 (3.1)
519 (4.0)
546 (2.3)
513 (3.0)474 (3.6)554 (2.9)447 (3.5)513 (4.2)
517 (2.3)
434 (3.3)
624 (2.6)514 (2.5)
542 (4.2)
536 (3.9)
531 (2.8)570 (3.6)
534 (3.0)497 (3.9)479 (4.4)
531 (2.8)605 (3.6)
530 (2.9)440 (5.4)554 (3.4)
522 (3.7)
598 (2.6)
511 (3.0)
616 (4.3)
449 (3.8)- 541 (3.1)
538 (3.6)515 (3.0)446 (2.4)
377 (4.6)
541 (3.7)
482 (3.6)472 (5.8)
579 (4.2)
546 (3.4)
417 (5.3)
318 (12.5)
285 (6.4)
518 (2.9)533 (3.7)
450 (3.7)
559 (3.3)- 505 (4.4)
646 (4.4)510 (4.0)361 (3.9)508 (2.8)521 (3.8)517 (5.6)484 (2.2)
544 (3.0)497 (3.6)504 (3.0)513 (2.9)536 (2.9)523 (3.8)482 (3.3)
523 (2.2)
447 (3.2)
518 (5.2)
505 (2.6)
444 (3.6)
599 (1.9)504 (2.8)530 (3.4)
528 (2.8)518 (2.9)552 (4.1)
532 (3.1)
478 (3.6)
488 (4.0)510 (3.0)604 (4.1)
516 (3.4)
447 (6.7)
548 (3.4)
511 (2.9)594 (2.8)515 (3.5)
594 (2.7)
443 (3.6)- 546 (3.0)
546 (3.0)504 (1.8)453 (2.7)
387 (4.8)533 (2.2)
487 (3.7)479 (6.5)565 (3.4)
539 (2.8)442 (3.7)
318 (18.0)
303 (7.7)
521 (3.3)
520 (3.3)
456 (4.7)
567 (3.7)- 510 (3.8)
623 (4.0)504 (3.7)385 (3.9)
498 (2.3)
515 (3.5)
532 (4.6)482 (2.6)534 (3.0)

498 (3.8)
499 (3.6)
519 (3.5)
540 (2.2)
516 (3.6)477 (3.6)
530 (2.6)457 (3.1)
519 (4.6)
520 (2.0)447 (3.3)
601 (2.0)514 (2.9)544 (3.9)535 (3.2)
522 (2.8)555 (3.4)
530 (2.8)
485 (3.5)
491 (4.1)
518 (2.7)
608 (3.8)526 (3.2)
452 (5.5)554 (3.0)523 (3.3)
591 (2.0)513 (3.1)
595 (2.9)448 (3.6)- 547 (3.2)
547 (3.7)
511 (2.0)455 (2.5)387 (4.7)
539 (3.1)
488 (3.1)
475 (5.2)
564 (3.7)
540 (3.1)
426 (4.2)
297 (13.2)
271 (6.6)
522 (3.0)535 (2.9)451 (3.8)574 (3.9)- 508 (4.3)
628 (4.2)
512 (4.1)
366 (4.1)
512 (2.5)
521 (3.2)
530 (5.9)487 (2.3)
541 (2.9)

487 (3.9)483 (3.8)517 (3.2)
531 (2.9)507 (3.4)482 (3.7)
524 (2.2)457 (3.9)505 (5.7)503 (3.0)442 (5.0)
570 (2.4)503 (3.6)515 (3.0)535 (3.0)
532 (2.5)550 (5.0)533 (3.1)
472 (3.3)
463 (4.5)
526 (3.8)590 (4.3)
513 (3.5)421 (6.5)
538 (3.4)
494 (3.5)
588 (3.0)507 (3.1)
591 (3.1)
441 (4.2)- 550 (3.8)
529 (3.5)507 (2.5)
461 (3.4)
382 (5.3)
541 (3.6)
499 (3.5)470 (6.3)
556 (3.2)
551 (4.0)
431 (3.6)354 (13.5)
289 (7.6)
523 (3.5)513 (3.3)
438 (5.2)
568 (4.3)- 501 (5.0)
609 (4.2)
512 (4.3)
380 (4.8)
485 (2.5)
532 (3.5)503 (4.8)
469 (2.7)
516 (3.3)

493 (4.6)483 (3.4)
528 (3.8)
543 (3.2)
505 (3.7)
476 (3.3)
537 (2.6)
466 (3.2)
514 (5.3)
523 (2.1)
453 (4.3)
581 (2.9)516 (3.9)
539 (3.8)
548 (3.6)
538 (3.0)558 (3.3)
538 (3.2)
489 (4.2)
475 (5.2)
537 (2.7)601 (5.3)
530 (3.7)
432 (5.8)
546 (3.3)
514 (3.5)
590 (2.5)508 (3.4)601 (3.5)
441 (3.5)- 559 (3.4)
538 (4.7)509 (2.4)465 (3.0)378 (5.7)
550 (3.5)503 (3.5)470 (5.9)
561 (3.9)551 (3.9)418 (4.7)354 (10.6)
256 (6.3)
531 (3.4)525 (3.5)
442 (3.4)
578 (4.1)- 505 (4.9)
619 (4.4)
531 (4.2)
361 (3.6)
507 (2.9)
539 (3.2)
516 (6.9)
480 (2.2)
531 (2.8)

International Average

500 (0.6)507 (0.5)505 (0.6)506 (0.5)

500 (0.6)507 (0.6)

493 (5.6)525 (3.1)
572 (2.2)505 (4.1)
436 (2.9)537 (3.6)

514 (3.4)
545 (3.0)
581 (3.2)
524 (4.2)
442 (3.0)
547 (2.1)

506 (4.9)
526 (2.9)595 (2.8)513 (2.6)
441 (2.7)
544 (3.4)

521 (3.3)
540 (2.7)
602 (2.8)
528 (3.0)443 (3.1)
550 (2.2)

505 (5.4)
514 (3.8)
596 (3.2)
503 (3.3)
431 (3.1)
533 (3.5)

526 (3.5)
533 (2.7)
607 (3.9)525 (3.4)
438 (3.3)
543 (2.3)






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


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





































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






















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


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
























Benchmarking Participants
2 Ontario, Canada

Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
2 Dubai, UAE

















Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 fourth grade mathematics eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

78

Science Grade 4
Average Science Achievement
Average Achievement and Scale Score Distributions
The TIMSS 2019 fourth grade science assessment was based on a comprehensive assessment
framework developed collaboratively with the participating countries to reflect their curricular goals.
The fourth grade science assessment included three content areas—life science, physical science,and Earth science. In accordance with the framework, the majority of the TIMSS 2019 science items
assessed students’ applying and reasoning skills. To cover the framework at the fourth grade, theTIMSS 2019 science assessment comprised 175 assessment items. This cycle marked the beginningof the transition to a computer-based assessment system. More than half of the TIMSS 2019 countries
administered the assessment in an “e” (electronic) format and almost half administered the assessment
in a paper format, as in TIMSS 2015. The “e” countries also administered the trend items in thepaper format to provide a bridge to the TIMSS 2015 and TIMSS 2019 paper-based assessments. The
assessment was carefully designed and analyzed, so that the TIMSS 2019 science achievement results
for all 58 countries are reported on the same TIMSS fourth grade science scale.
Exhibit 2.1 presents the average achievement at the fourth grade for each participating country(from highest to lowest) together with the scale score distribution underlying the scale score average.
Exhibit 2.2 shows whether relatively small differences in average achievement between one country
and the next are statistically significant.
Singapore and Korea performed similarly and had higher average achievement than all of
the other countries, followed by the Russian Federation and Japan, whose students had similarachievement. However, the Russian Federation’s performance was higher than all the remaining
countries, while Japan performed higher than all the remaining countries except Chinese Taipei.
Next, fourth grade students in Chinese Taipei performed similarly to students in Japan and Finlandand had higher achievement than students in all of the other countries except the four top performing
countries and Finland. In turn, Finland performed similarly to Chinese Taipei and had higher
achievement than all of the other remaining countries. Latvia, Norway (fifth grade), the United States,
Lithuania, Sweden, and England also performed very well. Essentially, Exhibit 2.2 shows clusters ofseveral similarly performing countries, followed by the next highest achieving clusters of similarly
performing countries, and so on.
A number of fourth grade TIMSS 2019 participants performed well. Thirty-two countries(including those discussed above) had higher average achievement than the centerpoint of 500(Exhibit 2.1), which is a point of reference on the TIMSS fourth grade science scale that remains
constant from TIMSS assessment to TIMSS assessment. However, although there was little difference
between countries from one to the next, there was a considerable difference between the highest

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

79

Exhibit 2.1: Average Science Achievement and Scale Score Distributions
Average
Scale Score

Country
3 Singapore

Korea, Rep. of
2 Russian Federation
Japan
Chinese Taipei
Finland2 Latvia† Norway (5)2 † United States
2 Lithuania
Sweden2 England
Czech Republic
Australia† Hong Kong SAR
PolandHungary
Ireland
2 Turkey (5)Croatia
1 2 Canada† DenmarkAustria
Bulgaria
2 Slovak Republic† Northern Ireland≡ Netherlands
Germany
2 Serbia
CyprusSpain
Italy
2 Portugal
2 New Zealand† Belgium (Flemish)
TIMSS Scale CenterpointMalta
2 Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
1 Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
2 Kosovo
2 Saudi Arabia
Kuwaitψ Morocco
Ж South Africa (5)2 Ж Pakistan
2 Ж Philippines

Science Achievement Distribution

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (3.3)
537 (2.7)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.4)
522 (2.6)
521 (4.9)
521 (3.7)
518 (2.3)
518 (2.9)518 (2.2)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
500
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)

























































Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE
2 Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)

100

200

300

400

500

100

200

300

400

500

600

700

800

600

700

800










Average significantly higher thanthe centerpoint of the TIMSS scaleAverage significantly lower thanthe centerpoint of the TIMSS scale

5th

Percentiles of Performance
75th
25th

95th

95% Confidence Interval for Average (±2SE)

The TIMSS achievement scale was established in 1995 based on the combined achievement distribution of all countries that participated in TIMSS 1995. To provide a point of reference for country
comparisons, the scale centerpoint of 500 was located at the mean of the combined achievement distribution. The units of the scale were chosen so that 100 scale score points corresponded to the standard
deviation of the distribution.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSSOURCE: IEA's Trends in International Science and Science Study - TIMSS 2019
International Study Center
Downloaded from http://timss2019.org/download

Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

80

Exhibit 2.2: Significance of Differences Between Countries’ Average Science Achievement

Singapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
SwedenEnglandCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaDenmark
Austria
Bulgaria
Slovak Republic
Northern Ireland
Netherlands
Germany
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (3.3)
537 (2.7)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.4)
522 (2.6)
521 (4.9)
521 (3.7)
518 (2.3)
518 (2.9)518 (2.2)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)

New ZealandPortugal

Italy

Spain

CyprusSerbiaGermany

Netherlands

Northern Ireland

Slovak Republic

Bulgaria

Austria

Denmark

CanadaCroatia

Turkey (5)Ireland

Hungary

PolandHong Kong SAR

Australia

Czech Republic

EnglandSwedenLithuania

United States

Norway (5)LatviaFinlandChinese Taipei

Japan

Russian Federation

Korea, Rep. of

Average
Scale
Score

Country

Singapore

Read across the row for a country to compare performance with the countries listed along the top of the chart. If no statistically significant difference was found, no symbol is present. If thedifference is significant (p < 0.05), a symbol indicates whether the estimated achievement of the country in the row is higher () than that of the comparison country, or lower ().

                                                                                                                                                                                                                                                                                                                                                                                                  



  

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)

                                                                                                                                                     
 Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country

Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

81

Exhibit 2.2: Significance of Differences Between Countries’ Average Science Achievement595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (3.3)
537 (2.7)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.4)
522 (2.6)
521 (4.9)
521 (3.7)
518 (2.3)
518 (2.9)518 (2.2)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)

Abu Dhabi, UAE

Quebec, Canada

Madrid, Spain

Ontario, Canada

Dubai, UAE

Moscow City, Russian Fed.

Philippines

PakistanSouth Africa (5)Morocco

KuwaitSaudi Arabia

KosovoNorth Macedonia

Azerbaijan

Oman

Iran, Islamic Rep. of

Qatar

Montenegro

Georgia

Bosnia and Herzegovina

Armenia

Chile

United Arab Emirates

FranceAlbania

BahrainKazakhstan                                              Benchmarking ParticipantsSingapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
SwedenEnglandCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaDenmark
Austria
Bulgaria
Slovak Republic
Northern Ireland
Netherlands
Germany
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines

Malta

Average
Scale
Score

Country

Belgium (Flemish)(Continued)                                                                                                                                                                                                                                                                                                                                                                                                

 

  

                       

 

  

  

                                                                                                                                               

 




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)

                                                                                                                                                      Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country
Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

82

average achievement and the lowest. Also, the scale score distributions show that there is wide
variation in achievement in every country. Every country has some higher achieving and some lower
achieving students.

Trends in Average Achievement
Exhibit 2.3 graphs the differences in average science achievement between the assessments for TIMSS
2019 countries that have comparable data from previous assessments, while Exhibit 2.4 provides
more detailed results. The countries are presented in alphabetical order in both exhibits. The trends
in science achievement at the fourth grade signal more improvements than downturns across theassessment cycles internationally. However, since the inception of TIMSS in 1995, most countries
have had some periods of increases and some of decreases in average achievement, as well as periodsof stability.
Most recently, for the 44 countries that participated in both TIMSS 2015 and 2019, 10 had
increases in average achievement and 10 had declines, but the majority stayed the same. As a midway
point, 21 countries participated in both TIMSS 2007 and 2019, with 6 showing increases and 3
declines. For the 16 countries that participated in both 1995 and 2019, most showed improvement—11
with higher average achievement in 2019 and only 2 with lower average achievement.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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Exhibit 2.3: Trend Plots of Average Science Achievement Across Assessment Years◊

This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 2.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Armenia
500

1995

1999

2003

Australia
2007

2011

2015

2019

580

1995

1999

2003

Austria
2007

2011

2015

2019

590

490

570

580

480

560

570

466

470
460

530

437

521

521

533

527

524

550

516

430

510

520

420

500

510

410

490

500

400

480

490

390

470

480

380

460

470

490

2003

2007

2011

2015

2019

530

480

520

470

510

460

500
438

450

1995

1999

2003

2011

2015

2019

570

430

470

510

420

460

410

450

490

400

440

480

390

430

470

380

420

460

370

410

450

459

590

2011

2015

2019

580

1995

1999

2003

2011

2015

2019

530

570

520

560

510

560

550

500

530
521

530

490

540

540

2003

2007

2011

2015

2019

509

512
501

Chile
2007

570

536

1999

518

Canada
2007

580

550

1995

500

449

Bulgaria
2003

522

540

520

1999

532

550
493

480

1995

2019

560

530

427

2015

Belgium (Flemish)
2007

490

440

2011

526

BahrainAzerbaijan
1999

2007

538

530

520

1995

2003

540

440
416

1999

560

550
540

444

450

1995

525

523

1995

1999

2003

2007

2011

2015

480

478

480

520

470

520

510

460

510

500

450

500

490

440

490

480

430

480

470

420

470

460

410

2019

469

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

2-3_T7R42004 SOURCE:
8/19/2020 IEA’s Trends in International Mathematics and Science Study TIMSS 2019

TIMSS & PIRLSInternational Study Center
Lynch School of Education

Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
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84

Exhibit 2.3: Trend Plots of Average Science Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 2.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Chinese Taipei
610

1995

1999

2003

2007

Croatia
2011

2015

2019

580

1995

1999

2003

Cyprus
2007

2011

2015

2019

540

600

570

530

590

560

520

580

550

510

570
557

560

551

552

555

558

540

524
516

520

540

510

470

530

500

460

520

490

450

510

480

440

500

470

430

490

460

420

590

1995

1999

2003

2007

2011

2019

580

1995

1999

2003

2007

2011

2015

2019

600

570

590

570

560

580

560

550

570

550

540
536

532

534

534

528

530

515

522

540

510

530

500

520

500

490

510

490

480

500

480

470

490

470

460

480

Finland
620

1995

1999

2003

2011

2015

2019

550

1995

1999

2003

1995

2011

2015

2019

500

540

490

600

530

480

590

520

470

580

510

460

570

500

570
554

555

490

1999

2003

2007

540

542

2011

2015

2019

529

528

536

537

2015

2019

Georgia
2007

610

560

450

France
2007

2019

481

480

550

510

520

2015

560
527

517

520

530

2011

England

580

540

2007

480

Denmark
2015

2003

511

490

550

Czech Republic

1999

500

533

530

1995

487

488

1995

1999

2003

2007

2011

455

451

454

450
440

550

480

430

540

470

420

530

460

410

520

450

400

510

440

390

500

430

380

418

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

2-3_T7R42004 SOURCE:
8/19/2020 IEA’s Trends in International Mathematics and Science Study TIMSS 2019

Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

85

Exhibit 2.3: Trend Plots of Average Science Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 2.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Germany
580

1995

1999

2003

Hong Kong SAR
2007

2011

2015

2019

590

570

580

560

570

550

560

540

550

528

530

528

528
518

520

1995

1999

2003

2007

2011

Hungary
2015

2019

590

542

550

535

540

531

530

540

510

490

500

500

480

490

490

470

480

480

460

470

470

480

2019

453

450

441

436

580

1995

1999

2003

421

430

2011

420

2015

2019

580

570

570

560

560

550

550

530

414

520

529

528

500

490

490

380

480

480

370

470

470

360

460

460

380

Japan
620

1995

1999

2003

2011

2015

2019

550

1995

1999

2003

2007

2015

2019

640

540

630

600

530

620

590

520

610

580

510

569

560

559
553

548

562

500

495

2007

2011

2015

2019

524

516

1995

590

490

580

480

570

470

560

530

460

550

520

450

540

510

440

530

500

430

520

543

2003

516

1999

2003

2007

510

2011

2015

2019

587

589

588

600
494

540

550

1999

Korea, Rep. of
2011

610

570

529

535

Kazakhstan
2007

542

520

500

390

1995

530

516

515

510

400

2019

508

540

510

410

534

2015

Italy
2007

540

440

536
530

Ireland
2015

470
460

520

508

Iran, Islamic Rep. of
2011

2011

530

510

2007

2007

560

520

2003

2003

570

557

554

500

1999

1999

580

510

1995

1995

576

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

2-3_T7R42004 SOURCE:
8/19/2020 IEA’s Trends in International Mathematics and Science Study TIMSS 2019

Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
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Exhibit 2.3: Trend Plots of Average Science Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 2.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Kuwait
420

1995

1999

2003

Latvia
2007

2011

2015

2019

600

1995

1999

2003

Lithuania
2007

2011

2015

2019

590

590

580

400

580

570

390

570

560

380

560

550

370

550

410

392

542

540

360
337

340

520

510

330

510

500

320

500

490

310

490

480

300

480

470

Malta
530

1999

2007

2011

2015

2019

380

520

370

510

360
496

500

1995

1999

2003

2011

2015 2019
374

580

550
540

480

330

530

470

320

520

310

510

300

500

440

290

490

430

280

420

270

410

260

1995

1999

2003

2007

2015

2019

580

1995

1999

2003

2007

2011

2015

2019

560
550

560

540

540

550

530

530

540

520

500

1995

530

505

506

504
497

503

1999

2003

2007

525

523

2011

2015

2019

530

517

518

2015

2019

538

539

531

Norway (5)

570

520

515

Results before 2015 do not include students taught inPolish or Russian.

Northern Ireland
2011

514

460

550

510

512

470

560

520

538

480

264

New Zealand
570

2019

560

340

446

2015

570
352

490

450

2011

Netherlands
2007

350

460

2007

528

Morocco

2003

2003

530

532

520

1995

1999

540

530

350

1995

520

517

520

518

510

1995

1999

2003

2007

504
494

500

510

490

490

500

480

480

490

470

470

480

460

460

470

450

450

460

440

2011

493

477
466

The trend line from 1995 to 2015 is for students in theirfourth year of schooling.

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

2-3_T7R42004 SOURCE:
8/19/2020 IEA’s Trends in International Mathematics and Science Study TIMSS 2019

Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

87

Exhibit 2.3: Trend Plots of Average Science Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 2.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Oman
470

1995

1999

2003

Philippines
2007

2011

2015

2019

350

1995

1999

2003

2007

Poland
2011

2015

2019

600

460

340

450

330

580

320

570

430

310

560

420

300

550

410

290

540

400

280

530

435

440

431

390

249

260

510

370

250

500

360

240

490

350

230

480

Portugal
550

1999

2003

2011

2015

2019

480

1995

1999

2003

522

530
520

2011

2015

2019

449

450
504

610

500

430

560

490

420

550

480

410

470

400

520

380

510

440

370

500

430

360

490

Saudi Arabia
1999

2003

2007

2015

2019

580

1995

1999

2003

2007

2011

2015

2019

620

570

610

450

560

600

440

540

420

530
402

410
390

520

1995

1999

2003

516

517

2007

587

580

525

2015

2019

567

567

2015

2019

552

2011

590

595

583

565

570
560

510

550

390

500

540

380

490

530

370

480

520

360

470

510

350

460

500

400

2011

526

590

550

430

2007

Singapore

460
429

2003

546

Serbia
2011

1999

530

390

1995

1995

540

394

450

470

531

580

436

570

452

2019

590

440

460

2015

600

460
508

510

2011

Russian Federation
2007

470

540

2007

547

Qatar
2007

2003

520

380

1995

1999

590

332

270

377

1995

523

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

2-3_T7R42004 SOURCE:
8/19/2020 IEA’s Trends in International Mathematics and Science Study TIMSS 2019

Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

88

Exhibit 2.3: Trend Plots of Average Science Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 2.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Slovak Republic
590

1995

1999

2003

2007

2011

Spain
2015

2019

570

1995

1999

Sweden

2003

2007

2011

2015

2019

590

580

560

580

570

550

570

560

540

560

550

530

540

526

532

530

520

521

511

505

510

530

500

520

510

490

510

500

480

500

490

470

490

480

460

480

470

450

470

United Arab Emirates
510

1999

2003

2007

2011

2015

2011

2015

540
533

2019

537

525

600

1995

1999

2003

2007

2011

2015

544

546

2019

590

490

580

480

473

470

570
560

460

451

450

430

2007

United States
2019

500

440

2003

540

520

1995

1999

550

518

520

1995

550

542

540
428

536

539

539

530
520

420

510

410

500

400

490

390

480

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

2-3_T7R42004

8/19/2020

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

89

Exhibit 2.3: Trend Plots of Average Science Achievement Across Assessment Years◊(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 2.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Benchmarking Participants

Ontario, Canada
590

1995

1999

2003

2007

2011

Quebec, Canada
2015

2019

570

580

560

570

550

560

540
540

550

530

1999

2003

528

530

524

2011

Abu Dhabi, UAE
2015

2019

470

1995

1999

2003

2007

2011

2015

2019

415

418

450
529

510

440

525
517

520

516

2007

460

530

536

540

1995

516

522

430
420

411

410

500

520

500

400

510

490

390

500

480

380

490

470

370

480

460

360

470

450

350

Dubai, UAE
560

1995

1999

2003

2007

2011

2015

2019
545

550
540
530

518

520
510
500
490
480
470

460 461

460
450
440
◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

2-3_T7R42004

8/19/2020

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

90

Exhibit 2.4: Differences in Average Science Achievement Across Assessment Years
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Average Scale
Score

Countryy yyy Armenia

2019
2015
2011
2003
yyy Australia
2019
2015
2011
2007
† 2003≡ 1995
yyy Austria
2019
2011
2007
≡ 1995
yyy Azerbaijan
2019
2 2011yyy Bahrain
2019
2 20152011
yyy Belgium (Flemish)† 2019† 20152011
2 2003yyy Bulgaria
2019
2015
yyy Canada
1 2 2019
1 2 † 2015
yyy Chile
2019
2015
2011
yyy Chinese Taipei
2019
2015
2011
2007
2003
yyy Croatia
2019
2015
2 2011
yyy Cyprus
2019
2015
2003
1995
yyy Czech Republic
2019
2015
2011
2007
1995

y

y

y

y

y

y

y

y

y

y

y

y

yyy yyy466 (3.4)
444 (4.0)
416 (3.8)
437 (4.3)
yyy yyy533 (2.4)
524 (2.9)516 (2.9)527 (3.3)
521 (4.3)
521 (3.7)
yyy yyy522 (2.6)
532 (2.9)526 (2.5)
538 (3.6)
yyy yyy427 (3.3)
438 (5.6)
yyy yyy493 (3.4)459 (2.6)
449 (3.5)
yyy yyy501 (2.1)
512 (2.3)
509 (2.0)518 (1.9)
yyy yyy521 (4.9)
536 (5.9)
yyy yyy523 (1.9)525 (2.6)
yyy yyy469 (2.6)478 (2.7)
480 (2.5)
yyy yyy558 (1.8)555 (1.8)552 (2.2)557 (2.0)551 (1.8)
yyy yyy524 (2.2)
533 (2.1)
516 (2.2)
yyy yyy511 (3.0)
481 (2.6)
480 (2.4)
450 (3.4)
yyy yyy534 (2.6)534 (2.4)
536 (2.5)515 (3.0)
532 (3.1)

Differences Between Years
2015

2011

2007

2003

1995

yyy 
23 

yyy 
50 
28 yyy 

yyy 
30 
7 
-20 

yyy 

y yyy 9 

yyy 
17 
8 

yyy 
5 
-4 
-12 

yyy 
12 
3 
-5 
7 

yyy 
11 
2 
-6 
6 
-1 

y yyy yyy 
-9 

yyy 
-4 
6 

yyy 

yyy 
-16 
-6 
-12 

y yyy yyy 
-11 

yyy 

yyy 

yyy y yyy 34 

yyy 
43 
9 yyy 

yyy 

yyy y yyy -10 

yyy 
-8 
3 yyy 

yyy 
-17 
-7 
-10 

yyy 

y yyy -14 

yyy 

yyy 

yyy 

yyy y yyy -2 

yyy 

yyy 

yyy 

yyy y yyy -9 

yyy 
-11 -3 yyy 

yyy 

yyy y yyy 3 

yyy 
6 
4 

yyy 
1 
-1 
-5 

yyy 
7 
4 
0 
5 

yyy 

y yyy -10 

yyy 
8 
17 yyy 

yyy 

yyy y yyy 30 

yyy 

yyy 

yyy 
31 
1 

yyy 
61 
31 
30 

y yyy -1 

yyy 
-3 -2 yyy 
19 
19 
21 

yyy 

yyy 
2 
3 
5 
-17 

Science Achievement Distribution



























100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

See Appendix A for country participation in previous TIMSS assessments.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

91

Exhibit 2.4: Differences in Average Science Achievement Across Assessment Years(Continued)
Average Scale
Score

Country
yyy Denmark† 20192 † 2015
2 2011† 2007yyy Englandy

2 2019

2015
2011
2007
† 20033 † 1995
yyy Finland
2019
2015
2011
yyy France
2019
2015
yyy Georgia
1 20191 2015
1 2011
1 2007yyy Germany
2019
2015
2011
2007
yyy Hong Kong SAR† 2019† 20152 20112007† 20031995
yyy Hungary
2019
2015
2011
2007
2 20031995
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
2 20031995
yyy Ireland
2019
2015
2011
2 1995yyy Italy
2019
2 2015
2011
2007
2003

y

y

y

y

y

y

y

y

y

yyy yyy522 (2.4)
527 (2.1)
528 (2.8)517 (2.9)
yyy yyy537 (2.7)
536 (2.4)
529 (3.0)
542 (2.8)
540 (3.5)
528 (3.2)
yyy yyy555 (2.6)554 (2.3)
570 (2.6)
yyy yyy
488 (3.0)
487 (2.7)
yyy yyy454 (3.9)451 (3.7)455 (3.9)418 (4.6)
yyy yyy518 (2.2)
528 (2.4)
528 (2.9)
528 (2.4)
yyy yyy531 (3.3)
557 (2.9)535 (3.7)554 (3.5)
542 (3.0)508 (3.4)
yyy yyy529 (2.7)
542 (3.3)
534 (3.7)
536 (3.4)
530 (2.8)508 (3.4)
yyy yyy441 (4.1)
421 (4.0)453 (3.8)436 (4.4)414 (4.2)
380 (4.6)
yyy yyy528 (3.2)
529 (2.4)
516 (3.3)
515 (3.5)
yyy yyy510 (3.0)516 (2.6)
524 (2.7)535 (3.2)
516 (3.8)

Differences Between Years
2015

2011

2007

2003

1995

yyy 
-5 

yyy 
-6 -1 yyy 
5 
10 
11 

yyy 

yyy y yyy 1 

yyy 
8 
7 yyy 
-5 
-6 
-13 

yyy 
-3 
-4 
-11 
1 

yyy 
9 
8 
1 
14 
13 

y yyy 1 

yyy 
-16 -16 yyy 

yyy 

yyy y yyy 0 

yyy 

yyy 

yyy 

yyy y yyy 3 

yyy 
-1 -4 yyy 
37 
34 
37 

yyy 

yyy y yyy -10 

yyy 
-9 
1 yyy 
-9 
1 
0 

yyy 

yyy y yyy -25 

yyy 
-4 
22 yyy 
-23 
2 
-19 

yyy 
-11 
14 
-8 
12 

yyy 
23 
49 
27 
46 
35 

y yyy -13 

yyy 
-5 
8 

yyy 
-7 
6 
-2 

yyy 
0 
12 
5 
6 

yyy 
22 
34 
27 
28 
22 

y yyy 20 

yyy 
-12 -32 yyy 
5 
-15 
17 

yyy 
27 
7 
39 
22 

yyy 
61 
41 
73 
55 
34 

y yyy -1 

yyy 
12 
13 yyy 

yyy 

yyy 
13 
14 
1 

y yyy -7 

yyy 
-14 -7 yyy 
-25 
-19 
-11 

yyy 
-6 
1 
8 
20 

yyy 

Science Achievement Distribution





















100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

600

Percentiles of Performance
75th
25th

700

800

95th

95% Confidence Interval for Average (±2SE)

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

92

Exhibit 2.4: Differences in Average Science Achievement Across Assessment Years(Continued)
Average Scale
Score

Country
yyy Japan

2019
2015
2011
2007
2003
1995
yyy Kazakhstan
2 20192 2011yyy Korea, Rep. of
2019
2015
2011
2 1995
yyy Kuwait
2019
ψ 2015yyy Latvia
2 20192003
yyy Lithuania
2 20192 2015
1 2 2011
1 2007
1 2003yyy Malta
2019
2011
yyy Moroccoψ 2019
ψ 2015
Ж 2011yyy Netherlands≡ 2019† 2015† 2011‡ 2007† 2003≡ 1995yyy New Zealand
2 2019
2015
2011
2007
2003
1995
yyy Northern Ireland† 2019‡ 2015† 2011yyy Norway (5)† 20192015
yyy Oman
2019
2015
2011
yyy Philippines
2 Ж 2019
2003
yyy Poland
2019
2015

y

y

y

y

y

y

y

y

y

y

y

y

y

y

yyy yyy562 (1.8)569 (1.8)559 (1.9)
548 (2.1)
543 (1.5)553 (1.7)
yyy yyy494 (3.1)
495 (5.1)
yyy yyy588 (2.1)
589 (2.0)587 (2.1)
576 (2.1)
yyy yyy392 (6.1)
337 (6.2)
yyy yyy542 (2.4)
532 (2.5)
yyy yyy538 (2.5)
528 (2.5)515 (2.4)514 (2.4)512 (2.6)
yyy yyy496 (1.3)
446 (1.9)
yyy yyy374 (5.8)352 (4.7)
264 (4.4)
yyy yyy518 (2.9)517 (2.7)
531 (2.2)
523 (2.6)525 (2.0)530 (3.2)
yyy yyy503 (2.3)
506 (2.7)
497 (2.4)504 (2.7)
520 (2.4)505 (5.4)
yyy yyy518 (2.3)
520 (2.2)
517 (2.5)
yyy yyy539 (2.2)
538 (2.6)
yyy yyy435 (4.1)
431 (3.1)
377 (4.3)
yyy yyy249 (7.5)
332 (9.6)
yyy yyy531 (2.6)
547 (2.4)

Differences Between Years
2015

2011

2007

2003

1995

yyy 
3 
10 

yyy 
14 
21 
11 

yyy 
18 
26 
15 
4 


yyy 
8 

y yyy yyy 
0 

yyy 

yyy 

yyy y yyy -2 

yyy 
1 
3 yyy 

yyy 

yyy 
12 
14 
11 

y yyy 55 yyy 

yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 
10 yyy y yyy 10 

yyy 
23 
13 yyy 
24 
13 
0 

yyy 
26 
16 
3 
2 

yyy 

y yyy yyy 
50 

yyy 

yyy 

yyy y yyy 22 

yyy 
110 89 yyy 

yyy 

yyy y yyy 1 

yyy 
-13 -14 yyy 
-5 
-6 
8 

yyy 
-7 
-8 
6 
-2 

yyy 
-12 
-13 
1 
-7 
-5 

y yyy -3 

yyy 
6 
9 

yyy 
-2 
1 
-7 

yyy 
-17 
-14 
-23 
-16 

yyy 
-3 
0 
-8 
-1 
15 

y yyy -1 

yyy 
2 
3 yyy 

yyy 

yyy y yyy 2 

yyy 

yyy 

yyy 

yyy y yyy 4 

yyy 
58 
54 yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 
-83 

yyy 

y yyy -16 

yyy 

yyy 

yyy 

yyy yyy 
-7 

Science Achievement Distribution

16 
5 
-5 
-10 




























100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

93

Exhibit 2.4: Differences in Average Science Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryyyy Portugal
2 20192 20152011
2 1995yyy Qatar
20192015
2 2011yyy Russian Federation
2 2019
2015
2011
2007
2 2003yyy Saudi Arabia
2 20192015
2011
yyy Serbia
2 20193 20152 2011yyy Singapore
3 20192 20152 2011
2007
2003
1995
yyy Slovak Republic
2 2019
2015
2011
2007
yyy Spain
2019
2 20152011
yyy Sweden
2019
2 20152011
2007
yyy United Arab Emirates
2019
2015
2011
yyy United States2 † 2019
2 † 2015
2 20112 † 2007† 2003
1995

y

y

y

y

y

y

y

y

y

y

yyy yyy504 (2.6)
508 (2.2)
522 (3.8)452 (4.1)
yyy yyy449 (3.9)436 (4.1)
394 (4.3)
yyy yyy567 (3.0)
567 (3.2)
552 (3.4)
546 (5.0)526 (5.3)
yyy yyy402 (4.1)
390 (4.9)429 (5.5)
yyy yyy517 (3.5)525 (3.7)
516 (3.1)
yyy yyy595 (3.4)
590 (3.7)
583 (3.4)
587 (4.1)
565 (5.5)523 (4.8)
yyy yyy521 (3.7)
520 (2.6)
532 (3.7)
526 (4.8)
yyy yyy511 (2.0)518 (2.6)505 (3.1)
yyy yyy537 (3.3)
540 (3.6)
533 (2.8)525 (2.9)
yyy yyy473 (2.1)
451 (2.8)428 (2.5)
yyy yyy539 (2.7)
546 (2.2)
544 (2.1)
539 (2.7)
536 (2.5)
542 (3.4)

Differences Between Years2015
yyy 
-4 

2011

2007

2003

1995

yyy 


yyy 
52 

yyy 
-18 -14 yyy 

y yyy 13 

yyy 
55 
42 yyy 

yyy 

yyy y yyy 0 

yyy 
15 
15 yyy 
21 
21 
6 

yyy 
41 
41 
26 
20 

yyy 

y yyy 12 

yyy 
-27 -39 

yyy 

yyy 

yyy y yyy -8 

yyy 
1 
9 

yyy 

yyy 

yyy y yyy 4 

yyy 
11 
7 yyy 
8 
4 
-3 

yyy 
29 
25 
18 
22 

yyy 
71 
67 
60 
63 
42 

y yyy 0 

yyy 
-11 -11 yyy 
-5 
-5 
6 

yyy 

yyy y yyy -7 

yyy 
6 
13 yyy 

yyy 

yyy y yyy -3 

yyy 
4 
7 yyy 
12 
15 
9 

yyy 

yyy y yyy 21 

yyy 
45 
23 yyy 

yyy 

yyy y yyy -7 

yyy 
-5 
2 yyy 
0 
7 
5 

yyy 
3 
10 
8 
3 

yyy 
-3 
4 
2 
-3 
-6 

Science Achievement Distribution

56 
70 




















100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

94

Exhibit 2.4: Differences in Average Science Achievement Across Assessment Years(Continued)
Average Scale
Score

Country

Differences Between Years
2015

2011

2007

2003

1995

yyy 
-6 

yyy 
-4 
3 yyy 
-12 
-5 
-8 

yyy 
-16 
-10 
-13 
-4 

yyy 
8 
14 
11 
20 
24 

y yyy -3 

yyy 
6 
8 

yyy 
5 
7 
-1 

yyy 
22 
24 
16 
17 

yyy 
-7 
-4 
-12 
-11 
-28 

y yyy 3 

yyy 
6 
3 yyy 

yyy 

yyy y yyy 27 

yyy 
83 
57 yyy 
85 
58 
2 

yyy 

yyy Benchmarking Participants
yyy Ontario, Canada
2 20192015
2011
2 20072003
2 1995yyy Quebec, Canada
2019≡ 20152011
2 2007
2003
1995
yyy Abu Dhabi, UAE
2019
2 20152011
yyy Dubai, UAE
2 201920152011‡ 2007yyyyyy yyy524 (3.2)
530 (2.5)
528 (3.1)
536 (3.8)
540 (3.8)516 (3.7)
yyy yyy522 (2.5)525 (4.1)
516 (2.7)
517 (2.8)500 (2.4)
529 (4.2)
yyy yyy418 (2.8)415 (5.6)
411 (5.0)
yyy yyy545 (1.7)
518 (1.8)
461 (2.5)
460 (2.6)

Science Achievement Distribution









100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

400

5th

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

95

Average Achievement by Gender
Exhibit 2.5 shows the differences in average science achievement between girls and boys. In TIMSS
2019, fourth grade girls had higher average achievement than boys in 18 countries, there was gender
equity in average science achievement in 33 countries, and boys had higher average achievement than
girls in 7 countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

96

Exhibit 2.5: Average Science Achievement by Gender
Girls

Boys

Gender Difference

Country

Percent ofStudents

Average
Scale Score

Percent ofStudents

Average
Scale Score

Difference(Absolute
Value)

2 Saudi Arabia

Kuwait2 Ж Pakistan
BahrainOman
2 Ж Philippines
Ж South Africa (5)North Macedonia
2 Kosovo
Qatar
Armeniaψ Morocco
Albania
Bulgaria
2 Serbia
Bosnia and Herzegovina
2 Kazakhstan
Montenegro
Japan
Finland2 Latvia
2 New Zealand
2 Lithuania
United Arab Emirates
Azerbaijan† Norway (5)PolandSwedenFrance† Northern Ireland† DenmarkAustralia≡ Netherlands
Croatia† Hong Kong SAR
2 England
2 Russian Federation
Spain
Iran, Islamic Rep. ofChinese Taipei† Belgium (Flemish)CyprusIrelandGermanyMalta
1 Georgia
1 2 Canada
2 Turkey (5)2 Slovak Republic
2 † United States
2 Portugal
Austria
Chile
Hungary
Italy
3 Singapore
Czech Republic
Korea, Rep. of

48 (0.8)47 (2.6)
45 (4.7)
49 (1.2)
50 (0.7)
48 (0.7)50 (0.6)
48 (0.6)
49 (1.0)50 (1.5)48 (0.8)
49 (0.7)
49 (0.9)48 (0.9)50 (0.9)49 (0.7)
49 (0.7)47 (0.6)
48 (0.5)
49 (0.9)50 (0.9)48 (1.3)
49 (0.9)50 (1.1)
47 (0.9)48 (0.9)49 (0.8)50 (1.1)
49 (1.0)50 (1.0)50 (0.8)
49 (0.8)
49 (1.0)50 (1.2)
46 (1.3)
50 (1.0)51 (1.1)
47 (0.8)
49 (2.1)
48 (0.6)51 (0.8)52 (0.7)
50 (1.1)
50 (0.8)
49 (0.7)
49 (0.9)49 (0.8)
52 (1.4)
49 (1.0)49 (0.8)48 (0.9)49 (1.0)50 (1.3)
48 (1.0)50 (0.8)
49 (0.5)
49 (0.9)47 (0.7)434 (4.8)413 (6.9)
311 (15.4)
510 (3.8)
447 (3.8)
261 (7.8)335 (5.4)
433 (6.5)
420 (4.2)
456 (6.0)
471 (3.5)379 (6.4)
494 (3.9)525 (5.3)
521 (3.5)
462 (3.1)
497 (3.6)457 (2.9)565 (2.0)557 (3.5)
544 (2.6)505 (3.2)
540 (2.8)475 (3.1)
429 (3.9)
541 (2.4)
532 (2.8)
538 (3.6)
489 (3.2)
519 (2.9)523 (2.7)
533 (2.9)519 (3.1)
524 (2.6)
531 (3.1)
537 (3.6)
567 (3.5)
511 (2.4)
440 (6.6)557 (2.0)499 (2.3)
509 (2.8)526 (3.8)516 (2.8)493 (2.1)
452 (4.7)
520 (2.1)
524 (4.4)
518 (3.8)536 (3.0)
501 (3.1)
519 (3.1)
466 (3.1)
526 (3.2)
506 (3.3)
591 (3.6)
529 (3.0)583 (2.4)

52 (0.8)
53 (2.6)
55 (4.7)
51 (1.2)
50 (0.7)
52 (0.7)50 (0.6)
52 (0.6)
51 (1.0)50 (1.5)52 (0.8)51 (0.7)51 (0.9)52 (0.9)50 (0.9)51 (0.7)51 (0.7)
53 (0.6)
52 (0.5)51 (0.9)50 (0.9)52 (1.3)
51 (0.9)50 (1.1)
53 (0.9)52 (0.9)51 (0.8)50 (1.1)
51 (1.0)50 (1.0)50 (0.8)51 (0.8)51 (1.0)50 (1.2)
54 (1.3)
50 (1.0)49 (1.1)
53 (0.8)
51 (2.1)
52 (0.6)
49 (0.8)48 (0.7)
50 (1.1)
50 (0.8)51 (0.7)51 (0.9)51 (0.8)
48 (1.4)
51 (1.0)51 (0.8)52 (0.9)51 (1.0)50 (1.3)
52 (1.0)50 (0.8)51 (0.5)51 (0.9)53 (0.7)373 (6.5)
374 (8.7)
273 (14.5)
476 (5.1)
423 (5.0)
238 (7.8)
314 (5.2)
419 (6.7)
407 (4.0)443 (3.7)
462 (4.0)
370 (5.8)
485 (3.9)518 (5.4)
513 (4.3)455 (3.5)
491 (3.1)
451 (2.8)559 (2.1)
552 (2.4)
540 (3.0)500 (2.8)536 (3.3)
471 (2.6)425 (3.5)
538 (3.1)
529 (3.2)
536 (3.8)487 (3.4)
518 (2.8)522 (2.8)532 (2.7)
518 (3.3)
524 (2.7)
531 (4.3)
537 (2.7)
568 (3.3)512 (2.5)
442 (5.4)
559 (2.2)503 (2.8)514 (4.1)
530 (3.4)
520 (2.4)
498 (2.4)457 (4.2)
526 (2.2)
529 (5.2)
523 (4.4)
541 (3.2)
506 (2.7)525 (3.0)472 (3.3)
533 (3.1)
514 (3.3)
598 (3.8)
538 (3.0)
592 (2.5)

60 (8.3)
39 (10.3)
38 (15.8)
34 (6.1)
24 (3.6)
24 (4.9)21 (3.9)
14 (4.3)
13 (3.6)
13 (6.1)
9 (3.1)9 (3.7)8 (3.4)7 (4.3)7 (3.5)7 (2.9)6 (2.8)6 (2.8)6 (2.0)5 (3.1)5 (2.9)5 (3.9)4 (3.4)4 (4.0)4 (3.2)3 (3.5)3 (3.0)2 (3.3)2 (2.8)1 (3.4)1 (2.8)1 (2.9)0 (2.8)0 (3.1)0 (3.6)0 (3.5)
1 (3.0)1 (2.9)2 (8.7)2 (2.3)4 (2.9)4 (3.3)4 (3.5)4 (2.8)5 (3.7)5 (4.1)5 (2.1)5 (4.6)5 (3.8)5 (2.7)6 (2.9)6 (3.3)6 (3.7)6 (3.3)8 (2.8)8 (2.8)8 (3.1)9 (2.5)International Average

49 (0.2)

493 (0.6)51 (0.2)

489 (0.6)##### ##### 80

50 (1.5)
49 (2.4)
49 (1.0)49 (1.0)49 (1.6)
48 (0.8)422 (3.8)545 (3.6)595 (2.5)
521 (2.5)
522 (4.0)519 (2.7)

50 (1.5)
51 (2.4)
51 (1.0)51 (1.0)51 (1.6)
52 (0.8)413 (3.9)
544 (2.4)595 (2.6)
524 (2.3)
526 (3.3)
525 (3.0)

9 (5.3)2 (5.0)0 (2.5)3 (2.6)4 (3.7)6 (2.5)

Girls
Scored Higher

Boys
Scored Higher

40

0

40

80

40

0

40

80

Benchmarking Participants
Abu Dhabi, UAE
2 Dubai, UAE

Moscow City, Russian Fed.
Madrid, Spain
2 Ontario, Canada
Quebec, Canada

80█ Difference statistically significant█ Difference not statistically significant
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

97

Trends in Average Achievement by Gender
For the TIMSS 2019 countries with comparable data from previous TIMSS assessments, Exhibit 2.6
contains graphs of average science achievement across assessments by gender. The countries arepresented in alphabetical order. Most recently between 2015 and 2019, there were not a lot of changes,
and the changes that did occur were varied. In Chinese Taipei, Hong Kong SAR, Portugal, Slovak
Republic, and Spain, the gender gap favoring boys in 2015 closed in 2019. In Bulgaria, Finland,
Sweden, and the United Arab Emirates, the gender gap favoring girls in 2015 closed in 2019. In
Canada and Singapore, boys had higher average achievement than girls in 2019, whereas there wasno gender gap in 2015. In Japan and Serbia, girls had higher achievement than boys in 2019, whereasthat was not the situation in 2015.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

98

Exhibit 2.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender◊This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Armenia
500

1995

1999

2003

Australia
2007

2011

2015

2019

490
480

471*

470
460

451*

450

462

441*

440
430

* Average significantly higher than other gender

Boys

580

1995

1999

2003

419

432

2015

2019

590
580

560

570

540
530

533

530
524

522

519

519

524
525

516

532

550

530

523

516

520

500

510

490

500

480

490

390

470

480

380

460

470

414

Azerbaijan
490

1995

1999

2003

2007

2015

2019

530

480

520

470

510

460

500

450

490

442*

430

429

434

1995

1999

2003

2007

2011

2015

2019
510*

570

470

476

461*

440

390

430

380

420

460

370

410

450

590

439

2019

580

1995

1999

2003

2011

2015

2019

540

570

530

560

520

560

550

510

530

540

540*
532

525
518

526

520

524

526*
520

490

2007

2011

2015

519

514*

512

518

511
503

1995

1999

2003

2007

2011

2019

503
499

2015

2019

486*
478

480
470

500

460

500

490

450

490

480

440

480

470

430

470

460

420

510

2003

500

530

510

520

1999

Chile
2007

570

540

1995

Canada
2015

519

470

580

550

519

480
438

Bulgaria
2011

525

510

400

2007

538*
525

530

520

490

2003

532*

530
478*

450

1999

2019

540

410

1995

2015

550

500

425

2011

560

460

420

2007

Belgium (Flemish)

480

440

2003

545*

Bahrain
2011

1999

540

400

410

1995

560

550

510

420

2011

570

520
437

Austria
2007

472
474

477
466

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

99

Exhibit 2.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Chinese Taipei
610

1995

1999

2003

2007

* Average significantly higher than other gender

Boys

Croatia
2011

2015

2019

580

1995

1999

2003

Cyprus
2007

2011

2015

2019

540

600

570

530

590

560

520

580

550

510

570
560

555*

558

555*
548

548

540

540
559
557

556

550

560*

551

518

520
510

532

524

490

524

480

500

460

520

490

450

510

480

440

500

470

430

490

460

420

Czech Republic
590

1999

2003

2007

2015

2019

580

1995

1999

2003

2011

2015

2019

590

570

580

570

560

570

550

560

550
540

541*

538*

530
520

518*
524

538*

529

530

520

520
529

530

529

510

529
523

527

525

522

540
530
520

514

500

510

490

500

490

480

490

480

470

480

470

460

470

510

511

500

Finland
620

1995

1999

2003

2007

2011

2015

2019

550

1995

1999

2003

2007

2011

2015

2019

500

540

490

530

480

590

520

470

580

510

460

500

450

560

570

560*

550
540

548

557
552

2019

481

455*

445

1995

1999

2003

542
530

538

2007

2011

2015

543
540

529

2019

536

537

536

537

2015

2019

528

525

Georgia

600

570

2015

481

477

France

610

570

484*

550

540

544*

2011

England
2007

580

560

2007

509

Denmark

2011

2003

514

470

514

530

1995

1999

500

534

530

1995

490

487

489

480

487

487

1995

1999

2003

2007

459*
453
451

440
430

470

420

530

460

410

520

450

400

510

440

390

500

430

380

2011

449

457
452

423*

413

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

100

Exhibit 2.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Germany
590

1995

1999

2003

Hong Kong SAR
2007

2011

2015

2019

590

580

580

570

570

560

560

550

550

540

535*

534*

530
520

520

510

* Average significantly higher than other gender

Boys

522

1995

1999

527

520
516

2011

2015

2019

580

544

538*

553

551

541
532

531
531

515*

510

520

500

490
480

470

470

470

460

480

490

501

Iran, Islamic Rep. of
2011

2019

580

1995

1999

2003

2011

2015

2019

580

570

570

560

560

550

550

443

440

427

426*

430

440

429

420

406
383

380
370

377

360

531

530

510

415

400

540

520

410

390

442

452

1995

1999

2003

516

516

526

530

2011

2015

2019

526

516

513

480

470

470

460

460

2007

2011

2015

2019

640

540

630

530

620

590

520

610

580

510

571
561

559*

550

545
547

548

565*
567

556

547

500
490

559

480

490

497*
491

590

2019

521*

529

514*

520
512

506

1995

1999

2003

2007

2011

590*

2015

595*

2019

592*

582*

580

583

584

583

570
560

530

460

550

520

450

540

510

440

530

500

430

520

542

2015

528*

600
498*

470

540

2011

Korea, Rep. of

600

570

2007

541*

514

480

2003

2003

510

490

1999

1999

520

610

560

1995

517

490

1995

533*
538
526

530

500

550

532

501

Kazakhstan
2007

527

515*

540

500

Japan
620

2019

Italy
2007

460
450

537

2015

480

470
454

538
535

Ireland
2015

2011

510

480

2007

2007

533

530

490

2003

2003

546*

540

500

1999

1999

550

500

1995

1995

560

561*

556

530
520

2007

570

540
529

2003

Hungary569◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

101

Exhibit 2.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Kuwait
430

1995

1999

2003

* Average significantly higher than other gender

Boys

Latvia
2007

2011

2015

2019

600

1995

1999

2003

Lithuania
2007

2011

2015

2019

590

590

580

410

580

570

400

570

560

390

560

550

420

413*

380

374

550

544

540

370

534

540

530

360
350

529

520

352*

513
513

500

490

320

490

480

480

470

530

1999

2007

2011

2015

2019

390

520

380

510

370
498

500
490

493

1995

1999

2003

2011

2015

2019
379*

590

360
350

550
347

530
520

310

510

300

500

430

290

490

420

280

410

270

268*

1995

1999

2003

2007

2015

2019

580

1995

1999

2003

2007

2011

2015

2019

570

570

560

560

550

540

550

540

540

530

520
510

511*

500
499

530
517

507

506
502

497

504

496

505
500

520

517

529*

528*

2011

2015

2019

537*

521

518

526
518

517

519

517

518

510

516

1995

1999

2003

2007

2011

2015

2019

538
537

541
538

520

520

519

520

518

510

509*
496

500

500

490

480

490

480

470

480

470

460

470

460

450

460

450

490

2007

Norway (5)

550

523

2003

480

259

560

530

1999

544*

Northern Ireland
2011

514

470

New Zealand
570

1995

540

320

443

512

536

526

560

330

440

515

570
370

358*

460
450

516

580

470
449*

2019

Netherlands
2007

340

480

2015

Results before 2015 do not include students taught inPolish or Russian.

Morocco

2003

2011

540

510

330

Malta

2007

529

520

500

1995

2003

530

510

322

1999

540

340

310

1995

497
478
467
466

475

492

493
493

The trend line from 1995 to2015 is for students in theirfourth year of schooling.

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

102

Exhibit 2.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Oman
460

1995

1999

2003

* Average significantly higher than other gender

Boys

PolandPhilippines
2007

2011

450

2015

2019

447*

447*

350

1995

1999

2003

2007

2011

2015

2019

339*

340

600

330

430

320

420

310

560

300

550

290

540

280

530

423
415

400
390

394*

370

260

510

360

250

500

261*

240

Portugal
550

1995

1999

2003

2011

2015

2019

480

540

470

530

460

524

520
519

510
500

506
504

490

501

470
454

450
440

449

430

450

2003

1995

1999

2003

2007

546

2015

2019

2011

2015

480

2019

2015

2019

570

567

568

560

567

567

2015

2019

610

1995

453*

440

431* 434*

1999

2003

2007

448*

580
443

430
420
408*

590

548

550

424

400

530

390

520

380

510

382

370

500

360

490

1995

1999

2003

544
527
526

Singapore
2007

2011

2015

2019

620

570

610

560

600

1995

1999

2003

2007

550

590

420

540

580

587

526

530
517

521*

570

400

520

390

510

380

500

540

490

530

360

480

520

350

470

510

460

500

370

373

352

340

514

523
513

2011

598*

430

405

553
552

540

587

410

2011

600

440

580

532
529

520

Serbia2011

2019

Russian Federation
2007

456*

Saudi Arabia
460

1999

410

480

460

1995

450

512*

2015

548

Qatar
2007

2011

490
238

230

340

2007

570

324

270

360

2003

580

380

350

1999

590

440

410

1995

591
585

590

591

581

565
565

560
550
526
521

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

103

Exhibit 2.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Slovak Republic
590

1995

1999

2003

2007

2011

* Average significantly higher than other gender

Boys

Spain
2015

2019

570

1995

1999

Sweden

2003

2007

2011

2015

2019

590

580

560

580

570

550

570

560

540

560

550

530
536*

540

530*

530

524* 523

520

521

510

528

510

515

500
516

518

512

510*

511

500

490

524

490

480

460

480

470

450

470

510

2011

2015

536

600

1995

1999

2003

2007

2011

2015

549*

548*

2019

590
580

490
480

475

470
459*

460

471

570
560
550

548*
538*

540

450
437*

444

530

536

533

541
536

541*
539

544
536

520

430

510

420
410

536

538

United States
2019

500

440

532

2019

510
500

2007

2015

544*
526

470

2003

2011

535

520

480

1999

2007

530

490

United Arab Emirates

2003

540

500

1995

1999

550

521*

520

1995

419

500

400

490

390

480

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

104

Exhibit 2.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender◊(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls* Average significantly higher than other gender

Boys

Benchmarking Participants
Ontario, Canada
590

1995

1999

2003

2007

Quebec, Canada

2011

2015

2019

580

1995

1999

2003

2007

2011

Abu Dhabi, UAE
2015

2019

470

580

570

460

570

560

450

550

440

560
550

543

540
537

530
520
510

518

540
539

530

533

530

526

532

528

525

430

532

522

520
510
500

513

518

524
501
500

516

520*

525
524

512

525*

1995

1999

2003

2007

2011

427*

2015

2019

423

422

420
410

519

408

400
390

500

490

490

480

370

480

470

360

470

460

350

413

396

380

Dubai, UAE
560

1995

1999

2003

2007

2011

2015

550

2019
545

540

544

530

524*

520
510

512

500
490
480

473*
462

470
460

461

450
440

448

◊ There was no TIMSS fourth grade assessment in 1999. See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

105

Performance at TIMSS International Benchmarks in Science
TIMSS 2019 International Benchmarks
To provide an interpretation of the results on the TIMSS fourth grade science achievement scale inrelation to the students’ performance on the assessment items, TIMSS describes achievement at four
points along the scale as International Benchmarks: Advanced International Benchmark (625), HighInternational Benchmark (550), Intermediate International Benchmark (475), and Low International
Benchmark (400). The descriptions of science achievement at the International Benchmarks were
updated from TIMSS 2015 based on an analysis of the items that students with average achievement
at each of the benchmarks answered successfully in TIMSS 2019.
Exhibit 2.7 summarizes what fourth grade students who reached each of the TIMSS International
Benchmarks in 2019 could do in science. The progression in science achievement is evident frombenchmark to benchmark, from showing limited knowledge of science facts at the Low International
Benchmark to communicating their science understanding about a variety of topics in life science,physical science, and Earth science at the Advanced International Benchmark. As much as possible,
each description references achievement in the three content areas covered in the assessment at the
fourth grade, as well as science practices assessed by TIMSS. Science practices include skills from daily
life and school studies that students use systematically to conduct scientific inquiry and investigation.
The following tables show the target percentages for the content and cognitive domains.
Target Percentages of Assessment Devoted to Content andCognitive Domains – TIMSS 2019 Fourth Grade Science
Content Domain

Percentage

Life Science45%

Physical Science

35%

Earth Science20%

Cognitive Domain

Percentage

Knowing

40%

Applying

40%

Reasoning

20%

The interactive map of the benchmark descriptions links to example items. It provides an
overview of the science understanding demonstrated by the fourth grade students who performed at
the four different levels on the achievement scale. The following sections provide more information
about students’ achievement in TIMSS 2019 at each International Benchmark as well as more detailed
descriptions of each level together with example items.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

106

Exhibit 2.7: Summary of TIMSS 2019 International Benchmarks of Science Achievement

Advanced International Benchmark
625

Students communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge ofthe process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety oforganisms. They can communicate understanding of relationships in ecosystems and interactions between organisms
and their environment. They communicate understanding of properties and states of matter and physical and chemicalchanges. Students communicate understanding of Earth’s physical characteristics, processes, and history and showknowledge of Earth’s revolution and rotation.

High International Benchmark
550

Students communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge ofcharacteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ andorganisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter andof energy transfer in practical contexts, and show some understanding of forces and motion. Students know various
facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system.

Intermediate International Benchmark
475

Students show knowledge and understanding of some aspects of science. Students demonstrate some basic
knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related
to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s
physical characteristics.

Low International Benchmark
400

Students show limited understanding of scientific concepts and limited knowledge of foundational science facts.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

107

Percentages of Students Reaching International Benchmarks
Exhibit 2.8 presents the percentage of students reaching each TIMSS 2019 International Benchmark.
The results are presented in descending order according to the percentage of students reaching
the Advanced International Benchmark, which is indicated in the graph with black dots. Because
students who reached the Advanced Benchmark also reached the other benchmarks, the percentages
illustrated in the exhibit and shown in the columns to the right are cumulative. The two highestperforming countries had the highest percentages of students reaching the Advanced International
Benchmark—38 percent in Singapore and 29 percent in Korea. The Russian Federation and Japan
were next with 17–18 percent.
Most countries had fewer than 10 percent of their fourth grade students performing at theAdvanced Benchmark. In general, more countries are having success in educating their fourth gradestudents to a minimal level of proficiency in science than to an advanced level. As a point of reference,
Exhibit 2.8 provides the international median percentage of students reaching each benchmark at thebottom of the four right-hand columns. By definition, half the countries have a percentage in thatcolumn above the median and half below the median. The median percentages of students reaching theInternational Benchmarks were as follows: Advanced—6 percent, High—32 percent, Intermediate—71
percent, and Low—92 percent. Many TIMSS 2019 countries had more than 90 percent of their fourth
grade students reaching the Low Benchmark, and in three countries—Korea, the Russian Federation,
and Chinese Taipei—essentially all the students (99%) reached this benchmark.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

108

Exhibit 2.8: Percentages of Students Reaching International Benchmarks of Science Achievement
Advanced
High
Intermediate
Low

Percentages of Students Reaching
International Benchmarks

Country
3 Singapore

Korea, Rep. of
2 Russian Federation
Japan
FinlandChinese Taipei
2 † United States
Bulgaria
2 Turkey (5)SwedenAustralia
2 Lithuania
2 England
Hungary† Norway (5)PolandIreland† Hong Kong SAR
Czech Republic
2 Latvia
United Arab Emirates
1 2 Canada
Austria
2 Serbia
Germany
2 Slovak RepublicBahrain
Cyprus† Denmark2 New Zealand† Northern Ireland
2 Kazakhstan
Malta
Oman
Albania≡ Netherlands
Croatia
Qatar
Spain
Italy
France2 Portugal† Belgium (Flemish)KuwaitЖ South Africa (5)ψ Morocco
Armenia
1 Georgia
Chile
North Macedonia
Iran, Islamic Rep. ofMontenegro
2 Saudi Arabia
Bosnia and Herzegovina
Azerbaijan
2 Kosovo
2 Ж Pakistan
2 Ж Philippines

International Median
Benchmarking Participants

0

25

50

75

Moscow City, Russian Fed.
2 Ontario, Canada

Quebec, Canada
Madrid, Spain
Abu Dhabi, UAE
25

50

75

High
Benchmark(550)

Intermediate
Benchmark
(475)

Low
Benchmark(400)

38 (1.9)29 (1.2)
18 (1.3)
17 (0.8)
15 (1.1)
15 (0.9)
15 (0.8)
15 (1.0)
12 (1.0)
11 (1.0)
11 (0.9)
11 (0.9)
10 (1.1)
10 (0.6)
9 (0.7)9 (0.8)9 (0.6)8 (0.9)8 (0.9)8 (0.9)7 (0.4)7 (0.6)7 (0.7)7 (0.7)7 (0.9)7 (0.8)6 (0.7)6 (0.8)6 (0.7)6 (0.5)5 (0.7)5 (0.8)5 (0.4)4 (0.8)4 (0.5)4 (0.9)4 (0.5)3 (0.6)3 (0.5)3 (0.7)3 (0.4)2 (0.4)2 (0.3)2 (0.4)2 (0.3)2 (0.7)2 (0.4)1 (0.4)1 (0.2)1 (0.4)1 (0.3)1 (0.2)1 (0.2)1 (0.2)1 (0.2)0 (0.1)0 (0.1)0 (0.0)74 (1.7)
73 (1.3)
63 (1.9)59 (1.2)
56 (1.4)
57 (1.1)
48 (1.3)
44 (2.0)44 (1.9)45 (1.8)
44 (1.5)45 (1.5)
44 (1.7)42 (1.3)
46 (1.6)42 (1.6)
41 (1.6)
41 (1.8)
43 (2.2)
48 (1.6)
27 (0.7)
37 (1.1)
38 (1.4)
36 (1.7)
37 (1.3)
39 (1.5)
28 (1.3)
31 (1.6)
36 (1.3)
30 (1.3)
35 (1.4)
23 (1.5)27 (0.8)
17 (1.3)
24 (1.5)
33 (1.7)
34 (1.4)
18 (1.2)
30 (1.1)
27 (1.8)
22 (1.3)
26 (1.4)
24 (1.1)
10 (1.3)
6 (0.6)7 (1.1)14 (1.2)
12 (1.1)
14 (0.9)
11 (1.3)
13 (1.0)
12 (0.9)
8 (0.6)
12 (0.9)
8 (0.6)4 (0.6)
1 (0.4)1 (0.3)93 (0.9)95 (0.6)
92 (1.0)
90 (0.7)
87 (1.0)89 (0.9)79 (1.1)
71 (2.1)
75 (1.7)80 (1.5)
78 (1.2)
81 (1.4)
81 (1.2)
76 (1.4)
83 (1.2)
79 (1.3)
77 (1.7)
79 (1.6)
81 (1.2)
85 (1.2)
53 (0.9)75 (1.0)75 (1.4)
73 (1.5)
72 (1.2)
76 (1.6)
60 (1.5)70 (1.5)
76 (1.3)
64 (1.2)
74 (1.5)
59 (1.7)
63 (0.8)
38 (1.4)
59 (1.8)
76 (1.7)80 (1.3)
43 (1.7)
71 (1.3)
71 (1.6)
59 (1.6)
67 (1.5)
66 (1.5)
27 (2.0)
14 (1.2)
21 (1.6)
47 (1.7)
43 (2.1)
48 (1.8)
34 (2.5)40 (1.7)
44 (1.6)
28 (1.1)
44 (1.5)
32 (1.3)
25 (1.6)
7 (1.4)5 (0.7)98 (0.4)
99 (0.2)
99 (0.3)
98 (0.4)
97 (0.5)
99 (0.3)
94 (0.6)
87 (1.4)
90 (1.1)
96 (0.6)
94 (0.7)
97 (0.4)
96 (0.6)
94 (0.7)
97 (0.5)95 (0.5)
94 (0.8)
96 (0.6)
97 (0.5)
98 (0.5)74 (0.7)
95 (0.4)
94 (0.8)
92 (1.0)93 (0.7)
92 (1.2)
84 (1.1)
92 (0.8)
96 (0.5)
88 (0.8)
94 (0.7)
89 (1.0)
86 (0.7)
63 (1.2)
86 (1.4)
96 (0.6)
98 (0.4)
68 (1.5)
94 (0.7)
95 (0.8)
86 (1.0)93 (0.6)
92 (0.6)
49 (2.1)
28 (1.5)42 (2.0)80 (1.5)75 (1.8)
82 (1.3)
62 (2.6)
68 (1.8)75 (0.9)54 (1.5)
78 (1.4)
65 (1.5)
59 (1.7)
21 (3.2)
13 (1.4)

6

32

71

92

33 (1.4)
17 (0.8)8 (1.0)5 (0.7)4 (0.7)3 (0.3)78 (1.2)
52 (0.8)
38 (1.8)
34 (1.5)
34 (1.2)
14 (0.8)

96 (0.5)80 (0.7)75 (1.7)
77 (1.7)
79 (1.3)
34 (0.9)100 (0.1)
94 (0.5)95 (0.8)
97 (0.5)
97 (0.4)
55 (1.0)100

2 Dubai, UAE

0Advanced
Benchmark
(625)

100

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

109

Trends in Percentages of Students Reaching International Benchmarks
Exhibit 2.9 shows the changes in percentages of students reaching the benchmarks for countries thathave comparable data from previous assessments. Most recently, there were about as many decreases
as increases at each level across the distribution. Of the 44 countries participating in both 2015 and2019, 5 increased and 5 decreased at the Advanced International Benchmark, 8 increased and 7
decreased at the High Benchmark, 7 increased and 9 decreased at the Intermediate Benchmark, and9 increased and 6 decreased at the Low Benchmark.
The recent trends from 2015 differ from previous assessments, when the countries made progressat all but the Advanced Benchmark. The pattern across the benchmarks between 2007 and 2019 shows
decreases at the Advanced Benchmark but increases at the other three levels. Of the 21 countries
that also participated in TIMSS 2007, 4 increased and 8 decreased at the Advanced International
Benchmark, 7 increased and 4 decreased at the High Benchmark, 9 increased and 3 decreased at
the Intermediate Benchmark, and 6 increased and only 1 decreased at the Low Benchmark. For the
16 countries with data for 1995 and 2019, although the Advanced International Benchmark had 7
increases and 5 decreases, there were substantial gains at the other three levels—High International
Benchmark with 9 increases and 2 decreases, Intermediate International Benchmark with 11 increases
and 2 decreases, and Low International Benchmark with 10 increases and 1 decrease.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

110

Exhibit 2.9: Percentages of Students Reaching International Benchmarks of Science Achievement
Across Assessment Years
Advanced
International Benchmark(625)Country

High
International Benchmark(550)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1995

2019

2015

2011

2007

2003

1995

38
29
18
17
15
15
15
15
11
11
11
10
10
9
9
9
8
8
8
7
7
7
7
7
7
6
6
6
6
5
5
5
4
4
4
3
3
3
3
2
2
2
2
2
1
1
1
1
1
0

37
29
20
19
13
14
16
16
11
8 
7 
10
14 
7
12 
7
16 
9

33
29
16
14 
20 
15
15

36

25 

14 
22 

42 
67 

15 

49 
51 

39 
49 

54 

19 
15

14
13

19 

68 
73
52 
58
65 
53 
49

61 

11 
12 

55
47

52 
45

50

10
7 
4 
11
13 

8 
10
3 
14 
13 

9
3 
15 
10

44
35 
31 
42
46

37 
41
30 
48
47 

38 
30 
47
42

7
9
10

14 
7

71
75
62
63 
54
56
51
50
47
39 
39 
43
50 
44
51 
40
55 
43

68 

16
12 

74
73
63
59
56
57
48
44
45
44
45
44
42
46
42
41
41
43
48
27
37
38
36
37
39
28
31
36
30
35
23
27
17
33
34
18
30
27
22
26
24
10
7
14
12
14
13
8
8
1

35 
45
44

55 
33 

17
8
5
3

14 
9
6
4

Singapore
Korea, Rep. of
Russian Federation
Japan
FinlandChinese Taipei
United States
Bulgaria
SwedenAustralia
Lithuania
England
Hungary
Norway (5)PolandIrelandHong Kong SAR
Czech Republic
LatviaUnited Arab Emirates
CanadaAustria
SerbiaGermany
Slovak RepublicBahrain
CyprusDenmark
New Zealand
Northern Ireland
Kazakhstan
Malta
Oman
Netherlands
Croatia
Qatar
Spain
Italy
FrancePortugal
Belgium (Flemish)KuwaitMoroccoArmenia
Georgia
Chile
Iran, Islamic Rep. of
Saudi Arabia
Azerbaijan
Philippines

7

13
15 
7 

8
5 
12 

8
6
7

3 

8
8
9
4 
2 
7
6
5

4
3
6 
3
5 
4
2
2
3
1 
1
1
1
2
1
1

8
8
7
10 
4 

9

13 

10 
11 
2 

8 
5
5
7
2 
1 
3
3
2
4
8 

9 

11 

4

3

6

13 

9 

7 
2
0 
1 
1
2 
3 
3 
2 

1 

7
8 

2
2

2
1 
2

1 

0 

2

47 

40
42
32 

36 
30 
42

41 
22 
38
40 
40
40
19 
18 
39
32
34

16
30
41 
15
34 
32
20
25
27
4 
5
10 
12
16
9 
8

14 
42 
35
39
44 
17 
39
28
33
28 
14 
7 
37
30 
11 
28
37 

39
41 
42
17 

11 

35
32

38 

35 

34

32

38

44 

35 

35 
24
1 
6 
13
19 
16 
12 
13 

45 

13 
28 

10 
5 
12

7 

3 

6 

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Quebec, Canada
Abu Dhabi, UAE

6 
9
3 
2 

4 
12 
5

13 
3 

10
9 

52
38
34
14

42 
41
35
15

23 
40
29 
10 

21 
45 
32

47 
25 

37
40

 2019 percent significantly higher 2019 percent significantly lower

An empty cell indicates a country did not participate in that year's assessment or did not have comparable data.
See Appendix A for country participation in previous TIMSS assessments.
Results for Lithuania before 2015 do not include students taught in Polish or Russian.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

111

Exhibit 2.9: Percentages of Students Reaching International Benchmarks of Science Achievement
Across Assessment Years(Continued)

Country

Intermediate
International Benchmark
(475)

Low
International Benchmark(400)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1995

2019

2015

2011

2007

2003

1995

93
95
92
90
87
89
79
71
80
78
81
81
76
83
79
77
79
81
85
53
75
75
73
72
76
60
70
76
64
74
59
63
38
76
80
43
71
71
59
67
66
27
21
47
43
48
40
28
32
5

90
96
91
93 
89
88
81 
77 
82
75
78
81
81
85
85 
79
88 
81

89 
95
86 
90
92 
85 
81 

88 

86 

71 
93

89 
99

87 

96 
97

93 
96 

97

86 
78

87
78

78

97 
99
98 
99
99 
97 
96 

95 

74 
84 

97 
94

98
94

92

79
72 
73 
76 
78

76 
76
74 
81
78

74
73 
79
76

95
91 
95 
93 
93

95
93
95
95
93

92
95 
94 
94

72 
82
81

88 
72 

97
100
99
99
99
98
95 
90
96
94
96
97
94
98
97 
96
98 
96

96 

82 
86 

92
96
97

98 
93 

46 
77

36 

98
99
99
98
97
99
94
87
96
94
97
96
94
97
95
94
96
97
98
74
95
94
92
93
92
84
92
96
88
94
89
86
63
96
98
68
94
95
86
93
92
49
42
80
75
82
68
54
65
13

67 
95

61 

80
75
77
34

70 
79
78
35

94
95
97
55

86 
96
97
55

Singapore
Korea, Rep. of
Russian Federation
Japan
FinlandChinese Taipei
United States
Bulgaria
SwedenAustralia
Lithuania
England
Hungary
Norway (5)PolandIrelandHong Kong SAR
Czech Republic
LatviaUnited Arab Emirates
CanadaAustria
SerbiaGermany
Slovak RepublicBahrain
CyprusDenmark
New Zealand
Northern Ireland
Kazakhstan
Malta
Oman
Netherlands
Croatia
Qatar
Spain
Italy
FrancePortugal
Belgium (Flemish)KuwaitMoroccoArmenia
Georgia
Chile
Iran, Islamic Rep. of
Saudi Arabia
Azerbaijan
Philippines

87 

72 
72 
67 

70 
69 
77 

80 

77
78 
74
47 
56 
78
67
76

38
76
83
39
74
75
58
72 
73 
15 
17
38 
41
53 
33 
25 

79 
72
78 
79
43 

76

78
63
74
58
41 
23 
86 
75 
29 
67
76 

72 
65

73 

66

79

83 

82 

78 

70

79 

76 
75
55 

75 
73 
6 
26 
44
54 
44 
35 
37

39 

43 
79 

38 
26 
36

28 

15 

19 

98 

89 
90 
90 

91 
91 
95 

96 

93
96 
91
72 
86 
96
88
95

61
97
98
64 
95
95
88
96 
96 
33 
35 
70 
74
85
61 
48 

96
91
96 
94
70 
95
86
94
84 
70 
45 
99 
96 
50 
92
95

93
94
92
86 

74 

93 
87

91 

85

97

99 

98 

94

91 

95
96 
16 
58 
75
85
72
63 
65

94

73 
98 

66 
59 
65

58 

42 

34 

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Quebec, Canada
Abu Dhabi, UAE

48 
77
76
30

48 
79
74

81 
66 

71
77

72 
94
97
55

72 
95
96

96
91 

90 
94 

 2019 percent significantly higher 2019 percent significantly lower

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

112

Low Benchmark: Full Description and Example Items
Exhibit 2.10 provides the description of fourth grade students’ achievement at the Low International
Benchmark. Students demonstrated limited understanding of scientific concepts and limited
knowledge of foundational science facts in life science, physical science, and Earth science.
Exhibit 2.10.1 shows an example item from the life science domain. On average, 74 percent of
the students were able to recognize that the frog was the animal with a backbone. The top performing
students on this item were in Hungary and Latvia with 88–89 percent correct.

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113

Exhibit 2.10: Description of the TIMSS 2019 Low International Benchmark (400) of Science Achievement

Low International Benchmark
400

Summary
Students show limited understanding of scientific concepts and limited knowledge of foundational science facts.
Students at this level can recognize that some animals have backbones, that some materials conduct heat better than others, and thatwater and soil are natural resources.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

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114

Exhibit 2.10.1: Low International Benchmark of Science Achievement – Example Item 1
Content Domain: Life Science

Percent
Correct

Country
Hungary
2 Latvia
Croatia
Korea, Rep. of
Albania
Armenia
Chinese Taipei
2 Slovak Republic† Norway (5)1 Georgia
Bulgaria
2† United States
2 Serbia
PolandBosnia and Herzegovina
2 Turkey (5)Czech Republic
North Macedonia
2 Russian FederationJapan† Denmark
Malta
FinlandSwedenAustralia
2 New Zealand
1 2 Canada
2 Kazakhstan
2 England
FranceAzerbaijan† Northern Ireland
IrelandMontenegro
Cyprus2 Lithuania
International Average
Morocco2 Kosovo† Hong Kong SAR
Germany
Italy
Oman
Austria
United Arab Emirates
3 Singapore
Spain
Qatar
Chile
Bahrain
Iran, Islamic Rep. of
Kuwait2 Pakistan
2 Saudi Arabia
2 Portugal
South Africa (5)2 Philippines† Belgium (Flemish)≡ Netherlands

89 (1.6)
88 (1.6)
87 (1.6)
87 (1.6)
86 (2.5)85 (1.7)
85 (1.4)
84 (1.7)
83 (2.0)
83 (1.8)
83 (2.1)
82 (1.2)
82 (1.9)81 (1.6)
81 (1.7)
81 (1.8)
81 (1.9)81 (2.1)
80 (1.9)80 (1.5)
79 (2.0)79 (1.7)
79 (1.7)
79 (1.9)78 (1.7)
78 (1.8)78 (1.5)
77 (1.8)
77 (2.4)
76 (2.0)76 (2.0)76 (2.0)76 (2.1)
75 (1.7)75 (1.8)
74 (2.0)74 (0.3)
74 (1.7)
74 (1.8)
74 (2.3)
73 (2.0)73 (2.2)
73 (2.0)72 (2.2)
72 (1.0)72 (1.5)
71 (2.7)
70 (2.2)
67 (2.1)
67 (1.8)64 (2.1)
61 (2.6)
61 (3.2)
61 (1.8)60 (2.3)
58 (1.6)
56 (2.5)
35 (2.1)
27 (2.4)

Cognitive Domain: Knowing
Description: Recognizes an animal that has a backbone











































Benchmarking Participants
Moscow City, Russian Fed.
2 Ontario, Canada
2 Dubai, UAE

Quebec, Canada
Madrid, Spain
Abu Dhabi, UAE

79 (1.7)
79 (2.1)
78 (1.9)73 (2.6)
69 (2.4)
66 (1.6) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

115

Intermediate Benchmark: Full Description and Example Items
Exhibit 2.11 provides the description of student achievement at the Intermediate International
Benchmark. At this level, students showed knowledge and understanding of some aspects of science
across the three content domains.
Exhibit 2.11.1 presents an item from the life science domain. It illustrates that students reaching
the Intermediate Benchmark understood why plastic objects in the ocean are dangerous for sea
animals. Sweden, Finland, and Norway (fifth grade) had best achievement on this item, 85–‍86 percent
correct. The international average was 57 percent.
Exhibit 2.11.2 shows an item from the physical science domain. On average, internationally,
66 percent of fourth grade students recognized why wheels on a wagon make it easier to pull. Finland
and Korea had the highest percentage correct—87–88 percent.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

116

Exhibit 2.11: Description of the TIMSS 2019 Intermediate International Benchmark (475) of Science
Achievement
Intermediate International Benchmark
475

Summary
Students show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants andanimals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementaryknowledge of forces and motion. They show some understanding of Earth’s physical characteristics.
Students show basic knowledge of what plants and animals need to survive as well as some knowledge of the characteristics of animals.
Students can recognize different properties of matter, demonstrate understanding of simple electrical circuits, and apply elementaryknowledge of forces and motion, such as the force between a magnet and different materials.
Students show some understanding of Earth’s physical characteristics.
Students can relate information in diagrams to some basic science concepts.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

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117

Exhibit 2.11.1: Intermediate International Benchmark of Science Achievement – Example Item 1
Content Domain: Life Science

Percent
Full Credit

Country
SwedenFinland† Norway (5)Australia
Japan≡ Netherlands
3 Singapore
Cyprus2 England
Ireland2† United States† Denmark† Belgium (Flemish)† Northern Ireland
Malta
Chinese Taipei
1 2 Canada
2 Russian Federation
Czech Republic
Germany
Korea, Rep. of
2 Lithuania
Spain
2 New Zealand
2 Portugal
Austria
Hungary
PolandItaly
2 Slovak Republic
France† Hong Kong SAR
Chile
2 Latvia
2 Turkey (5)International Average
2 Serbia
Croatia
BahrainArmenia
Qatar
United Arab Emirates
Bulgaria
Albania
Bosnia and Herzegovina
1 Georgia
Montenegro
Oman
2 Kazakhstan
South Africa (5)KuwaitIran, Islamic Rep. of
MoroccoAzerbaijan
North Macedonia
2 Kosovo
2 Saudi Arabia
2 Philippines
2 Pakistan

86 (1.8)85 (1.4)
85 (1.9)84 (1.6)
83 (1.6)
83 (1.8)
83 (1.2)
83 (1.7)
81 (2.1)
81 (1.9)79 (1.2)
78 (2.2)
78 (2.1)
76 (2.5)
76 (1.8)75 (2.2)
75 (1.6)
74 (2.3)
73 (1.9)73 (2.1)
73 (2.1)
71 (1.9)70 (2.0)70 (1.7)
70 (2.2)
70 (2.2)
68 (2.0)67 (1.9)65 (2.1)
63 (2.4)
62 (2.6)
62 (3.0)61 (2.1)
60 (2.2)
58 (2.4)
57 (0.3)
54 (2.7)
51 (2.3)
48 (2.2)
45 (2.4)
45 (2.6)
44 (1.0)42 (3.1)
40 (2.9)39 (2.5)
36 (2.8)35 (2.1)
34 (2.1)
33 (2.0)28 (1.5)
28 (2.0)
21 (1.8)
21 (1.9)20 (1.9)19 (2.3)
17 (1.9)
14 (1.4)
11 (1.5)
7 (1.9)Cognitive Domain: Knowing
Description: States one reason why plastic objects in the ocean are dangerous for sea animals
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
Madrid, Spain
2 Ontario, Canada
Quebec, Canada
2 Dubai, UAE
Abu Dhabi, UAE

78 (2.0)76 (2.6)
76 (2.7)
73 (2.4)
60 (2.1)
34 (1.4) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

118

Exhibit 2.11.2: Intermediate International Benchmark of Science Achievement – Example Item 2
Content Domain: Physical Science
Percent
Correct

Country

Finland
Korea, Rep. of
3 Singapore
Chinese Taipei† Hong Kong SAR
2 Russian Federation
2 Lithuania
SwedenIreland2 Latvia
2 England† Northern Ireland
2 Serbia
Australia
Hungary† Belgium (Flemish)† Denmark
PolandItaly
Germany
2 New Zealand
1 2 Canada
2† United States† Norway (5)2 Slovak Republic
Croatia≡ Netherlands
Czech Republic
2 Kazakhstan
CyprusAustria
Spain
International Average
Malta
Japan
Bulgaria
Albania
Bahrain2 Portugal
Iran, Islamic Rep. of
United Arab Emirates
2 Turkey (5)Azerbaijan
Bosnia and Herzegovina
France1 Georgia
Qatar
2 Kosovo
Montenegro
Oman
North Macedonia
Chile
2 Saudi Arabia
ArmeniaSouth Africa (5)KuwaitMorocco
2 Pakistan
2 Philippines

88 (1.4)
87 (1.6)85 (1.2)
85 (1.5)
83 (2.1)
82 (2.1)
82 (1.9)81 (1.7)80 (1.9)80 (2.0)77 (2.1)
76 (2.0)76 (2.3)
76 (2.1)
75 (1.9)74 (2.2)
73 (2.0)72 (1.8)
72 (2.6)
72 (2.2)
72 (2.0)72 (2.1)
71 (1.4)
71 (2.2)
70 (2.1)
70 (2.8)70 (2.4)
69 (2.2)
68 (1.9)68 (1.8)
67 (2.2)
67 (2.1)
66 (0.3)
66 (2.2)
66 (2.2)
65 (2.8)64 (2.3)
63 (1.8)
62 (1.9)61 (2.3)
61 (0.8)60 (2.6)
60 (2.2)
58 (2.1)
58 (2.1)
55 (2.7)
54 (2.2)
54 (2.2)
53 (2.1)
53 (1.8)
51 (3.0)50 (2.1)
49 (2.3)
48 (2.4)
47 (1.5)45 (2.1)
41 (2.0)39 (4.7)
36 (2.0)

Cognitive Domain: Applying
Description: Recognizes the best explanation for why a box on a cart is easier to pull than a box resting
directly on the floor
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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Madrid, Spain
2 Ontario, Canada
Quebec, Canada
Abu Dhabi, UAE

88 (1.7)
77 (1.6)
73 (2.6)
72 (3.7)
68 (2.4)
52 (1.4) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

119

High Benchmark: Full Description and Example Items
Exhibit 2.12 presents the description of achievement at the High International Benchmark. Fourth
grade students reaching this level could communicate and apply knowledge about various topics inlife science, physical science, and Earth science.
Exhibit 2.12.1 provides an example from the life science domain. When shown a picture of adesert, 45 percent of students, on average, identified two living things and two non-living things.
Eighty-four percent of the Singaporean fourth grade students successfully completed this task.
Exhibit 2.12.2 shows an example from the physical science domain. On average,internationally, 64 percent of the fourth grade students recognized that a flashlight changed
electrical energy into light energy. The highest achievement was posted by Chinese Taipei, Korea,
and Hong Kong SAR—80–82 percent.
Exhibit 2.12.3 shows an example from the Earth science domain. Sixty-one percent of Finnish
students could explain that the shape of the Moon changes during the month. The average acrosscountries was 37 percent.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

120

Exhibit 2.12: Description of the TIMSS 2019 High International Benchmark (550) of Science Achievement

High International Benchmark
550

Summary
Students communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics ofplants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with theirenvironment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show
some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic
understanding of the Earth-Moon-Sun system.
Students communicate knowledge of characteristics of plants and animals. For example, they can distinguish living things from nonliving
things and demonstrate some knowledge of life cycles of plants and animals. Students can apply knowledge of ecosystems and oforganisms’ interactions with their environment. They can complete food chains and recognize some plant and animal features that provide
advantages in a given environment. Students demonstrate an understanding of how germs spread.
Students demonstrate knowledge of states and properties of matter. They understand basic properties of magnets, including the forces
between two magnets. Students show some elementary knowledge about how shadows are formed. They apply knowledge of energy
transfer in practical contexts and show some understanding of forces and motion, including gravity and air resistance.
Students know various facts about the Earth’s physical characteristics and climates, and show basic understanding of the Earth-Moon-Sun
system.
Students can make simple inferences using models, tables, and diagrams.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
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121

Exhibit 2.12.1: High International Benchmark of Science Achievement – Example Item 1
Content Domain: Life Science

Percent
Full Credit

Country
3 Singapore

Armenia
2 Kazakhstan

Cyprus2 Russian Federation
2 Turkey (5)2 Serbia
Czech Republic
Italy
2 Slovak RepublicHungary
Croatia
Bahrain
United Arab Emirates
Bulgaria
Oman
Montenegro† Norway (5)2 Kosovo
Malta
2† United States
Australia
Qatar
SwedenPolandFinland2 Portugal
2 Latvia
2 Lithuania
2 Saudi Arabia
1 2 Canada
KuwaitInternational Average
Albania
2 England
North Macedonia
Bosnia and Herzegovina
FranceJapan
Korea, Rep. of
Iran, Islamic Rep. of
Ireland† Denmark2 PakistanAzerbaijan
2 New ZealandSpain
1 Georgia≡ Netherlands† Northern Ireland
AustriaSouth Africa (5)MoroccoGermany† Hong Kong SAR
Chile† Belgium (Flemish)2 Philippines
Chinese Taipei

84 (1.4)
79 (1.8)
71 (2.6)
67 (2.4)
67 (2.2)
67 (2.6)
66 (2.7)
64 (1.7)
63 (2.6)
62 (2.3)
62 (2.3)
62 (2.6)
60 (1.5)
58 (1.1)
57 (2.6)
56 (2.1)
55 (1.9)55 (3.0)55 (2.6)
52 (2.2)
52 (1.6)
51 (2.2)
51 (3.0)50 (2.4)
50 (2.6)
49 (2.0)48 (2.3)
47 (2.3)
47 (2.7)
46 (2.0)46 (1.3)
46 (2.3)
45 (0.3)
39 (2.8)
38 (2.6)
38 (3.3)
38 (2.4)
37 (2.2)
37 (2.3)
37 (2.4)
35 (2.5)
34 (2.1)
34 (2.4)
34 (3.6)
33 (2.0)32 (2.0)32 (2.2)
31 (2.7)
30 (2.3)
29 (2.4)
27 (2.4)
27 (1.6)
27 (2.0)23 (1.9)23 (2.3)
20 (2.0)
18 (1.7)
15 (1.5)
10 (1.2)

Cognitive Domain: Knowing
Description: Lists two living things and two nonliving things shown in a picture of a desert ecosystem
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The answer shown illustrates the type of response that would receive full credit (1 point).
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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE
2 Ontario, Canada

Abu Dhabi, UAE
Quebec, Canada
Madrid, Spain

76 (1.9)72 (1.5)
52 (2.1)
42 (1.3)
31 (2.0)23 (1.9)

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 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

122

Exhibit 2.12.2: High International Benchmark of Science Achievement – Example Item 2
Content Domain: Physical Science

Percent
Correct

Country
Chinese Taipei
Korea, Rep. of† Hong Kong SAR
SwedenCroatia
FinlandJapan
2 Lithuania
Iran, Islamic Rep. of
PolandBulgaria
3 Singapore† Belgium (Flemish)2 Slovak Republic
2 Serbia† Norway (5)2 Russian Federation
Spain
Czech Republic† DenmarkAustralia
2 Latvia
FranceBahrainGermany
2 England
Bosnia and Herzegovina
Italy
1 2 Canada
2† United States
Austria
2 New ZealandInternational Average
Hungary† Northern Ireland
Ireland≡ Netherlands
United Arab Emirates
1 Georgia
Qatar
2 Turkey (5)2 Portugal
CyprusNorth Macedonia
Malta
2 Saudi Arabia
Oman
KuwaitAlbania
2 Kazakhstan
Montenegro
2 Kosovo
Chile
Azerbaijan
MoroccoSouth Africa (5)Armenia
2 Philippines
2 Pakistan

82 (1.8)
81 (2.0)80 (1.9)77 (2.1)
75 (2.8)
74 (2.0)74 (1.9)74 (2.1)
73 (1.8)
73 (2.0)72 (2.5)
72 (1.6)
71 (1.7)
70 (2.3)
69 (2.1)
69 (2.4)
69 (2.0)68 (2.0)68 (2.2)
67 (2.2)
67 (2.0)67 (2.6)
66 (2.3)
66 (1.8)
66 (2.0)66 (2.3)
66 (1.8)
65 (2.5)65 (1.4)
65 (1.6)
64 (2.1)
64 (2.1)
64 (0.3)
64 (2.0)63 (2.6)
62 (2.5)
62 (2.3)
62 (1.1)
62 (2.8)
61 (2.4)
60 (2.4)
60 (2.1)
59 (1.8)
59 (2.9)59 (2.0)58 (2.1)
57 (2.0)
57 (2.2)
56 (2.8)
56 (2.1)
56 (1.6)
54 (2.5)
52 (2.3)
51 (2.4)
50 (1.9)50 (1.6)
49 (2.3)
42 (2.1)
32 (3.3)

Cognitive Domain: Knowing
Description: Recognizes the energy change that occurs when a flashlight is turned on
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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Quebec, Canada
Madrid, Spain
2 Ontario, Canada
Abu Dhabi, UAE

88 (1.4)
73 (1.5)
72 (2.2)
66 (2.5)
61 (2.3)
51 (1.7) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

123

Exhibit 2.12.3: High International Benchmark of Science Achievement – Example Item 3
Content Domain: Earth Science
Percent
Full Credit

Country

Finland† Norway (5)Australia
2 Lithuania
2† United States
Korea, Rep. of
2 Turkey (5)2 Russian Federation
2 Portugal
SwedenJapan
3 Singapore
Austria
Germany
Hungary
Malta† Belgium (Flemish)Croatia
Spain
Chinese Taipei
2 New Zealand
2 Latvia
2 Kazakhstan
1 2 Canada
2 Slovak Republic≡ Netherlands
2 Serbia
BahrainIreland
Cyprus† Northern Ireland
FranceItaly
Czech Republic
International Average
2 England
Poland† DenmarkArmenia
United Arab Emirates
Bulgaria
Chile
Montenegro
Albania
1 Georgia
Bosnia and Herzegovina
Qatar† Hong Kong SAR
2 Saudi Arabia
Oman
Azerbaijan
South Africa (5)North Macedonia
2 Kosovo
Morocco
KuwaitIran, Islamic Rep. of
2 Pakistan
2 Philippines

61 (2.0)58 (2.5)
58 (2.0)56 (2.4)
55 (1.7)
54 (2.1)
53 (2.4)
53 (2.4)
52 (2.3)
52 (2.5)
51 (2.1)
51 (1.8)50 (2.3)
50 (2.3)
49 (2.4)
49 (2.3)
48 (2.1)
46 (3.3)
46 (2.2)
44 (2.3)
44 (2.5)
43 (2.2)
43 (2.5)
43 (1.6)
42 (2.3)
41 (2.6)
41 (2.2)
40 (1.7)
40 (2.4)
40 (2.2)
39 (2.2)
37 (2.4)
37 (2.4)
37 (2.5)37 (0.3)
36 (2.6)
34 (2.2)
34 (2.4)
33 (2.2)
30 (1.0)30 (2.4)
30 (1.8)
28 (1.8)
28 (2.3)
27 (2.1)
26 (1.8)
25 (2.0)24 (2.0)
20 (1.7)
19 (1.5)
18 (1.6)
17 (1.3)
17 (2.4)
15 (1.4)
15 (1.8)
15 (1.6)
15 (1.6)
8 (1.7)4 (1.1)

Cognitive Domain: Applying
Description: Using two pictures of the same location, explains that the Moon can look different at
different times
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
Madrid, Spain
Quebec, Canada
2 Dubai, UAE
2 Ontario, Canada
Abu Dhabi, UAE

58 (2.1)
53 (2.5)
48 (2.5)
46 (1.8)40 (3.0)23 (1.5) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

124

Advanced Benchmark: Full Description and Example Items
Exhibit 2.13 presents the description of fourth grade performance at the Advanced International
Benchmark. Students reaching the Advanced level could communicate their understanding of science
concepts in the three content areas and demonstrate familiarity with the process of scientific inquiry.
Exhibit 2.13.1 shows an item from the life science domain that asks students to identify twocompetitors in a food web. Bulgaria was by far the highest achieving country, with 69 percent correct.
The international average was 30 percent.
Exhibits 2.13.2 and 2.13.3 present a two-part item from the physical science domain about anexperiment involving dissolving sugar in water. Part A asked students to recognize three situations thatwould dissolve the sugar faster—higher water temperature, stirring the water, and smaller sugar cubes.
Latvia had the highest percentage correct—74 percent. The international average was 37 percent.
Part B asked why the amount of water in each beaker had to be same. The international average wasonly 21 percent. However, 66 percent of the Singaporean fourth grade students provided the correct
explanation.
Exhibit 2.13.4 shows the example from the Earth science domain. Students at the Advanced level
demonstrated they understood that Earth’s seasons are related to the tilt of its axis and its orbit aroundthe Sun. Chinese Taipei had the highest percentage correct (59%), and the international average was
36 percent.

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125

Exhibit 2.13: Description of the TIMSS 2019 Advanced International Benchmark (625) of Science
Achievement
Advanced International Benchmark
625

Summary
Students communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process ofscientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate
understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate
understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s
physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation.
Students demonstrate knowledge of characteristics and life processes of a variety of organisms. Students communicate understanding ofrelationships in ecosystems and interactions between organisms and their environment, such as explaining adaptations and identifying
animals that compete for food. They can evaluate experimental designs to test how light and water affect the growth of plants.
Students communicate understanding of properties and states of matter and of physical and chemical changes. In the context ofinvestigations, students can explain what makes a solid dissolve faster in water, can evaluate methods for separating mixtures of solids,
and understand what is important when designing a fair test.
Students communicate understanding of Earth’s physical characteristics, processes, and history. For example, they can relate two different
environments to the weathering of rocks and recognize how fish fossils are formed. Students show knowledge of Earth’s revolution and can
describe how the Earth’s rotation causes day and night.
Students demonstrate basic knowledge and skills related to scientific inquiry and can recognize how to set up a simple experiment. They
can draw conclusions from descriptions and diagrams and from results of experiments.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

126

Exhibit 2.13.1: Advanced International Benchmark of Science Achievement – Example Item 1
Content Domain: Life Science

Percent
Full Credit

Country
Bulgaria
Korea, Rep. of
3 Singapore
Chinese Taipei
Sweden† Norway (5)Finland
2 Slovak Republic
2 Serbia2† United States† Hong Kong SAR† Denmark† Northern Ireland
Austria
Germany
Australia
2 EnglandJapan
2 Russian Federation
PolandFranceBahrainIrelandCzech Republic
Spain
Malta
Italy
Hungary
2 New Zealand
2 Portugal
1 2 Canada
International Average
Cyprus† Belgium (Flemish)
United Arab Emirates≡ Netherlands
2 Latvia
Montenegro
Croatia
2 Lithuania
Chile
Albania
Armenia
Oman
Iran, Islamic Rep. of
2 Turkey (5)2 Saudi Arabia
Qatar
Morocco1 Georgia
Bosnia and Herzegovina
KuwaitSouth Africa (5)Azerbaijan
2 Kazakhstan
North Macedonia
2 Pakistan
2 Philippines
2 Kosovo

69 (2.3)
56 (2.3)
54 (2.0)45 (2.2)
45 (2.6)
44 (2.2)
43 (1.7)
42 (2.3)
40 (2.7)40 (1.8)40 (2.6)40 (2.4)
39 (2.8)
38 (2.9)38 (2.3)
37 (2.3)
37 (2.7)
37 (1.9)37 (2.4)
37 (2.2)
36 (2.8)35 (1.8)35 (2.1)
34 (2.2)
34 (1.7)
33 (2.1)
31 (2.6)
31 (2.0)31 (1.6)
31 (2.2)
31 (1.9)30 (0.3)
30 (2.5)
29 (2.2)
28 (1.1)
27 (2.1)
27 (2.1)
26 (2.1)
26 (2.0)26 (2.3)
24 (2.0)22 (2.4)
22 (1.8)
22 (2.0)22 (1.8)
20 (1.7)
20 (1.4)
19 (2.1)
16 (2.0)
16 (2.2)
15 (1.5)
15 (1.9)15 (1.1)
14 (1.4)
13 (1.6)
13 (1.8)
10 (2.3)
6 (0.9)5 (1.3)

Cognitive Domain: Applying
Description: Uses a food web to determine which animals are competitors
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Madrid, Spain
2 Ontario, Canada
Quebec, Canada
Abu Dhabi, UAE

52 (2.7)
41 (2.0)36 (2.3)
32 (3.6)30 (2.2)
19 (1.3) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

127

Exhibit 2.13.2: Advanced International Benchmark of Science Achievement – Example Item 2
Content Domain: Physical Science

Percent
Full Credit

Country
2 Latvia

Chinese Taipei
PolandJapan
Korea, Rep. of
2 Serbia
Finland2 Russian Federation
2 Lithuania† Belgium (Flemish)2 Slovak Republic
3 Singapore
Sweden† Hong Kong SAR
Czech Republic
Ireland
Hungary≡ Netherlands
Bulgaria† Norway (5)† Denmark1 2 Canada
Croatia
Germany
Australia† Northern Ireland
Italy
Cyprus2 Portugal
2 New ZealandInternational Average
Austria
Albania
2 England
MaltaFranceSpain
Armenia2† United States
2 Turkey (5)Bahrain
Chile
Azerbaijan
North Macedonia
2 Kazakhstan
United Arab Emirates
Bosnia and Herzegovina
Montenegro
1 Georgia
Qatar
Oman
Kuwait2 Philippines
2 Saudi Arabia
2 Kosovo
MoroccoSouth Africa (5)Iran, Islamic Rep. of
2 Pakistan

74 (2.0)69 (2.0)61 (2.1)
59 (1.9)57 (2.1)
55 (2.6)
54 (2.2)
52 (2.0)52 (2.5)
50 (2.0)49 (2.7)
48 (1.8)
46 (2.6)45 (2.6)
44 (2.3)
44 (2.5)
44 (2.3)
43 (2.6)
43 (2.4)
43 (2.6)
42 (2.4)
42 (1.6)
41 (2.2)
41 (2.0)41 (1.8)
41 (2.6)40 (2.3)
40 (2.3)
38 (2.2)
37 (1.9)37 (0.3)
37 (2.1)
36 (2.6)
36 (2.6)
34 (2.2)
32 (2.5)
32 (2.4)
32 (2.0)31 (1.6)30 (1.8)30 (2.1)
29 (2.0)28 (2.1)
28 (2.9)28 (2.0)
27 (0.8)
27 (1.8)
26 (1.9)25 (2.5)
24 (1.7)
22 (1.8)
21 (1.7)
19 (1.6)
18 (1.4)
17 (1.7)
15 (2.2)
14 (1.2)
13 (1.5)
9 (1.9)Cognitive Domain: Reasoning
Description: Part A - Recognizes set-ups that will more quickly dissolve a solid in water
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The answer shown for part A illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Madrid, Spain
2 Ontario, Canada
2 Dubai, UAE
Abu Dhabi, UAE

58 (2.2)
43 (2.5)
43 (2.8)42 (2.9)36 (1.8)
21 (1.4) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

128

Exhibit 2.13.3: Advanced International Benchmark of Science Achievement – Example Item 3
Content Domain: Physical Science

Percent
Full Credit

Country
3 Singapore
2 England

Japan
Korea, Rep. of
2 Russian Federation
Australia
IrelandFinland† Northern Ireland
Chinese Taipei
CyprusArmenia≡ Netherlands
Oman
2 Serbia
2 Turkey (5)PolandAlbania† Belgium (Flemish)
1 2 Canada
Czech Republic
Malta
2 Lithuania
Germany
BahrainSpain
CroatiaInternational Average
Hungary† Hong Kong SAR
2 Latvia
France2 Kazakhstan
2 Slovak Republic2† United States† DenmarkBulgaria
Austria
2 New ZealandUnited Arab Emirates
2 Portugal
SwedenIran, Islamic Rep. of
Qatar† Norway (5)Italy
Bosnia and Herzegovina
Azerbaijan
North Macedonia
Chile
KuwaitMontenegro
2 Pakistan
1 Georgia
South Africa (5)2 Saudi Arabia
2 Kosovo
Morocco2 Philippines

66 (1.7)
53 (3.3)
49 (2.0)48 (2.3)
40 (2.5)
38 (1.5)
35 (2.5)
34 (2.1)
32 (2.3)
30 (2.5)30 (1.9)29 (2.3)
28 (2.4)
28 (2.0)27 (2.4)
27 (1.8)25 (1.7)
25 (2.2)
24 (1.7)
24 (1.5)
23 (1.7)
23 (1.7)
23 (1.9)22 (1.9)22 (1.8)
21 (2.2)
21 (1.9)21 (0.2)
21 (1.7)
20 (2.6)
20 (1.8)
20 (1.7)
20 (1.9)19 (1.6)
19 (1.2)
18 (1.9)18 (1.6)
18 (1.9)
16 (1.5)
16 (0.6)
14 (1.6)
14 (1.8)
13 (1.7)
12 (1.6)
11 (1.6)
10 (1.5)
10 (1.3)
9 (1.1)8 (1.4)8 (1.0)6 (1.1)6 (0.9)5 (1.6)5 (1.2)5 (1.0)4 (0.8)4 (0.9)4 (0.8)1 (0.3)

Cognitive Domain: Reasoning
Description: Part B - Explains the importance of controlling a variable in an experiment
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The answer shown for part B illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
2 Dubai, UAE

Madrid, Spain
2 Ontario, Canada
Moscow City, Russian Fed.
Quebec, Canada
Abu Dhabi, UAE

35 (1.9)27 (2.1)
24 (2.5)
20 (2.2)
19 (2.0)
7 (0.7) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

129

Exhibit 2.13.4: Advanced International Benchmark of Science Achievement – Example Item 4Content Domain: Earth Science
Percent
Full Credit

Country

Chinese Taipei
Sweden2 Russian Federation
3 Singapore† Norway (5)2 England
2 Latvia
Finland2 Lithuania
Korea, Rep. of
2 Slovak Republic
Ireland2† United States
Germany
Australia† Denmark
PolandCroatia
United Arab Emirates
Hungary† Hong Kong SAR
Czech Republic
2 Turkey (5)Bulgaria
France1 2 Canada
Austria† Belgium (Flemish)
2 New Zealand† Northern Ireland≡ Netherlands
Japan
2 Portugal
International Average
2 Kazakhstan
2 Serbia
1 Georgia
Italy
Qatar
Malta
Spain
Chile
Albania
ArmeniaOman
2 Saudi Arabia
Bahrain
KuwaitBosnia and Herzegovina
Azerbaijan
CyprusSouth Africa (5)Morocco2 Kosovo
2 Pakistan
North Macedonia
2 Philippines
Montenegro
Iran, Islamic Rep. of

59 (2.6)
55 (2.7)
54 (2.4)
53 (2.3)
52 (2.4)
48 (2.4)
47 (2.2)
47 (2.5)
47 (2.1)
46 (2.4)
45 (2.4)
44 (2.5)
44 (1.5)
43 (2.2)
43 (2.7)
42 (2.6)
41 (2.4)
41 (3.2)
41 (1.1)
40 (2.5)40 (2.1)
40 (2.6)40 (2.4)
40 (2.3)
39 (2.2)
39 (1.4)
39 (2.4)
38 (2.5)
38 (1.8)
37 (2.6)
37 (2.5)
37 (2.0)36 (2.2)
36 (0.3)
36 (2.3)
35 (2.3)
35 (2.6)
33 (2.3)
32 (2.3)
31 (2.2)
30 (2.0)28 (2.0)27 (2.7)
27 (2.1)
27 (1.8)
27 (1.7)
27 (1.7)
26 (2.1)
26 (1.6)
26 (1.8)
26 (2.2)
26 (1.3)
24 (2.0)23 (2.3)
22 (2.4)
21 (2.2)
21 (1.9)18 (1.6)
15 (1.7)

Cognitive Domain: Applying
Description: Places the Earth in a model to show its position relative to the Sun when a labeled city isexperiencing summer
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Quebec, Canada
2 Ontario, Canada
Madrid, Spain
Abu Dhabi, UAE

69 (2.6)
53 (1.8)42 (2.5)
36 (2.6)
35 (2.3)
33 (2.0) Percent significantly higher than international average Percent significantly lower than international average
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

130

Average Achievement in Science Content andCognitive Domains
TIMSS 2019 Science Content and Cognitive Domains
TIMSS 2019 assessed three content areas in science at the fourth grade: life science, physical science,and Earth science.
Forty-five percent of the fourth grade science assessment was devoted to life science topics,
including characteristics and life processes of organisms; life cycles, reproduction, and heredity;
organisms, environment, and their interactions; ecosystems; and human health. Students were
expected to have some knowledge about general characteristics of organisms, how they function,and how they interact with other organisms and with their environment, as well as to be familiar with
fundamental science concepts related to life cycles, heredity, and human health.
The topic areas for the physical science content domain made up 35 percent of the assessment,
including classification and properties of matter and changes in matter; forms of energy and energy
transfer; and forces and motion. Students were asked about physical states of matter (solid, liquid,and gas), as well as common changes in the state and form of matter; common forms and sources ofenergy and their practical uses; and basic concepts about light, sound, electricity, and magnetism, as
well as forces and motion.
The Earth science domain (20% of the assessment) included three topic areas: Earth’s physicalcharacteristics, resources, and history; Earth’s weather and climates; and Earth in the Solar System.
Students were asked about the structure and physical characteristics of Earth’s surface and about theuse of Earth’s most important resources, and were asked to describe some of Earth’s processes in termsof observable changes and recognize the time frame over which such changes have occurred. They
also were asked about Earth’s place in the Solar System based on observations of patterns of change
on Earth and in the sky.
Fourth grade students also needed to draw on a range of cognitive skills across the content
domains described above. The cognitive skills were categorized into three broad domains—knowing,
applying, and reasoning. Forty percent of the fourth grade assessment was devoted to the knowing
domain, 40 percent to applying, and 20 percent to reasoning. The knowing domain covers the facts,
concepts, and procedures students need to know, while the applying domain focuses on students’ability to apply knowledge and conceptual understanding to solve practical problems or answer
questions. The reasoning domain goes beyond the solution of familiar problems to encompass
unfamiliar situations, complex contexts, and multistep problems. Also, five science practices
fundamental to scientific inquiry were assessed within the content areas and cognitive domains.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

131

Average Achievement in Content Domains
Exhibit 2.14 shows countries’ average science achievement in each of the three content domains
relative to their overall average achievement (presented from highest to lowest overall averageachievement). Based on countries’ relative strengths and weaknesses, the TIMSS 2019 countries
appear to be placing relatively less instructional emphasis on the Earth science content domain thanthe other two science content domains. Of the 53 participating countries with scores in the science
content domains, 21 had a relative strength in life science and 13 had a relative weakness; 17 had arelative strength in physical science and 21 had a relative weakness, and 10 had a relative strength inEarth science, and 26 had a relative weakness. All countries except Austria had at least one relative
strength or relative weakness compared with their overall achievement.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

132

Exhibit 2.14: Average Achievement in Science Content Domains

Country

3 Singapore

Korea, Rep. of
2 Russian Federation
Japan
Chinese Taipei
Finland2 Latvia† Norway (5)2 † United States
2 Lithuania
Sweden2 England
Czech Republic
Australia† Hong Kong SAR
PolandHungary
Ireland
2 Turkey (5)Croatia
1 2 Canada† DenmarkAustria
Bulgaria
2 Slovak Republic† Northern Ireland≡ Netherlands
Germany
2 Serbia
CyprusSpain
Italy
2 Portugal
2 New Zealand† Belgium (Flemish)Malta
2 Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
1 Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
2 Kosovo
2 Saudi Arabia
Kuwaitψ Morocco
Ж South Africa (5)2 Ж Pakistan
2 Ж Philippines

Life Science(73 Items)

Physical Science(61 Items)

Overall
Science
Average
Scale Score

Average
Scale Score

Difference
from Overall
Science Score

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (3.3)
537 (2.7)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.4)
522 (2.6)
521 (4.9)
521 (3.7)
518 (2.3)
518 (2.9)518 (2.2)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)

603 (3.6)
574 (2.5)570 (3.1)
550 (2.0)
540 (2.0)558 (2.9)535 (2.7)
547 (3.0)
546 (2.5)537 (2.8)541 (3.3)
537 (2.6)535 (2.2)
539 (2.8)523 (3.6)
534 (3.1)
533 (3.4)
528 (3.5)
519 (4.6)
520 (2.3)
532 (1.9)526 (2.2)
523 (2.3)
525 (5.2)
520 (3.9)
520 (2.8)518 (3.3)
521 (2.3)
521 (3.8)515 (3.3)
514 (2.2)
514 (3.3)
509 (1.9)510 (2.3)500 (2.5)
499 (2.5)486 (3.5)
492 (3.6)
488 (3.7)
494 (3.1)
467 (2.0)478 (2.5)476 (3.2)
471 (3.3)
457 (4.0)464 (2.2)
448 (4.6)
430 (4.5)434 (4.6)423 (3.4)
422 (5.9)408 (4.3)- - 364 (5.9)- - - -

8 (0.9)-13 (1.4)
3 (1.2)-11 (1.1)-18 (1.5)
4 (1.5)-7 (1.5)
8 (2.2)8 (0.8)-1 (1.2)
4 (2.4)0 (1.5)2 (1.6)7 (1.1)-8 (1.5)
3 (1.7)4 (2.1)0 (1.2)-8 (1.5)-4 (1.6)
9 (0.8)4 (1.9)1 (1.5)4 (1.7)-1 (1.3)
2 (2.1)-1 (2.5)
3 (1.2)4 (1.7)3 (2.1)3 (0.9)4 (1.2)5 (1.7)8 (1.6)-1 (1.4)
4 (1.9)-8 (1.4)-1 (1.4)-1 (1.6)6 (1.2)-6 (0.5)
9 (1.1)9 (1.7)13 (1.3)
3 (1.2)
11 (1.4)-1 (1.7)-11 (2.1)
0 (1.8)-4 (1.3)-4 (2.5)-5 (2.5)- - -10 (1.6)- - - -

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)595 (2.7)
537 (1.9)535 (2.9)525 (3.4)
530 (2.4)
413 (2.5)

0 (1.9)-7 (1.1)
11 (1.3)
2 (2.5)8 (1.3)-5 (1.1)

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Average
Scale Score

Difference
from Overall
Science Score

613 (3.7)
607 (2.7)
572 (2.9)
579 (1.9)573 (1.9)544 (3.2)
553 (3.6)525 (3.0)527 (2.8)547 (3.0)525 (3.3)
537 (3.2)
528 (2.5)526 (2.7)
529 (3.5)
526 (2.9)524 (2.8)523 (3.2)
538 (4.6)
528 (2.4)
513 (1.8)507 (2.3)
519 (2.6)
518 (6.4)
525 (3.9)
511 (2.2)
516 (2.8)518 (3.0)524 (4.2)
511 (3.2)
503 (2.3)
502 (3.4)
496 (2.4)
492 (2.1)
502 (2.3)
492 (2.9)506 (3.3)
496 (3.8)493 (4.1)
477 (3.1)
477 (2.2)
458 (3.8)454 (3.4)
450 (3.3)
452 (4.6)
446 (2.8)451 (4.0)453 (4.7)
437 (4.7)
427 (3.3)
432 (7.2)
415 (4.2)- - 379 (6.2)- - - -

19 (1.1)
19 (2.7)
5 (1.7)17 (1.1)
15 (1.0)-10 (2.1)
12 (2.7)-14 (2.2)-12 (0.7)
9 (1.7)-12 (1.2)
0 (1.9)-6 (1.5)-7 (1.2)-2 (2.0)-5 (1.8)-6 (1.5)-5 (1.3)
12 (2.2)
4 (2.3)-10 (0.9)-15 (2.1)-3 (1.5)-3 (2.5)5 (1.8)-8 (1.4)-3 (2.0)0 (2.1)7 (2.2)0 (1.7)-8 (1.4)-8 (1.8)-7 (1.7)-10 (1.4)
1 (1.4)-4 (2.4)
12 (1.4)
4 (1.4)4 (1.5)-10 (1.5)
5 (0.9)-11 (2.3)-13 (1.2)-8 (1.3)-2 (2.4)-7 (2.0)
2 (1.3)12 (1.9)
2 (1.4)0 (1.5)6 (2.8)2 (2.0)- - 4 (1.9)- - - -

598 (2.7)556 (2.1)
512 (2.9)514 (2.5)514 (2.8)418 (2.6)

4 (2.3)
11 (1.1)-12 (1.4)-9 (2.2)-8 (1.6)0 (1.2)

Earth Science(35 Items)













































Average
Scale Score

Difference
from Overall
Science Score

557 (3.9)587 (2.9)554 (4.4)559 (1.9)568 (1.8)563 (3.5)535 (3.7)
547 (2.9)
539 (3.2)
525 (3.0)
547 (3.8)533 (2.9)536 (3.0)527 (2.8)
549 (4.5)
529 (3.3)
531 (3.2)
536 (3.8)524 (4.0)523 (3.0)519 (2.2)535 (2.7)
524 (3.5)514 (4.8)513 (4.4)525 (2.6)
521 (3.5)509 (4.0)494 (4.5)500 (2.7)
518 (2.4)507 (3.7)
501 (3.0)503 (3.1)
496 (2.2)
491 (2.1)
488 (3.2)
478 (4.0)475 (4.2)
488 (3.2)
474 (1.6)
460 (4.3)
451 (3.8)
437 (3.2)
435 (4.2)
434 (3.1)
442 (5.7)
438 (4.2)
416 (4.5)424 (4.7)
409 (7.2)
410 (3.9)- - 350 (6.6)- - - -

-38 (2.0)-1 (1.9)-13 (2.5)-2 (1.3)
10 (1.6)
9 (2.2)-7 (2.8)
7 (1.7)0 (1.6)-13 (1.6)
9 (3.2)-4 (1.4)
2 (2.6)-6 (1.2)
18 (2.7)-2 (2.4)
2 (2.0)8 (2.9)-2 (1.8)-1 (2.6)-4 (0.9)
13 (2.4)
2 (2.7)-7 (1.9)-8 (2.5)
6 (2.5)2 (1.2)-9 (3.6)-23 (2.1)-12 (1.9)
7 (1.5)-3 (1.5)-3 (2.5)
1 (2.1)-5 (1.6)-4 (1.7)-7 (1.5)-15 (1.7)-15 (1.8)
1 (1.5)
1 (1.0)-9 (3.4)-15 (2.3)-22 (1.6)-20 (3.2)-20 (1.9)-7 (3.2)-3 (1.7)-19 (1.9)-3 (3.3)-17 (2.6)-3 (2.0)- - -24 (2.1)- - - -

589 (3.0)
542 (2.3)
518 (3.4)
533 (2.0)519 (3.2)
422 (2.1)-6 (1.8)-3 (1.3)-6 (1.2)
10 (0.8)-3 (1.7)
4 (2.4)











































Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE
2 Ontario, Canada

Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE


















Subscale score significantly higher than overall science score
Subscale score significantly lower than overall science score

Numbers of items are based on the TIMSS 2019 fourth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

133

Trends in Average Achievement in Content Domains
Exhibit 2.15 presents trends in average achievement for the three science content domains assessedby TIMSS 2019—life science, physical science, and Earth science. Of the 53 TIMSS 2019 countries
for which science content domain scores were estimated, 42 had comparable data from TIMSS 2015,
with each of three content areas showing no recent changes in average achievement for about half
the countries. However, in the life science content area, 6 showed improvement and 12 declined; inphysical science, 12 showed improvement and 9 declined; and in Earth science, 9 showed improvement
and 6 declined.
TIMSS began providing scaled results in the content domains in 2007, with 21 countries having
trends between 2007 and 2019. Compared with 2007, in TIMSS 2019 across the content domains inthese countries, 7 had higher average achievement in life science and 6 had lower average achievement,
11 had higher average achievement in physical science and 2 had lower average achievement, and in
Earth science, 7 had higher average achievement and 7 had lower average achievement.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

134

Exhibit 2.15: Differences in Achievement for Science Content Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Life Science
Country

Average
Scale Score

Armenia
2019
2015
2011
yyy Australia
2019
2015
2011
2007
yyy Austria
2019
2011
2007
yyy Azerbaijan
2019
2 2011yyy Bahrain
2019
2 20152011
yyy Belgium (Flemish)† 2019† 20152011
yyy Bulgaria
2019
2015
yyy Canada
1 2 2019
1 2 † 2015
yyy Chile
2019
2015
2011
yyy Chinese Taipei
2019
2015
2011
2007
yyy Croatia
2019
2015
2 2011
yyy Cyprus
2019
2015
yyy Czech Republic
2019
2015
2011
2007
yyy Denmark† 20192 † 2015
2 2011† 2007yyy England
2 2019
2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

y

476 (3.2)
444 (3.9)424 (3.9)
yyy yyy539 (2.8)531 (3.0)516 (3.1)
529 (3.6)
yyy yyy523 (2.3)
526 (2.8)
528 (2.4)
yyy yyy423 (3.4)
440 (5.3)
yyy yyy492 (3.6)455 (2.9)444 (4.2)
yyy yyy
500 (2.5)513 (2.4)510 (2.5)
yyy yyy525 (5.2)
542 (6.3)
yyy yyy532 (1.9)536 (2.8)
yyy yyy478 (2.5)487 (2.6)
490 (2.2)
yyy yyy540 (2.0)545 (2.0)538 (2.5)
547 (2.7)
yyy yyy520 (2.3)
531 (2.6)525 (2.0)
yyy yyy515 (3.3)
481 (2.8)
yyy yyy535 (2.2)
538 (2.0)550 (3.0)522 (3.4)
yyy yyy526 (2.2)
534 (2.4)
530 (2.7)
527 (3.4)
yyy yyy537 (2.6)
536 (2.5)530 (3.0)536 (3.1)

Physical Science

Differences
Between Years
2015

2011

31 

51 
20 

2007

yyy  yyy  yyy y
8 
10 
23 
15 
2 
-14 
yyy  yyy  yyy y
-3 
-4 
-2 
yyy  yyy  yyy y-17 
yyy  yyy  yyy y
37 
48 
11 
yyy  yyy  yyy y
-13 
-10 
3 
yyy  yyy  yyy y-17 
yyy  yyy  yyy y-4 
yyy  yyy  yyy y
-9 
-12 
-2 
yyy  yyy  yyy y
-4 
2 
-7 
7 
-2 
-9 
yyy  yyy  yyy y
-11 
-5 
6 
yyy  yyy  yyy y34 
yyy  yyy  yyy y
-3 
-14 
13 
-12 
16 
27 
yyy  yyy  yyy y
-8 
-4 
0 
4 
7 
3 
yyy  yyy  yyy y
1 
7 
2 
6 
0 
-6 

Average
Scale Score
454 (3.4)
436 (4.3)
399 (3.9)
yyy yyy526 (2.7)
516 (2.7)
514 (3.1)
521 (3.8)
yyy yyy519 (2.6)535 (2.8)517 (3.0)
yyy yyy427 (3.3)
436 (6.0)
yyy yyy496 (3.8)465 (3.2)
453 (4.6)
yyy yyy502 (2.3)
506 (3.2)
507 (2.1)
yyy yyy518 (6.4)
529 (6.5)
yyy yyy513 (1.8)518 (2.7)
yyy yyy458 (3.8)
466 (2.9)471 (2.5)
yyy yyy573 (1.9)568 (2.0)569 (2.1)
564 (2.4)
yyy yyy528 (2.4)535 (2.9)502 (2.7)
yyy yyy511 (3.2)
486 (2.7)
yyy yyy528 (2.5)
531 (2.4)
519 (3.1)
509 (3.5)
yyy yyy507 (2.3)
516 (2.7)
526 (2.4)502 (3.1)
yyy yyy537 (3.2)
540 (2.7)535 (3.4)
546 (3.2)

Earth Science

Differences
Between Years
2015

2011

18 

55 
37 

2007

yyy  yyy  yyy y
10 
12 
5 
2 
-5 
-7 
yyy  yyy  yyy y
3 
-16 
18 
yyy  yyy  yyy y-9 
yyy  yyy  yyy y
31 
44 
12 
yyy  yyy  yyy y
-4 
-5 
-1 
yyy  yyy  yyy y-11 
yyy  yyy  yyy y-5 
yyy  yyy  yyy y
-13 
-8 
-5 
yyy  yyy  yyy y
5 
5 
9 
0 
5 
5 
yyy  yyy  yyy y
-8 
26 
33 
yyy  yyy  yyy y25 
yyy  yyy  yyy y
-3 
9 
19 
11 
22 
10 
yyy  yyy  yyy y
-9 
-19 
5 
-10 
14 
24 
yyy  yyy  yyy y
-3 
2 
-9 
5 
-6 
-10 

Average
Scale Score
451 (3.8)435 (4.1)
398 (4.1)
yyy yyy527 (2.8)520 (3.3)
520 (3.6)
536 (4.2)
yyy yyy524 (3.5)
539 (3.5)535 (2.6)
yyy yyy424 (4.7)
408 (7.3)
yyy yyy478 (4.0)
448 (3.2)
445 (3.7)
yyy yyy496 (2.2)
513 (2.8)505 (2.9)
yyy yyy514 (4.8)
532 (6.9)
yyy yyy519 (2.2)
513 (3.1)
yyy yyy460 (4.3)
465 (3.4)475 (2.8)
yyy yyy568 (1.8)555 (2.5)553 (2.6)563 (2.9)
yyy yyy523 (3.0)535 (3.4)
521 (2.7)
yyy yyy
500 (2.7)
463 (3.5)
yyy yyy536 (3.0)
531 (3.0)
537 (3.2)
514 (3.6)
yyy yyy535 (2.7)
531 (3.0)527 (3.0)519 (3.3)
yyy yyy533 (2.9)527 (3.3)
522 (3.8)
542 (3.4)

Differences
Between Years
2015

2011

16 

53 
37 

2007

yyy  yyy  yyy
7 
7 
-9 
0 
-16 
-17 
yyy  yyy  yyy
-15 
-11 
4 
yyy  yyy  yyy
16 
yyy  yyy  yyy
30 
33 
3 
yyy  yyy  yyy
-16 
-8 
8 
yyy  yyy  yyy-18 
yyy  yyy  yyy
6 
yyy  yyy  yyy
-5 
-15 
-10 
yyy  yyy  yyy
13 
15 
5 
3 
-8 
-10 
yyy  yyy  yyy
-12 
2 
14 
yyy  yyy  yyy
37 
yyy  yyy  yyy
4 
-2 
22 
-6 
18 
24 
yyy  yyy  yyy
4 
8 
16 
4 
12 
8 
yyy  yyy  yyy
5 
11 
-9 
5 
-14 
-19 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in content domains using current methodology began with TIMSS 2007.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

135

Exhibit 2.15: Differences in Achievement for Science Content Domains Across Assessment Years◊(Continued)
Life Science
Country

Average
Scale Score

Finland
2019
2015
2011
yyy France
2019
2015
yyy Georgia
1 20191 2015
1 2011
1 2007yyy Germany
2019
2015
2011
2007
yyy Hong Kong SAR† 2019† 20152 20112007
yyy Hungary
2019
2015
2011
2007
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
yyy Ireland
2019
2015
2011
yyy Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Kazakhstan
2 20192 2011yyy Korea, Rep. of
2019
2015
2011
yyy Lithuania
2 20192 2015
1 2 2011
1 2007yyy Malta
2019
2011

y

y

y

y

y

y

y

y

y

y

y

y

y

558 (2.9)556 (2.6)
574 (2.8)
yyy yyy494 (3.1)
490 (3.1)
yyy yyy457 (4.0)459 (4.1)
461 (3.7)
421 (4.2)
yyy yyy521 (2.3)
528 (2.0)525 (2.7)
531 (2.2)
yyy yyy523 (3.6)
550 (3.7)
524 (3.9)
540 (3.8)
yyy yyy533 (3.4)
550 (3.4)552 (3.4)553 (3.3)
yyy yyy430 (4.5)
417 (4.5)
449 (4.0)
437 (5.1)
yyy yyy528 (3.5)
531 (2.4)
513 (3.5)
yyy yyy514 (3.3)
519 (2.7)535 (2.8)555 (3.7)
yyy yyy550 (2.0)556 (2.2)
540 (1.9)536 (2.3)
yyy yyy
486 (3.5)500 (5.2)
yyy yyy574 (2.5)
581 (1.9)
571 (2.2)
yyy yyy537 (2.8)527 (3.0)
520 (3.0)
518 (2.2)
yyy yyy499 (2.5)
439 (2.4)

Physical Science

Differences
Between Years
2015

2011

2 

-16 
-18 

2007

yyy  yyy  yyy y4 
yyy  yyy  yyy y
-4 
36 
-2 
37 
-2 
39 
yyy  yyy  yyy y
-7 
-9 
-4 
3 
-3 
-6 
yyy  yyy  yyy y
-27 
-17 
-1 
26 
10 
-16 
yyy  yyy  yyy y
-17 
-18 
-19 
-1 
-2 
-1 
yyy  yyy  yyy y
13 
-19 
-7 
-20 
-31 
11 
yyy  yyy  yyy y
-3 
15 
18 
yyy  yyy  yyy y
-5 
-21 
-41 
-16 
-36 
-20 
yyy  yyy  yyy y
-6 
10 
14 
16 
20 
4 
yyy  yyy  yyy y-14 
yyy  yyy  yyy y
-7 
3 
11 
yyy  yyy  yyy y
10 
16 
18 
7 
9 
2 
yyy  yyy  yyy y61 

Average
Scale Score
544 (3.2)
547 (2.3)
568 (2.9)
yyy yyy477 (3.1)
482 (2.7)
yyy yyy452 (4.6)
438 (4.7)
440 (4.2)
403 (4.9)
yyy yyy518 (3.0)
532 (2.5)535 (3.1)
527 (3.2)
yyy yyy529 (3.5)555 (3.5)
539 (4.5)562 (3.9)
yyy yyy524 (2.8)534 (3.5)
520 (3.7)
529 (3.7)
yyy yyy453 (4.7)423 (5.0)453 (3.9)
440 (4.8)
yyy yyy523 (3.2)
524 (2.8)517 (3.0)
yyy yyy502 (3.4)
513 (2.9)509 (3.1)
520 (3.6)
yyy yyy579 (1.9)587 (2.6)
589 (2.0)571 (2.8)
yyy yyy506 (3.3)
486 (5.3)
yyy yyy607 (2.7)
597 (2.0)597 (2.6)
yyy yyy547 (3.0)535 (2.5)514 (3.1)
511 (2.1)
yyy yyy492 (2.9)453 (2.4)

Earth Science

Differences
Between Years
2015

2011

-3 

-24 
-21 

2007

yyy  yyy  yyy y-4 
yyy  yyy  yyy y
15 
12 
50 
-2 
35 
37 
yyy  yyy  yyy y
-14 
-17 
-8 
6 
-3 
8 
yyy  yyy  yyy y
-26 
-10 
-33 
16 
-7 
-23 
yyy  yyy  yyy y
-10 
3 
-5 
13 
5 
-8 
yyy  yyy  yyy y
0 
13 
29 
-30 
-16 
13 
yyy  yyy  yyy y
-1 
6 
7 
yyy  yyy  yyy y
-11 
-7 
-18 
4 
-7 
-11 
yyy  yyy  yyy y
-11 
7 
-8 
-2 
16 
18 
yyy  yyy  yyy y20 
yyy  yyy  yyy y
9 
10 
1 
yyy  yyy  yyy y
12 
33 
36 
21 
24 
3 
yyy  yyy  yyy y
39 

Average
Scale Score
563 (3.5)560 (2.6)566 (2.8)
yyy yyy
488 (3.2)
485 (4.7)
yyy yyy435 (4.2)
441 (4.3)
458 (4.2)
416 (5.6)
yyy yyy509 (4.0)519 (4.0)
520 (3.8)524 (2.8)
yyy yyy549 (4.5)
574 (3.1)
548 (3.4)
568 (4.2)
yyy yyy531 (3.2)
535 (4.0)524 (4.4)
517 (4.4)
yyy yyy438 (4.2)
408 (4.8)457 (3.6)
416 (5.0)
yyy yyy536 (3.8)535 (3.0)
520 (3.8)
yyy yyy507 (3.7)510 (3.5)
523 (3.7)
527 (4.2)
yyy yyy559 (1.9)563 (2.5)551 (1.8)
532 (3.5)
yyy yyy
488 (3.2)
491 (5.9)
yyy yyy587 (2.9)
591 (4.1)
603 (2.0)
yyy yyy525 (3.0)515 (3.7)
501 (3.0)508 (2.8)
yyy yyy491 (2.1)
447 (2.3)

Differences
Between Years
2015

2011

3 

-2 
-5 

2007

yyy  yyy  yyy
4 
yyy  yyy  yyy
-6 
-23 
18 
-17 
25 
42 
yyy  yyy  yyy
-10 
-11 
-15 
-1 
-5 
-4 
yyy  yyy  yyy
-25 
1 
-19 
26 
6 
-20 
yyy  yyy  yyy
8 
14 
-4 
18 
11 
7 
yyy  yyy  yyy
30 
-19 
22 
-8 
-49 
40 
yyy  yyy  yyy
2 
16 
15 
yyy  yyy  yyy
-3 
-16 
-20 
-13 
-16 
-3 
yyy  yyy  yyy
8 
28 
-4 
12 
31 
20 
yyy  yyy  yyy-3 
yyy  yyy  yyy
-4 
-16 
-12 
yyy  yyy  yyy
9 
24 
16 
7 
15 
-8 
yyy  yyy  yyy
45  Average from more recent year significantly higher
 Average from more recent year significantly lower

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

136

Exhibit 2.15: Differences in Achievement for Science Content Domains Across Assessment Years◊(Continued)
Life Science
Country

Average
Scale Score

Moroccoψ 2019
ψ 2015
Ж 2011yyy Netherlands≡ 2019† 2015† 2011‡ 2007yyy New Zealand
2 2019
2015
2011
2007
yyy Northern Ireland† 2019‡ 2015† 2011yyy Norway (5)† 20192015
yyy Oman
2019
2015
2011
yyy Poland
2019
2015
yyy Portugal
2 20192 20152011
yyy Qatar
20192015
2 2011yyy Russian Federation
2 2019
2015
2011
2007
yyy Serbia
2 20193 20152 2011yyy Singapore
3 20192 20152 20112007
yyy Slovak Republic
2 2019
2015
2011
2007
yyy Spain
2019
2 20152011
yyy Sweden
2019
2 2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

y

364 (5.9)350 (4.3)
245 (4.6)
yyy yyy518 (3.3)
525 (2.7)
537 (1.9)
539 (2.6)
yyy yyy510 (2.3)
511 (2.7)
497 (2.5)506 (2.7)
yyy yyy520 (2.8)521 (2.7)
519 (2.9)
yyy yyy547 (3.0)
546 (2.6)
yyy yyy434 (4.6)426 (3.2)
370 (3.9)
yyy yyy534 (3.1)
557 (2.5)
yyy yyy509 (1.9)508 (2.1)
520 (4.2)
yyy yyy448 (4.6)
436 (4.4)383 (5.1)
yyy yyy570 (3.1)
569 (3.1)
556 (3.7)
545 (4.7)
yyy yyy521 (3.8)
531 (3.8)518 (3.0)
yyy yyy603 (3.6)
607 (4.4)
597 (4.4)595 (4.8)
yyy yyy520 (3.9)517 (2.9)534 (3.7)
535 (4.7)
yyy yyy514 (2.2)
523 (2.6)513 (3.0)
yyy yyy541 (3.3)
540 (3.3)
534 (2.8)532 (2.7)

Physical Science

Differences
Between Years
2015

2011

13 

119 
106 

2007

yyy  yyy  yyy y
-7 
-19 
-21 
-11 
-14 
-3 
yyy  yyy  yyy y
13 
4 
-1 
14 
5 
-8 
yyy  yyy  yyy y
-1 
1 
3 
yyy  yyy  yyy y1 
yyy  yyy  yyy y
8 
65 
56 
yyy  yyy  yyy y-23 
yyy  yyy  yyy y
1 
-12 
-13 
yyy  yyy  yyy y
12 
65 
53 
yyy  yyy  yyy y
2 
14 
26 
13 
24 
12 
yyy  yyy  yyy y
-10 
3 
13 
yyy  yyy  yyy y
-4 
6 
8 
9 
12 
3 
yyy  yyy  yyy y
3 
-14 
-15 
-16 
-18 
-1 
yyy  yyy  yyy y
-9 
1 
10 
yyy  yyy  yyy y
2 
8 
9 
6 
8 
2 

Average
Scale Score
379 (6.2)
357 (5.9)256 (5.4)
yyy yyy516 (2.8)504 (2.6)
526 (2.0)503 (3.2)
yyy yyy492 (2.1)
497 (2.5)493 (2.7)
494 (3.3)
yyy yyy511 (2.2)
514 (2.6)
520 (3.2)
yyy yyy525 (3.0)522 (2.8)
yyy yyy437 (4.7)
435 (3.4)
370 (4.8)
yyy yyy526 (2.9)
540 (2.1)
yyy yyy496 (2.4)502 (2.9)517 (4.1)
yyy yyy451 (4.0)435 (4.7)
397 (5.0)
yyy yyy572 (2.9)567 (3.6)
548 (4.0)552 (5.6)
yyy yyy524 (4.2)
529 (3.8)523 (3.8)
yyy yyy613 (3.7)
603 (3.7)
598 (3.6)
597 (4.3)
yyy yyy525 (3.9)
526 (3.4)
527 (4.1)
512 (4.9)
yyy yyy503 (2.3)
507 (2.9)497 (2.9)
yyy yyy525 (3.3)
534 (3.6)
528 (2.5)509 (3.2)

Earth Science

Differences
Between Years
2015

2011

22 

122 
101 

2007

yyy  yyy  yyy y
12 
-10 
12 
-22 
0 
22 
yyy  yyy  yyy y
-5 
-1 
-2 
4 
3 
-1 
yyy  yyy  yyy y
-3 
-9 
-6 
yyy  yyy  yyy y3 
yyy  yyy  yyy y
67 
2 
65 
yyy  yyy  yyy y-14 
yyy  yyy  yyy y
-20 
-5 
-15 
yyy  yyy  yyy y
16 
54 
39 
yyy  yyy  yyy y
5 
24 
20 
19 
15 
-4 
yyy  yyy  yyy y
2 
-5 
6 
yyy  yyy  yyy y
15 
16 
10 
6 
5 
2 
yyy  yyy  yyy y
0 
-2 
13 
-2 
14 
15 
yyy  yyy  yyy y
-3 
7 
10 
yyy  yyy  yyy y
-9 
-3 
17 
6 
26 
19 

Average
Scale Score
350 (6.6)
289 (6.6)
208 (4.9)
yyy yyy521 (3.5)
520 (3.0)525 (2.8)524 (3.5)
yyy yyy503 (3.1)
506 (3.4)
499 (3.1)
513 (3.5)
yyy yyy525 (2.6)
522 (3.0)507 (2.7)
yyy yyy547 (2.9)
549 (3.8)
yyy yyy
416 (4.5)423 (3.5)371 (4.7)
yyy yyy529 (3.3)
540 (2.6)
yyy yyy501 (3.0)513 (2.5)
531 (4.3)
yyy yyy442 (5.7)
427 (5.0)
401 (4.7)
yyy yyy554 (4.4)562 (4.7)552 (4.0)
541 (5.6)
yyy yyy494 (4.5)
496 (4.8)
497 (3.6)
yyy yyy557 (3.9)
546 (3.7)
541 (3.1)
565 (4.1)
yyy yyy513 (4.4)514 (3.0)535 (4.0)532 (6.5)
yyy yyy518 (2.4)
520 (3.0)499 (3.7)
yyy yyy547 (3.8)552 (4.1)
538 (3.2)
539 (3.9)

Differences
Between Years
2015

2011

60 

141 
81 

2007

yyy  yyy  yyy
1 
-4 
-3 
-5 
-4 
1 
yyy  yyy  yyy
-2 
5 
-9 
7 
-7 
-14 
yyy  yyy  yyy
3 
17 
15 
yyy  yyy  yyy-2 
yyy  yyy  yyy
-7 
45 
53 
yyy  yyy  yyy-11 
yyy  yyy  yyy
-30 
-12 
-18 
yyy  yyy  yyy
15 
42 
26 
yyy  yyy  yyy
-8 
2 
13 
10 
21 
11 
yyy  yyy  yyy
-3 
-1 
-1 
yyy  yyy  yyy
10 
16 
-8 
5 
-18 
-24 
yyy  yyy  yyy
-1 
-22 
-19 
-22 
-18 
3 
yyy  yyy  yyy
-2 
19 
21 
yyy  yyy  yyy
-5 
8 
7 
13 
13 
-1 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

137

Exhibit 2.15: Differences in Achievement for Science Content Domains Across Assessment Years◊(Continued)
Life Science
Country

Average
Scale Score

United Arab Emirates
2019
2015
2011
yyy United States2 † 2019
2 † 2015
2 20112 † 2007y467 (2.0)449 (3.3)
420 (2.7)
yyy yyy546 (2.5)555 (2.3)
547 (2.0)544 (2.8)

Physical Science

Differences
Between Years
2015

2011

18 

47 
29 

2007

yyy  yyy  yyy y
-9 
-1 
3 
8 
12 
3 

Average
Scale Score
477 (2.2)453 (3.0)429 (2.7)
yyy yyy527 (2.8)537 (2.6)
544 (2.0)535 (3.1)

Earth Science

Differences
Between Years
2015

2011

24 

49 
25 

2007

yyy  yyy  yyy y
-10 
-17 
-8 
-6 
3 
9 

Average
Scale Score
474 (1.6)
448 (3.5)435 (2.4)
yyy yyy539 (3.2)
539 (2.4)
539 (2.2)
537 (3.2)

Differences
Between Years
2015

2011

26 

39 
13 

2007

yyy  yyy  yyy
-1 
0 
2 
0 
2 
2 

Benchmarking Participants
Ontario, Canada
2 20192015
2011
2 2007yyy Quebec, Canada
2019≡ 20152011
2 2007yyy Abu Dhabi, UAE
2019
2 20152011
yyy Dubai, UAE
2 201920152011‡ 2007yyy535 (2.9)544 (2.6)535 (3.4)
539 (3.9)
yyy yyy530 (2.4)
533 (4.3)
524 (2.6)
524 (3.0)
yyy yyy413 (2.5)413 (6.0)
403 (5.6)
yyy yyy537 (1.9)518 (2.6)455 (3.0)456 (2.7)

-9 

0 
9 

-4 
5 
-4 

yyy  yyy  yyy y
-3 
5 
5 
9 
9 
0 
yyy  yyy  yyy y
0 
10 
10 
yyy  yyy  yyy y
20 
82 
81 
62 
62 
-1 

512 (2.9)522 (2.5)
528 (3.2)
535 (3.4)
yyy yyy514 (2.8)519 (4.9)507 (3.3)
509 (3.3)
yyy yyy418 (2.6)
413 (5.9)415 (5.2)
yyy yyy556 (2.1)
521 (2.2)
460 (3.1)
456 (3.5)

-10 

-15 
-6 

-23 
-13 
-7 

yyy  yyy  yyy y
-6 
7 
4 
12 
10 
-2 
yyy  yyy  yyy y
3 
5 
-2 
yyy  yyy  yyy y35 96  100 
61 
64 
4 

518 (3.4)515 (3.7)
514 (3.7)
533 (4.2)
yyy yyy519 (3.2)
515 (4.4)
516 (3.4)
522 (2.9)
yyy yyy422 (2.1)
408 (6.9)
418 (5.1)
yyy yyy542 (2.3)
510 (2.9)
469 (3.0)461 (3.7)

3 

4 
1 

-15 
-18 
-19 

yyy  yyy  yyy
4 
3 
-3 
-1 
-7 
-6 
yyy  yyy  yyy
14 
4 
-10 
yyy  yyy  yyy
31 
73 
81 
41 
49 
8 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

138

Average Achievement in Content Domains by Gender
Exhibit 2.16 shows differences in average achievement between girls and boys in the three science
content domains. The differences in average achievement between girls and boys are very different
from content domain to content domain across the TIMSS 2019 countries, with girls having higher
achievement in life science than boys in many countries, and boys having higher achievement inphysical and Earth science. In the life science content domain, girls had higher average achievement
than boys in 26 countries, and boys did not have higher average achievement in any country. In
physical science, girls had higher average achievement than boys in 4 countries, and boys had higher
average achievement in 13 countries. In Earth science, girls had higher average achievement thanboys in 4 countries, and boys had higher average achievement in 16 countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

139

Exhibit 2.16: Average Achievement in Science Content Domains by Gender
Life Science(73 Items)

CountryGirls
Albania
Armenia
Australia
Austria
Azerbaijan
Bahrain† Belgium (Flemish)Bosnia and Herzegovina
Bulgaria
1 2 Canada
Chile
Chinese Taipei
Croatia
CyprusCzech Republic† Denmark2 England
FinlandFrance1 Georgia
Germany† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandItaly
Japan
2 Kazakhstan
Korea, Rep. of
2 Kosovo
Kuwait2 Latvia
2 Lithuania
Malta
Montenegroψ Morocco≡ Netherlands
2 New Zealand
North Macedonia† Northern Ireland† Norway (5)Oman
2 Ж Pakistan
2 Ж Philippines
Poland2 Portugal
Qatar
2 Russian Federation
2 Saudi Arabia
2 Serbia
3 Singapore
2 Slovak RepublicЖ South Africa (5)Spain
Sweden2 Turkey (5)United Arab Emirates
2 † United States

495 (4.2)
482 (3.7)
543 (2.9)523 (3.2)
427 (4.1)
512 (4.5)500 (2.4)478 (3.6)
533 (5.6)
533 (2.4)477 (2.9)
542 (3.6)
524 (2.8)515 (3.6)
536 (2.5)533 (2.7)
540 (3.7)565 (3.7)
499 (3.5)459 (4.5)525 (3.0)529 (3.7)
532 (3.7)
432 (6.7)
530 (4.3)
514 (4.1)
554 (2.4)
492 (3.7)
572 (3.2)
416 (4.8)- 540 (2.9)
543 (3.1)
501 (3.8)
469 (3.0)371 (6.5)
520 (3.3)
516 (3.9)
431 (7.0)
523 (3.9)550 (3.7)
447 (5.1)- - 539 (3.2)
508 (2.5)456 (6.0)
572 (3.6)- 526 (4.4)
601 (3.9)
520 (4.0)- 515 (2.5)
546 (3.6)
518 (4.8)471 (3.0)
547 (2.6)

International Average

510 (0.5)






































Physical Science(61 Items)

Earth Science(35 Items)

Boys

Girls

Boys

Girls

Boys

482 (4.1)
471 (3.5)535 (3.4)
523 (3.5)420 (3.9)473 (5.0)500 (3.4)
465 (3.7)
518 (5.9)
531 (2.0)478 (3.0)
539 (2.3)
517 (2.5)514 (4.0)535 (2.8)520 (2.9)535 (3.7)552 (3.3)
489 (3.8)455 (4.6)
518 (2.7)
518 (4.4)534 (4.0)428 (6.0)
526 (3.6)
514 (3.3)
547 (2.4)
481 (3.7)
576 (2.5)400 (4.8)- 529 (3.2)
530 (3.7)
498 (2.3)
460 (2.8)356 (6.0)
516 (3.9)504 (2.8)414 (6.0)
517 (4.2)
544 (3.6)
422 (4.9)- - 529 (3.6)
509 (2.9)440 (5.2)
569 (3.3)- 515 (4.4)
605 (4.2)
520 (4.6)- 513 (2.9)
537 (4.0)
520 (5.7)
463 (2.6)
546 (3.4)

497 (4.6)459 (4.0)524 (3.4)
514 (3.3)
429 (4.0)515 (4.3)
500 (2.7)452 (4.0)
518 (6.7)
508 (2.2)452 (4.7)
570 (1.9)526 (3.8)507 (3.3)
520 (3.2)
504 (3.4)
534 (4.2)
544 (3.8)475 (3.3)
446 (5.5)513 (4.4)525 (3.7)
517 (3.2)
449 (7.6)
520 (4.1)
495 (3.5)580 (2.2)
509 (3.7)600 (3.3)
423 (4.7)- 551 (4.0)
545 (3.8)486 (4.8)
447 (3.1)
383 (7.0)515 (2.8)493 (2.9)435 (7.5)510 (2.7)525 (3.4)
450 (4.6)- - 525 (3.2)
493 (3.3)
456 (6.5)
570 (3.1)- 526 (4.4)
607 (3.9)
520 (4.2)- 499 (3.2)
523 (4.0)534 (4.9)479 (3.3)
523 (3.7)

490 (5.3)
449 (3.9)
528 (3.3)
524 (3.0)425 (3.9)479 (5.7)504 (2.5)
449 (3.5)
518 (7.4)
518 (2.2)
463 (4.0)
576 (2.8)
529 (2.6)515 (4.1)
536 (2.9)510 (3.6)
540 (3.6)
544 (4.3)
480 (3.9)458 (4.8)524 (4.1)
532 (4.4)
530 (3.6)457 (6.1)
526 (3.3)
508 (4.3)
577 (2.2)504 (3.9)613 (2.8)408 (4.8)- 556 (4.8)
549 (4.2)
497 (3.1)
445 (3.6)
374 (6.4)
516 (4.2)
492 (2.9)429 (7.9)512 (2.9)526 (4.1)
424 (5.8)- - 527 (3.5)
499 (2.4)
446 (3.9)574 (3.3)- 522 (4.9)
619 (4.0)
530 (4.7)- 507 (2.4)
527 (3.7)
543 (5.9)476 (2.9)
531 (3.1)

476 (5.0)458 (4.3)
524 (3.0)
518 (3.8)425 (6.1)
494 (4.2)
489 (2.9)434 (3.6)
518 (5.5)513 (2.5)454 (5.1)
565 (2.7)
520 (3.7)
495 (3.1)
529 (4.4)
531 (4.0)532 (3.3)
564 (3.7)
488 (4.2)
432 (4.9)502 (4.9)
544 (3.9)
527 (4.3)
435 (6.4)
529 (4.8)501 (4.5)558 (2.9)490 (4.8)
579 (3.5)414 (4.3)- 537 (4.3)
524 (3.7)
482 (2.8)434 (4.2)
353 (7.2)
518 (4.3)
501 (5.4)
418 (8.0)
521 (3.2)
546 (4.5)426 (4.7)- - 524 (3.7)
497 (3.4)
444 (8.0)552 (4.9)- 494 (5.6)
548 (3.9)507 (5.0)- 517 (3.0)
546 (3.6)
521 (5.0)475 (2.7)
533 (3.7)473 (4.5)445 (4.9)
530 (3.5)
529 (4.0)422 (4.8)
462 (5.9)504 (3.3)
439 (4.0)510 (5.8)524 (2.9)466 (5.0)
571 (2.0)527 (3.6)505 (3.7)
542 (3.5)
539 (2.8)534 (3.8)562 (5.1)
489 (3.7)
438 (6.0)515 (4.3)
554 (5.8)535 (4.0)
441 (6.0)
543 (3.9)513 (3.7)
560 (3.2)
485 (4.2)
594 (3.7)
406 (5.6)- 534 (3.9)
526 (3.8)500 (2.8)433 (3.8)346 (7.7)
524 (4.6)505 (3.6)
401 (7.7)
528 (3.9)
548 (3.0)
406 (5.8)- - 534 (3.7)
504 (4.1)
440 (5.1)
557 (4.6)- 494 (4.9)
565 (4.5)
519 (5.2)- 519 (3.3)
547 (4.9)
528 (5.0)474 (2.3)
543 (3.4)503 (0.5)504 (0.6)506 (0.6)



499 (0.6)503 (0.6)

533 (3.0)529 (2.9)592 (3.3)
524 (4.4)
408 (3.6)535 (2.8)508 (4.0)508 (3.0)594 (3.0)510 (3.4)
422 (3.9)556 (4.1)

516 (3.0)519 (3.5)603 (2.9)518 (2.4)
414 (3.9)555 (3.0)514 (4.6)
513 (3.3)
586 (4.1)
531 (2.9)424 (3.0)
541 (3.6)

522 (3.6)
524 (3.9)593 (4.1)
535 (2.8)419 (3.4)
542 (3.7)




































































Benchmarking Participants
2 Ontario, Canada

Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
2 Dubai, UAE

537 (4.0)
530 (2.9)
599 (2.7)525 (3.1)
418 (3.5)
540 (3.6)












Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 fourth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

140

Average Achievement in Cognitive Domains
Exhibit 2.17 shows countries’ average achievement in the knowing, applying, and reasoning cognitive
domains relative to their overall average achievement (from highest to lowest overall averageachievement). Eighteen countries had a relative strength in the knowing cognitive domain and 11
had a relative weakness, only 9 countries had a relative strength in the applying cognitive domain
and 22 had a relative weakness, and 17 had a relative strength in the reasoning cognitive domain, and15 had a relative weakness. Five countries had no relative strengths or weaknesses in the cognitive
domains: Croatia, Germany, Portugal, Malta, and Montenegro.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

141

Exhibit 2.17: Average Achievement in Science Cognitive Domains

Country

3 Singapore

Korea, Rep. of
2 Russian Federation
Japan
Chinese Taipei
Finland2 Latvia† Norway (5)2 † United States
2 Lithuania
Sweden2 England
Czech Republic
Australia† Hong Kong SAR
PolandHungary
Ireland
2 Turkey (5)Croatia
1 2 Canada† DenmarkAustria
Bulgaria
2 Slovak Republic† Northern Ireland≡ Netherlands
Germany
2 Serbia
CyprusSpain
Italy
2 Portugal
2 New Zealand† Belgium (Flemish)Malta
2 Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
1 Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
2 Kosovo
2 Saudi Arabia
Kuwaitψ Morocco
Ж South Africa (5)2 Ж Pakistan
2 Ж Philippines

Knowing(69 Items)

Applying(64 Items)

Overall
Science
Average
Scale Score

Average
Scale Score

Difference
from Overall
Science Score

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (3.3)
537 (2.7)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.4)
522 (2.6)
521 (4.9)
521 (3.7)
518 (2.3)
518 (2.9)518 (2.2)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)

588 (3.7)
584 (2.5)562 (3.3)
535 (2.6)560 (1.9)553 (2.5)
539 (3.2)
540 (2.5)
542 (2.7)
539 (3.1)
540 (3.4)
544 (3.3)
538 (2.9)
538 (3.0)
537 (3.2)
524 (2.6)
533 (2.7)
532 (3.4)
531 (4.5)
526 (2.4)
524 (1.9)
521 (2.0)523 (3.1)
526 (5.4)
527 (3.9)523 (2.9)515 (2.8)520 (2.3)
506 (3.3)503 (3.3)
514 (2.2)515 (3.0)502 (2.8)505 (2.7)
493 (2.7)
496 (1.6)
489 (2.9)496 (3.7)
494 (3.9)
485 (3.6)
482 (2.2)473 (3.7)
463 (3.4)451 (3.2)
452 (3.9)451 (3.2)455 (4.4)444 (4.6)- 425 (4.0)- 419 (4.5)- - 362 (6.1)- - - -

-7 (0.9)-3 (1.8)-5 (1.7)-27 (1.6)
2 (1.3)-1 (1.4)-3 (2.0)
1 (1.6)3 (1.7)
1 (1.7)3 (2.2)7 (1.5)5 (1.6)5 (1.9)6 (1.6)-6 (0.9)4 (1.4)4 (1.6)4 (1.5)3 (1.6)
1 (1.5)-1 (2.3)
1 (1.4)5 (1.9)6 (1.4)4 (2.7)-4 (1.9)
1 (0.9)-11 (1.9)-9 (1.1)
3 (1.0)5 (1.5)-1 (2.5)
2 (1.2)-8 (1.7)
1 (1.4)-6 (1.7)
4 (1.6)4 (1.5)-2 (1.9)9 (0.7)4 (2.3)-3 (1.6)-7 (1.3)-3 (2.2)-2 (1.4)
5 (1.4)3 (1.7)- -2 (2.1)- 6 (2.2)- - -12 (1.5)- - - -

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)

592 (2.1)
560 (2.1)
525 (3.1)
523 (3.7)
523 (2.8)422 (2.9)-3 (1.2)
15 (0.8)
1 (2.3)0 (3.3)
1 (1.9)4 (1.7)






































Average
Scale Score

Difference
from Overall
Science Score

595 (3.7)
596 (2.6)
572 (3.4)
576 (2.2)
561 (2.0)551 (2.5)
540 (2.6)
537 (2.4)535 (3.1)
531 (2.3)
532 (3.1)
526 (3.0)526 (2.5)524 (3.2)
526 (3.1)
538 (2.5)526 (3.1)
525 (3.0)
528 (4.3)
521 (2.3)
520 (2.0)519 (2.5)523 (2.4)
523 (5.4)
515 (4.3)
514 (2.3)
517 (3.1)
516 (2.5)526 (3.9)519 (3.0)
511 (2.0)504 (2.7)502 (3.1)
497 (2.6)
501 (2.2)
496 (2.7)
494 (3.4)
494 (3.4)
485 (3.8)495 (3.0)
470 (2.1)
461 (3.4)453 (3.3)
459 (3.0)445 (3.7)454 (2.7)451 (4.2)
440 (4.3)- 419 (4.5)- 406 (3.7)- - 378 (6.2)- - - -

1 (1.6)8 (1.5)5 (1.3)15 (1.3)
2 (0.9)-4 (1.5)-2 (0.9)-3 (1.1)-4 (0.9)-7 (1.3)-5 (1.2)-11 (1.4)-7 (1.8)-9 (1.9)-5 (1.8)
7 (1.1)-4 (2.1)-3 (1.4)
2 (1.1)-3 (1.6)-3 (1.0)-3 (1.1)
1 (1.4)
1 (1.6)-5 (1.9)-4 (1.2)-1 (2.2)-2 (1.7)
9 (1.4)8 (1.4)-1 (0.9)-6 (1.0)-2 (2.1)-5 (1.0)0 (1.2)0 (2.2)0 (1.6)2 (1.6)-4 (2.3)
7 (1.1)-3 (0.9)-8 (1.7)-13 (1.4)
0 (1.1)-9 (2.1)0 (1.9)1 (1.5)0 (2.1)- -8 (2.7)- -7 (1.3)- - 4 (1.7)- - - -

603 (2.4)
541 (2.3)
520 (3.1)
521 (3.8)520 (3.6)415 (3.0)

8 (1.0)-4 (1.5)-4 (1.2)-1 (3.5)-2 (2.6)-3 (1.9)

Reasoning(36 Items)







































Average
Scale Score

Difference
from Overall
Science Score

604 (3.5)
581 (2.4)
569 (2.8)580 (2.4)552 (2.7)563 (2.4)
547 (2.5)
540 (2.5)
538 (2.7)
548 (2.9)
541 (3.2)
544 (3.7)
539 (3.2)
538 (3.0)
531 (3.6)525 (2.6)
532 (2.6)525 (3.8)521 (4.1)
522 (2.5)526 (1.8)527 (2.7)
518 (3.3)
508 (5.5)
516 (4.2)
519 (3.2)
523 (3.2)
519 (2.9)518 (3.9)
511 (3.2)
507 (1.8)508 (2.7)504 (2.0)505 (2.6)
511 (2.4)
490 (3.8)502 (3.4)482 (3.6)
487 (3.6)475 (4.7)
462 (1.9)472 (2.7)
486 (3.6)
469 (3.0)465 (4.4)451 (3.3)
434 (4.3)
433 (4.9)- 430 (3.5)- 402 (4.2)- - 366 (5.5)- - - -

9 (1.2)-6 (1.4)
2 (1.7)18 (2.2)-6 (2.0)8 (1.6)5 (1.2)0 (1.3)0 (1.2)10 (2.6)
4 (1.1)6 (2.8)5 (3.2)5 (1.7)-1 (2.2)-5 (1.9)
2 (1.2)-3 (2.1)-6 (1.7)-2 (2.0)
2 (1.8)5 (1.7)-4 (1.9)-14 (1.7)-5 (2.1)
1 (2.1)5 (2.0)0 (1.8)1 (2.4)-1 (2.3)-5 (1.5)-2 (1.8)0 (1.5)2 (2.1)10 (1.9)-6 (3.5)
8 (2.7)-11 (2.5)-2 (1.8)-13 (4.0)-11 (1.2)
3 (1.6)
19 (3.5)
10 (1.8)
11 (2.2)-2 (1.7)-16 (2.4)-8 (3.1)- 3 (1.4)- -11 (2.3)- - -9 (2.0)- - - -

592 (2.9)
531 (2.1)
528 (3.0)
520 (3.7)
525 (3.0)
411 (2.7)-3 (2.1)-13 (1.5)
4 (2.3)-3 (3.2)
3 (3.2)-7 (2.6)







































Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE
2 Ontario, Canada

Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
















Subscale score significantly higher than overall science score
Subscale score significantly lower than overall science score

Numbers of items are based on the TIMSS 2019 fourth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

142

Trends in Average Achievement in Cognitive Domains
Exhibit 2.18 presents differences in average achievement for the three cognitive domains across four
assessment cycles back to 2007, when TIMSS first began providing scaled results in the cognitive
domains. Forty-one countries for which cognitive domain scores were estimated participated in boththe TIMSS 2015 and TIMSS 2019 assessments. The recent trends compared with 2015 in the knowing
cognitive domain showed increases in 12 countries and decreases in 9 countries. In the applying
domain, 8 countries showed increases and 12 showed decreases. In the reasoning domain, 9 showed
increases, and 9 showed decreases. These recent increases in average achievement in the knowing
cognitive domain together with the decreases in the applying domain may have contributed to morecountries having a relative strength in knowing compared with applying in 2019.
Between 2007 and 2019, 6 countries had higher average achievement and 5 had lower averageachievement in knowing; 6 had higher average achievement and 4 had lower average achievement inapplying; and 7 had higher average achievement and 3 had lower average achievement in reasoning.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

143

Exhibit 2.18: Differences in Achievement for Science Cognitive Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Knowing
Country

Average
Scale Score

Armenia
2019
2015
2011
yyy Australia
2019
2015
2011
2007
yyy Austria
2019
2011
2007
yyy Azerbaijan
2019
2 2011yyy Bahrain
2019
2 20152011
yyy Belgium (Flemish)† 2019† 20152011
yyy Bulgaria
2019
2015
yyy Canada
1 2 2019
1 2 † 2015
yyy Chile
2019
2015
2011
yyy Chinese Taipei
2019
2015
2011
2007
yyy Croatia
2019
2015
2 2011
yyy Cyprus
2019
2015
yyy Czech Republic
2019
2015
2011
2007
yyy Denmark† 20192 † 2015
2 2011† 2007yyy England
2 2019
2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

y

463 (3.4)445 (4.1)
412 (4.3)
yyy yyy538 (3.0)523 (3.3)
517 (2.8)532 (3.5)
yyy yyy523 (3.1)
532 (3.0)
531 (2.4)
yyy yyy425 (4.0)445 (6.4)
yyy yyy496 (3.7)456 (2.5)454 (3.8)
yyy yyy493 (2.7)
498 (2.7)
507 (2.2)
yyy yyy526 (5.4)
551 (6.5)
yyy yyy524 (1.9)523 (3.1)
yyy yyy473 (3.7)477 (3.2)
483 (2.8)
yyy yyy560 (1.9)557 (2.5)
542 (2.6)
544 (2.7)
yyy yyy526 (2.4)
534 (2.9)526 (2.0)
yyy yyy503 (3.3)
467 (3.2)
yyy yyy538 (2.9)545 (3.0)551 (3.2)
521 (3.0)
yyy yyy521 (2.0)524 (2.6)
524 (2.6)
517 (3.3)
yyy yyy544 (3.3)
533 (2.6)
529 (3.4)
547 (3.3)

Applying

Differences
Between Years
2015

2011

18 

51 
33 

2007

yyy  yyy  yyy y
15 
6 
20 
5 
-9 
-14 
yyy  yyy  yyy y
-9 
-8 
1 
yyy  yyy  yyy y-20 
yyy  yyy  yyy y
41 
43 
2 
yyy  yyy  yyy y
-5 
-14 
-9 
yyy  yyy  yyy y-25 
yyy  yyy  yyy y2 
yyy  yyy  yyy y
-5 
-10 
-5 
yyy  yyy  yyy y
4 
18 
17 
15 
13 
-1 
yyy  yyy  yyy y
-8 
1 
9 
yyy  yyy  yyy y35 yyy  yyy  yyy y
-6 
-12 
18 
-6 
24 
30 
yyy  yyy  yyy y
-3 
-4 
4 
0 
7 
7 
yyy  yyy  yyy y
10 
15 
-4 
5 
-14 
-19 

Average
Scale Score
453 (3.3)
440 (4.8)418 (3.9)
yyy yyy524 (3.2)
522 (2.7)513 (3.0)522 (3.8)
yyy yyy523 (2.4)
533 (2.9)527 (2.7)
yyy yyy419 (4.5)
439 (5.3)
yyy yyy494 (3.4)
462 (3.0)443 (3.8)
yyy yyy501 (2.2)
513 (2.5)
511 (1.9)
yyy yyy523 (5.4)
536 (6.2)
yyy yyy520 (2.0)528 (2.6)
yyy yyy461 (3.4)
476 (3.0)479 (2.3)
yyy yyy561 (2.0)553 (2.6)552 (3.2)
560 (2.1)
yyy yyy521 (2.3)
530 (2.2)
510 (2.4)
yyy yyy519 (3.0)489 (3.4)
yyy yyy526 (2.5)
528 (2.1)
534 (2.7)515 (3.3)
yyy yyy519 (2.5)
529 (2.4)
532 (2.5)513 (3.4)
yyy yyy526 (3.0)
538 (2.7)
532 (3.2)
537 (3.4)

Reasoning

Differences
Between Years
2015

2011

13 

35 
22 

2007

yyy  yyy  yyy y
1 
10 
2 
9 
0 
-9 
yyy  yyy  yyy y
-3 
-10 
7 
yyy  yyy  yyy y-20 
yyy  yyy  yyy y
33 
51 
18 
yyy  yyy  yyy y
-12 
-10 
2 
yyy  yyy  yyy y-14 
yyy  yyy  yyy y-8 
yyy  yyy  yyy y
-19 
-15 
-4 
yyy  yyy  yyy y
7 
8 
1 
1 
-6 
-7 
yyy  yyy  yyy y
-9 
11 
20 
yyy  yyy  yyy y30 yyy  yyy  yyy y
-2 
-8 
11 
-6 
13 
19 
yyy  yyy  yyy y
-10 
-12 
6 
-2 
16 
19 
yyy  yyy  yyy y
-12 
-7 
-11 
5 
1 
-4 

Average
Scale Score
486 (3.6)
435 (4.2)
402 (5.1)
yyy yyy538 (3.0)527 (3.0)
518 (3.4)
528 (4.2)
yyy yyy518 (3.3)
525 (3.1)
514 (2.8)
yyy yyy430 (3.5)
402 (5.9)
yyy yyy
481 (3.6)455 (3.0)442 (4.8)
yyy yyy511 (2.4)
526 (2.9)508 (2.6)
yyy yyy507 (5.5)507 (6.4)
yyy yyy525 (1.8)524 (2.6)
yyy yyy472 (2.7)477 (2.5)477 (2.8)
yyy yyy552 (2.7)
558 (3.1)
568 (3.1)
574 (3.3)
yyy yyy522 (2.5)536 (2.4)512 (3.5)
yyy yyy511 (3.2)
490 (3.6)
yyy yyy539 (3.2)
529 (2.4)
516 (3.9)507 (3.6)
yyy yyy527 (2.7)
526 (2.9)527 (2.9)524 (4.4)
yyy yyy544 (3.7)
539 (2.7)
526 (4.5)
540 (2.8)

Differences
Between Years
2015

2011

50 

83 
33 

2007

yyy  yyy  yyy
10 
20 
9 
10 
-1 
-11 
yyy  yyy  yyy
-7 
4 
11 
yyy  yyy  yyy
28 
yyy  yyy  yyy
26 
39 
13 
yyy  yyy  yyy
-15 
3 
17 
yyy  yyy  yyy
1 
yyy  yyy  yyy
1 
yyy  yyy  yyy
-5 
-5 
0 
yyy  yyy  yyy
-6 
-15 
-21 
-10 
-16 
-6 
yyy  yyy  yyy
-14 
10 
23 
yyy  yyy  yyy
21 
yyy  yyy  yyy
10 
22 
31 
12 
21 
9 
yyy  yyy  yyy
2 
0 
3 
-2 
1 
3 
yyy  yyy  yyy
5 
17 
3 
12 
-1 
-14 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in cognitive domains using current methodology began with TIMSS 2007.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

144

Exhibit 2.18: Differences in Achievement for Science Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

Finland
2019
2015
2011
yyy France
2019
2015
yyy Georgia
1 20191 2015
1 2011
1 2007yyy Germany
2019
2015
2011
2007
yyy Hong Kong SAR† 2019† 20152 20112007
yyy Hungary
2019
2015
2011
2007
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
yyy Ireland
2019
2015
2011
yyy Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Kazakhstan
2 20192 2011yyy Korea, Rep. of
2019
2015
2011
yyy Lithuania
2 20192 2015
1 2 2011
1 2007yyy Malta
2019
2011

y

y

y

y

y

y

y

y

y

y

y

y

y

553 (2.5)556 (3.1)
579 (2.5)
yyy yyy
485 (3.6)
482 (3.8)
yyy yyy452 (3.9)
460 (4.2)
466 (3.8)429 (4.3)
yyy yyy520 (2.3)
527 (2.8)524 (4.0)529 (2.4)
yyy yyy537 (3.2)
562 (3.0)
537 (3.7)553 (4.0)
yyy yyy533 (2.7)550 (3.8)
547 (3.7)
544 (3.5)
yyy yyy444 (4.6)
416 (4.1)
448 (4.2)
431 (5.0)
yyy yyy532 (3.4)
529 (2.5)
518 (3.8)
yyy yyy515 (3.0)
521 (3.1)
532 (3.1)
535 (4.1)
yyy yyy535 (2.6)
544 (2.3)
538 (1.8)534 (2.6)
yyy yyy489 (2.9)486 (5.4)
yyy yyy584 (2.5)
582 (2.2)
570 (2.1)
yyy yyy539 (3.1)
524 (3.0)508 (2.8)511 (2.3)
yyy yyy496 (1.6)
437 (3.1)

Applying

Differences
Between Years
2015

2011

-3 

-26 
-23 

2007

yyy  yyy  yyy y4 
yyy  yyy  yyy y
23 
-14 
-8 
31 
-6 
37 
yyy  yyy  yyy y
-8 
-9 
-5 
3 
-1 
-4 
yyy  yyy  yyy y
-25 
-15 
0 
25 
9 
-16 
yyy  yyy  yyy y
-17 
-13 
-11 
4 
6 
2 
yyy  yyy  yyy y
28 
-4 
13 
-15 
-32 
17 
yyy  yyy  yyy y
3 
14 
11 
yyy  yyy  yyy y
-6 
-17 
-20 
-11 
-14 
-3 
yyy  yyy  yyy y
-9 
-3 
1 
6 
9 
3 
yyy  yyy  yyy y2 
yyy  yyy  yyy y
3 
15 
12 
yyy  yyy  yyy y
16 
32 
28 
16 
12 
-4 
yyy  yyy  yyy y60 

Average
Scale Score
551 (2.5)553 (2.4)
568 (2.4)
yyy yyy495 (3.0)494 (3.1)
yyy yyy445 (3.7)
449 (4.8)452 (4.3)
415 (4.7)
yyy yyy516 (2.5)
529 (2.4)
533 (2.5)526 (2.5)
yyy yyy526 (3.1)
554 (3.3)
529 (3.5)552 (3.5)
yyy yyy526 (3.1)
539 (3.4)
530 (3.5)
532 (3.9)
yyy yyy440 (4.3)
417 (4.5)452 (3.8)443 (4.9)
yyy yyy525 (3.0)
530 (2.5)517 (3.6)
yyy yyy504 (2.7)513 (3.1)
523 (2.8)541 (3.3)
yyy yyy576 (2.2)
576 (1.8)562 (1.6)
546 (3.1)
yyy yyy494 (3.4)
499 (5.2)
yyy yyy596 (2.6)
594 (1.9)593 (2.0)
yyy yyy531 (2.3)
526 (2.4)
521 (2.5)513 (3.3)
yyy yyy496 (2.7)
449 (1.7)

Reasoning

Differences
Between Years
2015

2011

-2 

-17 
-15 

2007

yyy  yyy  yyy y1 
yyy  yyy  yyy y
-4 
-7 
31 
-3 
35 
38 
yyy  yyy  yyy y
-13 
-17 
-10 
3 
-4 
7 
yyy  yyy  yyy y
-28 
-3 
-26 
25 
1 
-24 
yyy  yyy  yyy y
-13 
-4 
-6 
9 
7 
-2 
yyy  yyy  yyy y
-11 
-2 
23 
-34 
-25 
9 
yyy  yyy  yyy y
-5 
8 
13 
yyy  yyy  yyy y
-10 
-19 
-37 
-10 
-28 
-18 
yyy  yyy  yyy y
14 
30 
0 
14 
31 
16 
yyy  yyy  yyy y-5 
yyy  yyy  yyy y
2 
3 
0 
yyy  yyy  yyy y
5 
10 
18 
6 
13 
7 
yyy  yyy  yyy y47 

Average
Scale Score
563 (2.4)552 (2.3)
560 (3.0)
yyy yyy475 (4.7)
481 (2.8)
yyy yyy465 (4.4)426 (4.0)422 (4.8)379 (6.1)
yyy yyy518 (2.9)532 (2.3)
526 (3.7)
525 (2.8)
yyy yyy531 (3.6)552 (4.1)
541 (4.2)
563 (4.9)
yyy yyy532 (2.6)
533 (3.9)525 (4.7)
528 (4.1)
yyy yyy432 (4.9)422 (4.9)459 (3.8)427 (4.6)
yyy yyy525 (3.8)526 (2.9)509 (3.3)
yyy yyy508 (2.7)
511 (3.5)510 (2.9)523 (3.5)
yyy yyy579 (2.4)
594 (1.8)
591 (1.9)573 (2.1)
yyy yyy502 (3.4)
496 (5.8)
yyy yyy581 (2.4)
594 (2.2)605 (3.0)
yyy yyy548 (2.9)
538 (3.0)515 (2.7)
521 (2.9)
yyy yyy490 (3.8)459 (4.2)

Differences
Between Years
2015

2011

11 

3 
-8 

2007

yyy  yyy  yyy-6 
yyy  yyy  yyy
40 
43 
86 
3 
46 
43 
yyy  yyy  yyy
-13 
-8 
-7 
6 
6 
1 
yyy  yyy  yyy
-22 
-11 
-32 
11 
-10 
-21 
yyy  yyy  yyy
7 
4 
-1 
5 
8 
-3 
yyy  yyy  yyy
10 
-27 
6 
-5 
-37 
32 
yyy  yyy  yyy
0 
16 
17 
yyy  yyy  yyy
-3 
-2 
-15 
2 
-12 
-14 
yyy  yyy  yyy
-12 
6 
-15 
3 
21 
18 
yyy  yyy  yyy
6 
yyy  yyy  yyy
-13 
-23 
-11 
yyy  yyy  yyy
10 
32 
27 
17 
22 
-5 
yyy  yyy  yyy
31  Average from more recent year significantly higher
 Average from more recent year significantly lower

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

145

Exhibit 2.18: Differences in Achievement for Science Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

Moroccoψ 2019
ψ 2015
Ж 2011yyy Netherlands≡ 2019† 2015† 2011‡ 2007yyy New Zealand
2 2019
2015
2011
2007
yyy Northern Ireland† 2019‡ 2015† 2011yyy Norway (5)† 20192015
yyy Poland
2019
2015
yyy Portugal
2 20192 20152011
yyy Qatar
20192015
2 2011yyy Russian Federation
2 2019
2015
2011
2007
yyy Serbia
2 20193 20152 2011yyy Singapore
3 20192 20152 20112007
yyy Slovak Republic
2 2019
2015
2011
2007
yyy Spain
2019
2 20152011
yyy Sweden
2019
2 2015
2011
2007

y

y

y

y

y

y

y

y

y

y

y

y

y

362 (6.1)
331 (5.6)
237 (6.0)
yyy yyy515 (2.8)508 (2.4)
528 (2.2)
521 (2.7)
yyy yyy505 (2.7)504 (2.8)496 (2.7)
511 (3.4)
yyy yyy523 (2.9)518 (2.9)517 (3.1)
yyy yyy540 (2.5)533 (3.0)
yyy yyy524 (2.6)
544 (2.5)
yyy yyy502 (2.8)507 (2.9)
528 (4.4)
yyy yyy455 (4.4)
437 (4.5)388 (5.2)
yyy yyy562 (3.3)
569 (3.9)553 (3.8)
546 (5.5)
yyy yyy506 (3.3)
527 (3.9)524 (2.9)
yyy yyy588 (3.7)
574 (4.1)
570 (3.4)
599 (4.5)
yyy yyy527 (3.9)
530 (3.3)
547 (3.9)
531 (4.9)
yyy yyy514 (2.2)
522 (3.3)
516 (3.2)
yyy yyy540 (3.4)
538 (3.8)536 (2.8)
528 (3.1)

Applying

Differences
Between Years
2015

2011

31 

125 
94 

2007

yyy  yyy  yyy y
6 
-13 
-6 
-19 
-12 
7 
yyy  yyy  yyy y
9 
-6 
1 
8 
-7 
-15 
yyy  yyy  yyy y
5 
6 
1 
yyy  yyy  yyy y8 
yyy  yyy  yyy y-19 
yyy  yyy  yyy y
-4 
-25 
-21 
yyy  yyy  yyy y
18 
67 
49 
yyy  yyy  yyy y
-7 
9 
16 
15 
23 
7 
yyy  yyy  yyy y
-20 
-18 
3 
yyy  yyy  yyy y
13 
18 
-11 
4 
-24 
-29 
yyy  yyy  yyy y
-20 
-4 
-2 
-17 
-2 
15 
yyy  yyy  yyy y
-8 
-2 
6 
yyy  yyy  yyy y
2 
4 
12 
3 
10 
8 

Average
Scale Score
378 (6.2)
357 (4.7)
256 (4.9)
yyy yyy517 (3.1)
519 (2.4)
534 (2.0)525 (2.4)
yyy yyy497 (2.6)502 (3.1)
497 (2.8)496 (2.8)
yyy yyy514 (2.3)
519 (2.9)
521 (2.8)
yyy yyy537 (2.4)
542 (2.9)
yyy yyy538 (2.5)554 (2.8)
yyy yyy502 (3.1)
508 (1.9)515 (4.2)
yyy yyy451 (4.2)
430 (4.7)
389 (5.4)
yyy yyy572 (3.4)
568 (3.3)
556 (3.5)550 (5.3)
yyy yyy526 (3.9)
522 (4.5)506 (3.1)
yyy yyy595 (3.7)
599 (4.0)
590 (4.0)
587 (4.2)
yyy yyy515 (4.3)
517 (2.8)
528 (3.9)
527 (5.0)
yyy yyy511 (2.0)514 (3.3)
499 (3.1)
yyy yyy532 (3.1)
540 (3.4)
531 (3.0)
520 (3.2)

Reasoning

Differences
Between Years
2015

2011

21 

122 
101 

2007

yyy  yyy  yyy y
-2 
-17 
-7 
-15 
-6 
10 
yyy  yyy  yyy y
-5 
0 
1 
5 
6 
1 
yyy  yyy  yyy y
-5 
-7 
-3 
yyy  yyy  yyy y-5 
yyy  yyy  yyy y-16 
yyy  yyy  yyy y
-6 
-13 
-7 
yyy  yyy  yyy y
20 
62 
41 
yyy  yyy  yyy y
3 
16 
22 
12 
19 
6 
yyy  yyy  yyy y
4 
20 
16 
yyy  yyy  yyy y
6 
8 
-4 
10 
12 
2 
yyy  yyy  yyy y
-1 
-12 
-11 
-11 
-10 
1 
yyy  yyy  yyy y
-3 
12 
15 
yyy  yyy  yyy y
-8 
2 
12 
9 
20 
11 

Average
Scale Score
365 (5.5)354 (4.7)240 (5.1)
yyy yyy523 (3.2)
526 (2.9)532 (3.0)526 (2.7)
yyy yyy505 (2.6)514 (2.4)
497 (3.0)503 (4.2)
yyy yyy519 (3.2)
520 (2.6)503 (3.2)
yyy yyy540 (2.5)537 (3.8)
yyy yyy525 (2.6)
542 (3.2)
yyy yyy504 (2.0)506 (1.9)524 (4.3)
yyy yyy434 (4.3)
433 (4.4)404 (4.7)
yyy yyy569 (2.8)561 (3.8)
542 (4.3)
542 (5.3)
yyy yyy518 (3.9)
521 (3.9)519 (3.0)
yyy yyy604 (3.5)605 (3.6)
597 (3.8)
576 (4.1)
yyy yyy516 (4.2)
507 (3.4)
514 (4.0)
512 (5.4)
yyy yyy507 (1.8)517 (2.6)
496 (3.0)
yyy yyy541 (3.2)
542 (3.8)
537 (3.0)
528 (4.3)

Differences
Between Years
2015

2011

12 

125 
114 

2007

yyy  yyy  yyy
-2 
-9 
-2 
-6 
0 
6 
yyy  yyy  yyy
-9 
8 
2 
17 
11 
-6 
yyy  yyy  yyy
-1 
16 
17 
yyy  yyy  yyy
3 
yyy  yyy  yyy-17 
yyy  yyy  yyy
-2 
-21 
-19 
yyy  yyy  yyy
29 
0 
29 
yyy  yyy  yyy
9 
27 
27 
18 
19 
0 
yyy  yyy  yyy
-3 
-2 
1 
yyy  yyy  yyy
7 
27 
-1 
8 
29 
20 
yyy  yyy  yyy
2 
4 
9 
-7 
-4 
2 
yyy  yyy  yyy
-10 
11 
21 
yyy  yyy  yyy
-1 
4 
13 
5 
14 
9 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

146

Exhibit 2.18: Differences in Achievement for Science Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

United Arab Emirates
2019
2015
2011
yyy United States2 † 2019
2 † 2015
2 20112 † 2007y482 (2.2)453 (3.3)
433 (2.8)
yyy yyy542 (2.7)
548 (2.5)
546 (1.9)546 (2.7)

Applying

Differences
Between Years
2015

2011

28 

49 
21 

2007

yyy  yyy  yyy y
-6 
-4 
-4 
2 
3 
1 

Average
Scale Score
470 (2.1)
452 (3.2)
421 (2.6)
yyy yyy535 (3.1)
546 (2.2)
544 (2.2)
534 (3.1)

Reasoning

Differences
Between Years
2015

2011

18 

49 
31 

2007

yyy  yyy  yyy y
-11 
-9 
1 
2 
12 
10 

Average
Scale Score
461 (1.9)444 (3.0)426 (2.6)
yyy yyy538 (2.7)
542 (2.7)
537 (2.4)535 (3.0)

Differences
Between Years
2015

2011

17 

36 
19 

2007

yyy  yyy  yyy
-3 
1 
3 
4 
6 
2 

Benchmarking Participants
Ontario, Canada
2 20192015
2011
2 2007yyy Quebec, Canada
2019≡ 20152011
2 2007yyy Abu Dhabi, UAE
2019
2 20152011
yyy Dubai, UAE
2 201920152011‡ 2007yyy525 (3.1)
527 (2.8)
529 (3.0)
542 (3.6)
yyy yyy523 (2.8)524 (4.3)
519 (2.7)
517 (2.8)
yyy yyy422 (2.9)410 (6.6)415 (5.7)
yyy yyy560 (2.1)
523 (2.3)
467 (2.5)
461 (2.8)

-3 

-4 
-1 

-18 
-15 
-14 

yyy  yyy  yyy y
-1 
4 
6 
5 
7 
2 
yyy  yyy  yyy y
12 
7 
-4 
yyy  yyy  yyy y
37 
92 
99 
55 
62 
7 

520 (3.1)
534 (2.5)526 (3.3)
529 (3.7)
yyy yyy520 (3.6)525 (4.5)
514 (2.5)515 (3.0)
yyy yyy
415 (3.0)
417 (5.9)405 (5.3)
yyy yyy541 (2.3)
517 (2.8)453 (2.2)
458 (3.7)

-15 

-6 
9 

-9 
6 
-3 

yyy  yyy  yyy y
-6 
6 
5 
12 
11 
-1 
yyy  yyy  yyy y
10 
-2 
11 
yyy  yyy  yyy y
24 
88 
83 
64 
59 
-5 

528 (3.0)529 (2.8)
529 (3.6)
540 (3.4)
yyy yyy525 (3.0)526 (4.6)
520 (3.8)526 (3.6)
yyy yyy411 (2.7)
412 (5.3)
416 (5.2)
yyy yyy531 (2.1)
510 (2.9)455 (3.7)456 (3.1)

-1 

-1 
0 

-13 
-11 
-11 

yyy  yyy  yyy
-1 
5 
-1 
7 
0 
-6 
yyy  yyy  yyy
-1 
-5 
-5 
yyy  yyy  yyy
21 
76 
76 
55 
54 
-1 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

147

Average Achievement in Cognitive Domains by Gender
Exhibit 2.19 shows the differences between girls’ and boys’ average achievement in the cognitive
domains of knowing, applying, and reasoning. Interestingly, boys had higher average achievement
in more countries than girls in the knowing cognitive domain, but the situation was reversed in theapplying and reasoning domains. In the knowing domain, girls had higher average achievement thanboys in 3 countries, and boys had higher average achievement than girls in 16 countries. However, in
the applying domain, girls had higher average achievement than boys in 12 countries compared with
only 3 countries where boys had higher achievement than girls, and in the reasoning domain, girls
had higher average achievement than boys in 16 countries compared with no countries with higher
average achievement for boys.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

148

Exhibit 2.19: Average Achievement in Science Cognitive Domains by Gender
Knowing(69 Items)

Country

Applying(64 Items)

Girls

Boys

Girls

Albania
Armenia
Australia
Austria
Azerbaijan
Bahrain† Belgium (Flemish)Bosnia and Herzegovina
Bulgaria
1 2 Canada
Chile
Chinese Taipei
Croatia
CyprusCzech Republic† Denmark2 England
FinlandFrance1 Georgia
Germany† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandItaly
Japan
2 Kazakhstan
Korea, Rep. of
2 Kosovo
Kuwait2 Latvia
2 Lithuania
Malta
Montenegroψ Morocco≡ Netherlands
2 New Zealand
North Macedonia† Northern Ireland† Norway (5)Oman
2 Ж Pakistan
2 Ж Philippines
Poland2 Portugal
Qatar
2 Russian Federation
2 Saudi Arabia
2 Serbia
3 Singapore
2 Slovak RepublicЖ South Africa (5)Spain
Sweden2 Turkey (5)United Arab Emirates
2 † United States

496 (5.0)469 (3.4)535 (3.0)517 (3.1)
426 (4.5)515 (4.5)490 (2.9)450 (4.1)
529 (5.8)519 (2.4)
468 (4.4)556 (2.3)
525 (3.5)
498 (3.6)
532 (4.0)
518 (2.8)
542 (3.9)553 (3.1)
485 (4.0)
448 (4.1)
517 (3.0)
531 (3.7)
528 (3.5)
441 (7.2)
528 (4.8)507 (3.6)
533 (2.5)488 (3.8)573 (2.3)
426 (5.0)- 538 (3.7)
539 (4.2)
491 (2.1)
451 (3.9)
365 (6.9)512 (3.1)
504 (3.8)- 521 (3.7)
539 (2.5)- - - 522 (3.3)
499 (3.5)459 (6.6)
559 (3.9)- 507 (3.7)
580 (3.9)
522 (3.9)- 511 (2.9)
538 (3.6)
527 (5.0)482 (3.3)
537 (3.4)

491 (4.7)
458 (4.5)
540 (3.7)
528 (4.1)
424 (4.4)479 (5.3)
497 (3.4)453 (3.2)
524 (6.0)
529 (2.0)477 (3.9)565 (2.6)
528 (2.3)
508 (4.0)545 (3.0)523 (2.9)545 (4.0)553 (2.7)
486 (4.2)455 (4.6)
522 (3.2)
542 (4.1)
538 (3.1)
447 (6.2)
535 (3.5)
522 (3.7)
537 (3.3)
489 (3.4)595 (3.2)
413 (4.8)- 541 (3.6)
540 (3.8)501 (2.8)451 (3.5)359 (6.1)
517 (3.3)505 (3.6)- 525 (3.7)
542 (3.6)- - - 526 (3.0)
505 (3.2)
450 (4.2)
566 (3.5)- 506 (4.3)
595 (4.2)
532 (4.7)- 517 (2.5)
543 (4.3)
536 (5.6)
482 (3.0)
547 (3.1)

493 (4.8)458 (3.8)526 (4.0)
520 (3.4)
422 (4.3)
513 (4.0)500 (2.4)
463 (3.0)529 (6.5)
517 (2.3)
458 (4.1)
559 (2.5)
521 (2.5)
519 (3.3)
524 (3.0)
520 (3.0)526 (4.1)
554 (3.3)
497 (3.6)445 (4.0)515 (3.2)
528 (3.4)
522 (3.6)
441 (6.7)
524 (4.0)
501 (3.2)
581 (2.3)
499 (3.9)594 (2.9)415 (4.6)- 543 (2.8)
534 (2.7)
493 (2.8)459 (3.3)
386 (7.0)
519 (3.6)500 (3.6)- 514 (3.6)
538 (2.8)- - - 540 (2.9)
500 (3.9)457 (6.1)
570 (4.4)- 533 (4.4)
591 (4.1)
511 (4.1)- 511 (2.4)
534 (3.2)
526 (4.4)473 (3.2)
534 (3.1)

International Average

507 (0.6)510 (0.5)509 (0.5)521 (4.1)
517 (3.1)
588 (2.8)520 (4.5)424 (4.1)
559 (4.2)

528 (3.2)
529 (3.4)595 (2.8)527 (3.4)
419 (4.3)
560 (3.1)


















































Reasoning(36 Items)
Boys

Girls

477 (4.4)
449 (3.9)
521 (3.5)
526 (2.9)416 (6.5)
477 (5.0)502 (2.6)454 (4.0)
517 (5.7)
522 (2.2)
463 (3.5)562 (2.4)
521 (3.0)
520 (3.6)
529 (3.4)
518 (2.9)525 (3.4)
548 (2.7)
492 (4.0)
446 (4.3)
517 (2.8)525 (4.0)529 (3.7)
440 (5.4)
527 (3.1)
506 (3.1)
572 (2.9)489 (3.5)
598 (2.8)
398 (3.9)- 537 (3.0)
528 (3.2)
499 (3.9)
449 (2.9)370 (6.2)
515 (3.6)495 (3.5)- 514 (3.3)
536 (3.2)- - - 536 (2.9)
504 (3.2)
444 (4.5)
573 (3.2)- 518 (4.8)
599 (3.9)519 (5.3)- 511 (2.6)
530 (4.5)530 (5.3)
467 (2.6)
536 (3.7)

492 (3.9)
492 (4.9)
541 (3.2)
520 (4.3)
434 (5.4)
498 (4.0)
511 (2.3)
474 (3.5)512 (6.8)
527 (2.2)473 (3.1)
556 (4.1)
524 (2.8)509 (3.9)
536 (3.9)
532 (4.0)
548 (3.9)
568 (3.1)
478 (4.8)463 (4.6)
519 (3.8)534 (4.0)
531 (3.8)434 (6.9)
527 (4.7)
507 (3.0)585 (3.1)
509 (3.5)580 (2.9)407 (5.6)- 553 (3.5)
551 (3.6)
491 (3.4)453 (3.8)372 (6.1)
526 (4.3)
512 (3.5)- 525 (3.9)
546 (3.5)- - - 531 (3.4)
502 (2.9)442 (6.8)
571 (4.8)- 522 (3.9)
605 (4.0)
517 (5.5)- 506 (2.8)
547 (3.2)
519 (4.0)465 (3.2)
538 (3.1)

506 (0.5)512 (0.6)

Boys


























482 (4.5)
480 (3.7)
534 (3.3)
517 (3.1)
426 (3.9)465 (5.2)
511 (4.1)
464 (3.8)503 (5.9)524 (2.4)471 (3.8)
548 (3.0)519 (3.1)
512 (4.7)
541 (3.2)
523 (3.1)
539 (4.5)557 (3.2)
471 (5.3)
467 (5.1)
518 (3.5)
528 (4.5)
532 (3.2)
431 (5.9)524 (4.1)
508 (4.2)
574 (4.3)
495 (4.4)583 (3.7)
398 (5.8)- 540 (3.4)
545 (3.5)489 (4.7)
449 (4.0)359 (6.1)
520 (4.1)
498 (3.3)- 514 (4.0)
535 (3.6)- - - 520 (3.6)
505 (2.5)425 (4.2)
567 (3.6)- 514 (5.2)
603 (3.8)516 (4.8)- 507 (2.5)
535 (4.4)523 (5.3)
458 (2.3)
539 (3.2)

506 (0.6)

Benchmarking Participants
2 Ontario, Canada

Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
2 Dubai, UAE

519 (3.9)516 (4.1)
601 (3.6)
520 (4.2)
420 (4.2)
542 (3.9)

521 (3.2)
523 (3.7)
604 (3.4)
522 (4.0)410 (3.8)
540 (2.7)



530 (3.9)
526 (3.6)
593 (2.6)
519 (3.4)
417 (4.1)
534 (4.0)526 (3.5)
524 (3.3)
590 (3.8)520 (5.1)
405 (3.4)
529 (2.5)

Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 fourth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 4
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

149

Mathematics Grade 8
Average Mathematics Achievement
Average Achievement and Scale Score Distributions
The TIMSS 2019 eighth grade mathematics assessment was based on a comprehensive assessment
framework developed collaboratively with the participating countries to reflect their curricular goals.
The eighth grade mathematics assessment included four content areas—number (30%), algebra (30%),
geometry (20%), and data and probability (20%). In accordance with the framework, the majority of
TIMSS 2019 mathematics items assess students’ applying and reasoning skills. To cover the frameworkat the eighth grade, the TIMSS 2019 mathematics assessment comprised 211 assessment items. This
cycle marked the beginning of the transition to a computer-based assessment system. More than halfof the TIMSS 2019 countries administered the assessment in an “e” (electronic) format and almost half
administered the assessment in a paper format, as in TIMSS 2015. The “e” countries also administered
the trend items in the paper format to provide a bridge to the TIMSS 2015 and TIMSS 2019 paperbased assessments. The assessment was carefully designed and analyzed, so that the TIMSS 2019
mathematics achievement results for all 39 countries are reported on the same TIMSS eighth grade
mathematics scale.
Exhibit 3.1 presents the average achievement at the eighth grade for each participating country
from highest to lowest together with the scale score distribution. Exhibit 3.2 shows whether relatively
small differences in average achievement between one country and the next are statistically significant.
The five East Asian countries had the highest average achievement, with Singapore, Chinese
Taipei, and Korea performing similarly and having higher average achievement than all of the other
TIMSS 2019 countries. These three countries were followed by Japan, whose eighth grade students had
higher average achievement than students in all of the other countries except those three countries,
and then by Hong Kong SAR, whose students had higher average achievement than students inall of the other countries except those four countries. In turn, the Russian Federation had higher
achievement than all of the other remaining countries. Next, Ireland, Lithuania, Israel, Australia,
Hungary, the United States, and England also performed well. Essentially, Exhibit 3.2 shows clusters
of several similarly performing countries, followed by the next highest achieving clusters of similarly
performing countries, and so on.
A number of eighth grade TIMSS 2019 participants performed well. Fourteen countries(including those discussed above) had higher average achievement than the centerpoint of 500(Exhibit 3.1), which is a point of reference on the TIMSS eighth grade mathematics scale that remains
constant from TIMSS assessment to TIMSS assessment. However, there was a considerable difference
between the highest average achievement and the lowest. Also, the scale score distributions in Exhibit
3.1 show that there is wide variation in achievement in every country. Every country has some higher
achieving and some lower achieving students.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

150

Exhibit 3.1: Average Mathematics Achievement and Scale Score Distributions
Average
Scale Score

Country
2 Singapore

Chinese Taipei
Korea, Rep. ofJapan† Hong Kong SAR
2 Russian Federation
IrelandLithuania
3 Israel
Australia
Hungary† United States
EnglandFinland† Norway (9)2 SwedenCyprusPortugal
TIMSS Scale Centerpoint
Italy
Turkey2 Kazakhstan
France† New ZealandBahrainRomania
United Arab Emirates
1 Georgia
Malaysia
Iran, Islamic Rep. ofψ Qatarψ ChileLebanonψ Jordan
2 ψ Egyptψ Omanψ Kuwait
2 ψ Saudi Arabia
Ж South Africa (9)ψ Morocco

Mathematics Achievement Distribution

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (4.8)515 (5.3)
509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
500 (0.0)497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)

575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)





































Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE
Ontario, Canadaψ Western Cape, RSA (9)ψ Abu Dhabi, UAEψ Gauteng, RSA (9)

100

200

300

400

500

100

200

300

400

500

600

700

800

600

700

800










Average significantly higher thanthe centerpoint of the TIMSS scaleAverage significantly lower thanthe centerpoint of the TIMSS scale

5th

Percentiles of Performance
75th
25th

95th

95% Confidence Interval for Average (±2SE)

The TIMSS achievement scale was established in 1995 based on the combined achievement distribution of all countries that participated in TIMSS 1995. To provide a point of reference for country
comparisons, the scale centerpoint of 500 was located at the mean of the combined achievement distribution. The units of the scale were chosen so that 100 scale score points corresponded to the standard
deviation of the distribution.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

151

Exhibit 3.2: Significance of Differences Between Countries’ Average Mathematics Achievement

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IrelandLithuania
IsraelAustralia
Hungary
United States
EnglandFinland
Norway (9)SwedenCyprusPortugal
Italy
TurkeyKazakhstan
FranceNew ZealandBahrainRomania
United Arab Emirates
Georgia
Malaysia
Iran, Islamic Rep. of
Qatar
Chile
LebanonJordanEgypt
Oman
KuwaitSaudi Arabia
South Africa (9)Morocco616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (4.8)515 (5.3)
509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)

Egypt

JordanLebanon

Chile

Qatar

Iran, Islamic Rep. of

Malaysia

Georgia

United Arab Emirates

Romania

Bahrain

New ZealandFranceKazakhstan

TurkeyItaly

Portugal

CyprusSwedenNorway (9)FinlandEnglandUnited States

Hungary

Australia

IsraelLithuania

Ireland

Russian Federation

Hong Kong SAR

Japan

Korea, Rep. ofChinese Taipei

Average
Scale
Score

Country

Singapore

Read across the row for a country to compare performance with the countries listed along the top of the chart. If no statistically significant difference was found, no symbol is present. If thedifference is significant (p < 0.05), a symbol indicates whether the estimated achievement of the country in the row is higher () than that of the comparison country, or lower ().

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)                                                                                                                                                                                                                   
 Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country

Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

152

Exhibit 3.2: Significance of Differences Between Countries’ Average Mathematics Achievement

Gauteng, RSA (9)Abu Dhabi, UAE

Western Cape, RSA (9)Ontario, Canada

Dubai, UAE

Quebec, Canada

Moscow City, Russian Fed.

Morocco        

Benchmarking Participants

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (4.8)515 (5.3)
509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)

South Africa (9)Oman
Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IrelandLithuania
IsraelAustralia
Hungary
United States
EnglandFinland
Norway (9)SwedenCyprusPortugal
Italy
TurkeyKazakhstan
FranceNew ZealandBahrainRomania
United Arab Emirates
Georgia
Malaysia
Iran, Islamic Rep. of
Qatar
Chile
LebanonJordanEgypt
Oman
KuwaitSaudi Arabia
South Africa (9)Morocco

KuwaitAverage
Scale
Score

Country

Saudi Arabia(Continued)                                                            

  

  

    

  

  

                                                                                                                                                                                                                                                                              Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)                          

 

  

                       

 Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country
Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

153

Trends in Average Achievement
Exhibit 3.3 graphs the differences in average mathematics achievement between the assessment cycles
for TIMSS 2019 countries that have comparable data from previous assessments, while Exhibit 3.4
provides more details. The countries are presented in alphabetical order in both exhibits. The trends
in mathematics achievement at the eighth grade signal more improvements than downturns acrossthe assessment cycles internationally.
Most recently, for the 33 countries that participated in both TIMSS 2015 and 2019, 13 hadincreases in average achievement and 4 had decreases. The trends between 2007 and 2019, as well as
between 1995 and 2019, also show more increases than decreases in average mathematics achievement
over the long term. In 2019, compared with 2007, for the 23 countries in both assessments, there
were 16 increases and only 2 decreases. In 2019, compared with 1995, for the 18 countries in bothassessments, there were 9 increases and 4 decreases.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
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154

Exhibit 3.3: Trend Plots of Average Mathematics Achievement Across Assessment Years

This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 3.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Australia
570

1995

1999

2003

Bahrain
2007

2011

2015

2019

500

1995

1999

2003

Chile
2007

2011

2015

2019

470

490

550

480

450

540

470

440

530
520

517
509

505

505

505

460
450

420

440

410

430

400

490

420

480

410

470

400

460

390

360

450

380

350

496

Chinese Taipei
660

1995

1999

2003

2007

2015

2019

540

1995

1999

2003

2011

2015

2019

460
450

520

440

630

510

610

598

600

585

501

480

476
465

570

450

370

560

440

360

550

430

350

540

420

340

459

England
2011

2015

2019

570

1995

1999

2003

2011

2015

2019

570

560

560

550

550

540

540

540

530

530

513

507

515

520

514

509

510

500

500

500

490

490

490

480

480

480

470

470

470

460

460

460

450

450

450

498

496

498

2015

2019

413

392

391

1995

1999

2003

2007

2011

2015

2019

530

520

510

510

2011

France
2007

550

520

2007

380

560

518

2003

406

Finland
2007

1999

390

460

530

1995

400

468

470

570

387

410

490

599

585

2003

392

430

580

1999

416

420

500

590

1995

427

Egypt
2007

530

609

2019

370

640

612

2015

380

398

650

620

2011

441

Cyprus
2011

2007

390

409
401

2003

430

454

500

510

1999

460

560

481

1995

483

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

155

Exhibit 3.3: Trend Plots of Average Mathematics Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 3.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Georgia
500

1995

1999

2003

Hong Kong SAR
2007

2011

2015

2019

640

1995

1999

2003

2007

2011

Hungary
2015

2019

580

490

630

570

480

620

560

461

470
453

460

610
582

590

450
431

440

580

578

572

569

540

586

586

510
500

410

550

490

400

540

480

390

530

470

380

520

460

Iran, Islamic Rep. of
480

1995

1999

2003

2007

2011

2019

580

1995

1999

2003

2007

2011

2015

2019

580

570

570

460

560

560

550

550

446
436

440
430

418

420

530

415
411

403

519

523

524

520

510

510

500

500

390

490

490

380

480

480

370

470

470

360

460

460

Italy
550

1995

1999

2007

2011

2015

2019

640

1995

1999

2003

2011

2015

2019

470

630

460

530

620

450

520

610

510

600

500
490

479

484

494

480

497

590

514

517

2015

2019

505

1995

1999

2003

2007

2011

516

440
594
586
581

580

579
570

519
511

Jordan
2007

540

498

2019

529
517

Japan
2003

532

530

520

400

410

2015

540

540
422

2011

Israel

470

450

527

Ireland
2015

2007

520

560

410

420

2003

530

570

430

1999

550

594

600

1995

570

570

430
420

1995

1999

428

2003

424

2007

2011

2015

2019

427
420
406

410

480

570

400

470

560

390

460

550

380

450

540

370

440

530

360

430

520

350

386

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

156

Exhibit 3.3: Trend Plots of Average Mathematics Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 3.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Kazakhstan
550

1995

1999

2003

2007

Korea, Rep. of
2011

2015

2019

660

1995

1999

2003

2007

Kuwait
2011

2015

2019

460

540

650

450

530

640

440

520

630

510

620

500

610

487

488

606

607

597

470

580

380

460

570

370

450

560

360

440

550

350

430

540

340

587

500

2019

560
550

480

540

470

530
449

442
433

440

1995

1999

430

2003

Malaysia
2007

2011

2015

2019

540

502

506

482

460

440

390

450

380

440

440

Results before 2015 do not include students taught inPolish or Russian.

465

550

1995

440

420

1999

2003

2007

Norway (9)
2011

2015

2019

560

540

550

420

530

540

410

520

400

510

384

390
371

388

1995

1999

2003

2007

2011

2015

2019

530
501

500
490
480

370

461

430

430

380

474

New Zealand
2019

2019

460

400

Morocco

2015

508

470

472

450

2015

2011

480

470

2011

2007

519

490

500

410

2007

2003

500

511
502

480

2003

1999

510

420

1999

1995

520
520

490

1995

403

530

510
429

2019

390

520

449

450

2015

392

Lithuania
2015

490

460

589

581

Lebanon
2011

2011

400

590

2007

2007

410

600

2003

2003

420

480

1999

1999

430
613

490

1995

1995

491

520

494
488

493

510
482

500

512
503

498
487

490

360

470

480

350

460

470

340

450

460

330

440

450

320

430

440

475
469
461

The trend line from 1995 to 2015 is for students in theireighth year of schooling.

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

157

Exhibit 3.3: Trend Plots of Average Mathematics Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 3.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Oman
450

1995

1999

2003

Portugal
2007

2011

2015

2019

540

1995

1999

2003

Qatar
2007

2011

2015

2019

490

440

530

480

430

520

470

420

510

411
403

410
400
390
372

380

450

490

440

480

430

460
450

400

440

390

340

430

380

330

420

370

Romania
530

2003

2011

2015

2019

590

1995

1999

2003

2007

2011

2019

440

580

430

510

570

420

500

560

480

474

472

479

475

550
540

461

470

539
524

538

543

526

360

440

500

350

430

490

340

420

480

330

410

470

320

2003

2011

2015

2019

430

508

1995

1999

2003

2007

2011

2015

2019

570

420

560

650

410

550

640

400

540

621

620
610
600

609

604

611
605

616

389

390

2011

360

2015

2019

394

368

1995

1999

2003

2007

2011

2015

2019

501

503

540

530
372

380
370

593

2007

Sweden

660

630

2003

394

South Africa (9)

2007

1999

370

510

1999

1995

380
512

450

1995

410

400

520

670

443

410

460

Singapore

2019

390

530

458

2015

Saudi Arabia
2015

520

490

2011

437

Russian Federation
2007

2007

410

350

1999

2003

420
451

360

1995

1999

460

500

470

366

370

500

1995

520
510

352

500

590

350

490

580

340

480

570

330

470

560

320

460

550

310

450

499
491
484

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

158

Exhibit 3.3: Trend Plots of Average Mathematics Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 3.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Turkey
530

1995

1999

2003

United Arab Emirates
2007

2011

2015

2019

520

1995

1999

2003

2007

2011

2015

United States
2019

570

520

510

560

510

500

550

500

490

540

490

480

480

470

496

458

470

473
465

452

2003

2007

2011

508

509

530

510

450

500

450

440

490

440

430

480

430

420

470

420

410

460

410

400

450

460

1999

520

456

460

1995

502

504

2015

2019

518

515

2015

2019

492

Benchmarking Participants

Ontario, Canada
580

1995

1999

2003

2007

2011

Quebec, Canada
2015

2019

610

570

600

560

590

550

580
530

540
530

517

520
510

521

522

517

570

1995

1999

2003

2007

2011

Abu Dhabi, UAE
2015

2019

1999

2003

2007

2011

480
470

566
556

550
540

501

1995

490

460
450

560

512

500

543

543
528

532

543

449

442

440

436

430

500

530

420

490

520

410

480

510

400

470

500

390

460

490

380

Dubai, UAE
560

1995

1999

2003

2007

2011

2015

2019

550
537

540
530
520

512

510
500
490

478

480
470

461

460
450
440
See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

159

Exhibit 3.4: Differences in Average Mathematics Achievement Across Assessment Years
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Average Scale
Score

Countryy yyy Australia

2019
2015
2011
2007
2003
‡ 1995y yyy Bahrain
2019
2015
ψ 20112007
2003
y yyy Chileψ 2019
ψ 2015
2011
2003
1999
y yyy Chinese Taipei
2019
2015
2011
2007
2003
1999
y yyy Cyprus
2019
2007
2003
1999
1995
y yyy Egypt
2 ψ 2019
ψ 20152007
2003
y yyy England
2019
2015
‡ 2011† 2007≡ 2003† 19993 † 1995
y yyy Finland
2019
2011
y yyy France
2019
1995
y yyy Georgia
1 20191 2 2015
1 2011
1 2007y yyy Hong Kong SAR† 201920152011† 2007† 2003† 1999
1995

y

y

y

y

y

y

y

y

y

y

yyy yyy517 (3.8)505 (3.1)
505 (5.2)
496 (3.8)505 (4.7)509 (3.7)
yyy yyy
481 (1.7)454 (1.4)
409 (1.9)398 (1.6)
401 (1.7)
yyy yyy441 (2.8)427 (3.2)
416 (2.7)
387 (3.3)
392 (4.4)
yyy yyy612 (2.7)
599 (2.4)
609 (3.2)
598 (4.6)585 (4.6)585 (4.2)
yyy yyy501 (1.6)465 (1.7)
459 (1.7)476 (1.9)
468 (2.1)
yyy yyy413 (5.2)
392 (4.1)
391 (3.6)
406 (3.5)
yyy yyy515 (5.3)
518 (4.2)
507 (5.6)
513 (4.9)
498 (4.6)
496 (4.2)
498 (3.0)
yyy yyy509 (2.6)514 (2.5)
yyy yyy
483 (2.5)530 (2.8)
yyy yyy461 (4.3)
453 (3.4)
431 (3.7)
410 (5.8)
yyy yyy578 (4.1)
594 (4.6)
586 (3.9)
572 (5.9)586 (3.4)
582 (4.3)
569 (6.1)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
12 

yyy 
12 
0 yyy 
21 
9 
9 

yyy 
13 
0 
0 
-8 

yyy 

yyy 
8 
-4 
-4 
-13 
-4 

y yyy 27 

yyy 
72 
45 yyy 
83 
56 
11 

yyy 
80 
53 
8 
-3 

yyy 

yyy y yyy 13 

yyy 
24 
11 

yyy 

yyy 
54 
41 
29 

yyy 
48 
35 
24 
-6 

yyy 

y yyy 13 

yyy 
3 -10 

yyy 
14 
1 
11 

yyy 
27 
14 
24 
13 

yyy 
27 
14 
24 
13 
0 

yyy 

y yyy yyy 

yyy 
36 

yyy 
42 
6 yyy 
25 
-11 
-17 

yyy 
34 
-2 
-8 
9 

y yyy 21 

yyy 

yyy 
22 
2 yyy 
7 
-14 
-16 

yyy 

yyy y yyy -3 

yyy 
8 
11 yyy 
2 
5 
-7 

yyy 
16 
20 
8 
15 

yyy 
19 
22 
10 
17 
2 

yyy 
17 
21 
9 
16 
1 
-1 

y yyy yyy 
-5 

yyy 

yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 

yyy 

yyy 
-47 

y yyy 8 

yyy 
30 
22 yyy 
52 
44 
22 

yyy 

yyy 

yyy y yyy -16 

yyy 
-7 
9 

yyy 
6 
22 
13 

yyy 
-8 
8 
0 
-14 

yyy 
-4 
12 
4 
-10 
4 

yyy 
9 
25 
17 
4 
17 
13 

Mathematics Achievement Distribution























100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

5th

400

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

See Appendix A for country participation in previous TIMSS assessments.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

160

Exhibit 3.4: Differences in Average Mathematics Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryy yyy Hungary

2019
2015
2011
2007
2 20031999
1995
y yyy Iran, Islamic Rep. of2019ψ 2015
ψ 20112007
2 20031999
1995
y yyy Ireland
2019
2015
1995
y yyy Israel
3 20193 20153 2011y yyy Italy
2019
2 2015
2011
2007
2003
2 1999y yyy Japan
2019
2015
2011
2007
2003
1999
1995
y yyy Jordan
ψ 2019
Ж 2015
ψ 2011
2007
2003
1999
y yyy Kazakhstan
2 20192011
y yyy Korea, Rep. of
2019
2015
2011
2007
2003
1999
1995
y yyy Kuwait
ψ 2019
ψ 2015y yyy Lebanon
2019
2015
2011
2007
2003

y

y

y

y

y

y

y

y

y

y

yyy yyy517 (2.9)514 (3.8)505 (3.5)
517 (3.5)
529 (3.3)
532 (3.6)
527 (3.2)
yyy yyy446 (3.7)
436 (4.6)415 (4.3)
403 (4.1)
411 (2.4)
422 (3.4)
418 (3.9)
yyy yyy524 (2.6)
523 (2.7)
519 (4.9)
yyy yyy519 (4.3)
511 (4.1)
516 (4.1)
yyy yyy497 (2.7)
494 (2.5)
498 (2.3)
480 (3.1)
484 (3.2)
479 (3.9)
yyy yyy594 (2.7)
586 (2.3)
570 (2.6)570 (2.4)
570 (2.1)
579 (1.7)
581 (1.6)
yyy yyy420 (4.3)
386 (3.2)
406 (3.9)427 (4.2)
424 (4.1)
428 (3.7)
yyy yyy
488 (3.3)
487 (4.2)
yyy yyy607 (2.8)606 (2.6)
613 (2.9)597 (2.6)
589 (2.2)
587 (2.0)581 (2.0)
yyy yyy403 (5.0)392 (4.6)
yyy yyy429 (2.9)442 (3.6)
449 (3.9)
449 (4.1)
433 (3.1)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
12 
10 yyy 
0 
-2 
-12 

yyy 
-13 
-15 
-24 
-12 

yyy 
-15 
-17 
-27 
-15 
-2 


yyy 
-10 

y yyy 10 

yyy 
31 
21 yyy 
43 
33 
12 

yyy 
35 
25 
4 
-8 

yyy 
24 
14 
-7 
-19 
-11 

yyy 
28 
18 
-3 
-15 
-7 
4 

y yyy 0 

yyy 

yyy 

yyy 

yyy 

yyy 
5 
5 

y yyy 8 

yyy 
3 -5 yyy 

yyy 

yyy 

yyy y yyy 3 

yyy 
-1 -4 yyy 
18 
15 
19 

yyy 
14 
11 
15 
-4 

yyy 
18 
15 
19 
0 
4 

yyy 

y yyy 8 

yyy 
24 
17 

yyy 
24 
17 
0 

yyy 
24 
17 
0 
0 

yyy 
16 
8 
-9 
-9 
-9 

yyy 
13 
5 
-11 
-11 
-11 
-2 

y yyy 35 

yyy 
14 -20 yyy 
-7 
-41 
-21 

yyy 
-4 
-39 
-18 
3 

yyy 
-7 
-42 
-22 
-1 
-3 

yyy 

y yyy yyy 
1 

yyy 

yyy 

yyy 

yyy y yyy 1 

yyy 
-6 -7 yyy 
10 
8 
16 

yyy 
18 
17 
24 
8 

yyy 
20 
19 
26 
10 
2 

yyy 
26 
25 
32 
17 
8 
6 

y yyy 10 

yyy 

yyy 

yyy 

yyy 

yyy y yyy -13 

yyy 
-20 -7 yyy 
-20 
-7 
0 

yyy 
-4 
9 
16 
16 

yyy 

yyy yyy 
2 

Mathematics Achievement Distribution

-12 
-22 
-10 
3 
5 




















100




200

300

Average from more recent year significantly higher
Average from more recent year significantly lower

5th

400

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

161

Exhibit 3.4: Differences in Average Mathematics Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryy yyy Lithuania

2019
2 2015
1 2011
1 2007
1 2003
1 19991 2 1995
y yyy Malaysia
2019
2015
2011
2007
2003
1999
y yyy Moroccoψ 2019
Ж 2015
Ж 2011y yyy New Zealand† 2019† 2015
2011
2003
1999
1995
y yyy Norway (9)† 20192015
y yyy Oman
ψ 2019
ψ 2015
ψ 20112007
y yyy Portugal
2019
1995
y yyy Qatar
ψ 2019
ψ 2015
ψ 2011y yyy Romania
2019
2011
2007
2003
1999
1995
y yyy Russian Federation
2 20192015
2 2011
2007
2003
1999
2 1995y yyy Saudi Arabia
2 ψ 2019
Ж 2015
ψ 2011

y

y

y

y

y

y

y

y

y

y

yyy yyy520 (2.9)511 (2.8)502 (2.5)506 (2.5)502 (2.5)482 (4.3)
472 (4.1)
yyy yyy461 (3.2)
465 (3.6)
440 (5.5)474 (5.1)
508 (4.1)
519 (4.5)
yyy yyy388 (2.3)
384 (2.3)
371 (2.0)
yyy yyy
482 (3.4)
493 (3.4)
488 (5.4)
494 (5.5)
491 (5.3)
501 (4.7)
yyy yyy503 (2.4)512 (2.3)
yyy yyy411 (2.8)403 (2.4)
366 (2.9)372 (3.4)
yyy yyy
500 (3.2)
451 (3.1)
yyy yyy443 (4.0)
437 (3.0)410 (3.1)
yyy yyy479 (4.3)
458 (4.1)
461 (4.2)
475 (4.9)472 (5.6)474 (4.5)
yyy yyy543 (4.5)
538 (4.7)
539 (3.6)512 (4.0)508 (3.8)526 (5.8)524 (5.2)
yyy yyy394 (2.5)368 (4.6)
394 (4.7)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
18 
9 

yyy 
15 
5 
-3 

yyy 
19 
10 
1 
4 

yyy 
39 
30 
21 
24 
20 


yyy 
49 

y yyy -5 

yyy 
21 
25 yyy 
-13 
-9 
-34 

yyy 
-48 
-43 
-69 
-34 

yyy 
-59 
-54 
-79 
-45 
-11 

yyy 

y yyy 4 

yyy 
17 
13 yyy 

yyy 

yyy 

yyy y yyy -11 

yyy 
-6 
5 

yyy 

yyy 
-12 
-1 
-6 

yyy 
-9 
2 
-3 
3 

yyy 
-19 
-8 
-13 
-7 
-10 

y yyy -9 

yyy 

yyy 

yyy 

yyy 

yyy y yyy 8 

yyy 
45 
37 yyy 
38 
31 
-6 

yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 

yyy 

yyy 49 y yyy 6 

yyy 
34 
28 yyy 

yyy 

yyy 

yyy y yyy yyy 
21 

yyy 
18 -3 

yyy 
4 
-17 
-14 

yyy 
7 
-14 
-11 
3 

yyy 
5 
-16 
-12 
2 
-1 

y yyy 5 

yyy 
5 -1 yyy 
32 
26 
27 

yyy 
35 
30 
31 
4 

yyy 
17 
12 
13 
-14 
-18 

yyy 
20 
14 
15 
-12 
-16 
2 

y yyy 26 

yyy 
0 -26 yyy 

yyy 

yyy 

yyy yyy 
9 

Mathematics Achievement Distribution

39 
31 
34 
30 
10 




















100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

5th

400

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

162

Exhibit 3.4: Differences in Average Mathematics Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryy yyy Singapore
2 20192 20152 2011

2007
2003
1999
1995
y yyy South Africa (9)Ж 2019
Ж 2015
Ж 2011y yyy Sweden
2 2019
2015
2011
2007
2003
1995
y yyy Turkey
2019
2015
2011
y yyy United Arab Emirates
2019
2015
2011
y yyy United States† 2019† 20152 20112 † 2007‡ 20031999† 1995

y

y

y

y

y

yyy yyy616 (4.0)
621 (3.2)
611 (3.8)593 (3.8)605 (3.6)
604 (6.3)
609 (4.0)
yyy yyy389 (2.3)
372 (4.5)352 (2.5)
yyy yyy503 (2.5)501 (2.8)484 (1.9)
491 (2.3)
499 (2.7)
540 (4.3)
yyy yyy496 (4.3)
458 (4.7)452 (4.0)
yyy yyy473 (1.9)465 (2.0)456 (2.1)
yyy yyy515 (4.8)518 (3.1)
509 (2.7)508 (2.9)504 (3.4)502 (3.9)
492 (4.9)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
5 
10 

yyy 
23 
28 
18 

yyy 
10 
16 
6 
-13 

yyy 
11 
17 
7 
-12 
1 


yyy 
7 

y yyy 17 

yyy 
38 
20 yyy 

yyy 

yyy 

yyy y yyy 2 

yyy 
18 
16 yyy 
11 
9 
-7 

yyy 
3 
2 
-15 
-8 

yyy 

yyy 
-37 
-39 
-55 
-48 
-41 

y yyy 38 

yyy 
43 
5 yyy 

yyy 

yyy 

yyy y yyy 9 

yyy 
18 
9 

yyy 

yyy 

yyy 

yyy y yyy -3 

yyy 
6 
9 

yyy 
7 
10 
1 

yyy 
11 
14 
5 
4 

yyy 
14 
17 
8 
7 
3 

yyy 
23 
26 
17 
16 
12 
9 

yyy 
7 

yyy 
18 
11 

yyy 
13 
5 
-6 

yyy 
9 
1 
-9 
-4 

yyy 
13 
6 
-5 
1 
4 

yyy 
29 
22 
11 
17 
20 
16 

y yyy 0 

yyy 
12 
12 yyy 
15 
15 
3 

yyy 
0 
0 
-12 
-15 

yyy 
-23 
-22 
-34 
-38 
-23 

yyy 
-13 
-13 
-25 
-28 
-13 
9 

y yyy -6 

yyy 
-13 -7 yyy 

yyy 

yyy 

yyy y yyy 25 

yyy 
59 
34 yyy 
76 
51 
17 

yyy 

yyy 

yyy yyy 
-5 

12 
2 
-16 
-3 
-4 










Benchmarking Participants
y yyy Ontario, Canada

2019
2015
2 2011
2 20072 20031999
1995
y yyy Quebec, Canada‡ 2019≡ 20152011
3 2007
2003
1999
1995
y yyy Abu Dhabi, UAE
ψ 20192015
2011
y yyy Dubai, UAE
2 201920152011‡ 2007yyyyyy yyy530 (4.3)
522 (2.9)512 (2.4)
517 (3.6)
521 (3.1)
517 (3.0)
501 (3.0)
yyy yyy543 (3.7)
543 (3.9)
532 (2.4)
528 (3.5)
543 (3.1)
566 (4.8)556 (6.0)
yyy yyy436 (2.9)442 (4.7)
449 (3.7)
yyy yyy537 (2.0)512 (2.1)
478 (2.2)
461 (2.3)

Mathematics Achievement Distribution

100

200

300

100

200

300

400

500

600

700

800

400

500

600

700

800









Average from more recent year significantly higher



Average from more recent year significantly lower

5thPercentiles of Performance
75th
25th

95th

95% Confidence Interval for Average (±2SE)

Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

163

Average Achievement by Gender
Exhibit 3.5 shows the differences in average mathematics achievement between girls and boys. In
TIMSS 2019, there was considerable gender equity in average achievement. Girls had higher averageachievement than boys in 7 countries, there was gender equity in average mathematics achievementin 26 countries, and boys had higher average achievement than girls in 6 countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

164

Exhibit 3.5: Average Mathematics Achievement by Gender
Girls
Countryψ Omanψ JordanBahrain
2 ψ Saudi Arabia

Romania2 ψ Egypt

Iran, Islamic Rep. ofTurkeyψ Kuwait
Malaysia† Hong Kong SAR
ψ QatarЖ South Africa (9)United Arab Emirates
Finland
Cyprus2 Kazakhstan† United States
2 Singapore
2 SwedenChinese Taipei
Ireland† Norway (9)EnglandLithuania
Japan
Australia
ψ Morocco
2 Russian Federation
Korea, Rep. of
Lebanon† New ZealandFrance1 Georgia
ψ ChilePortugal
3 Israel
Italy
Hungary

International Average

Boys

Gender Difference

Percent ofStudents

Average
Scale Score

Percent ofStudents

Average
Scale Score

Difference(Absolute
Value)

48 (1.1)
48 (3.4)
49 (0.9)49 (0.9)51 (0.9)55 (2.0)47 (1.3)
50 (1.3)
53 (2.2)
51 (1.1)
46 (2.1)
50 (2.4)
52 (0.6)
48 (1.8)48 (0.8)
49 (0.6)
49 (1.1)
49 (0.9)49 (0.7)
49 (0.9)50 (0.9)49 (1.1)
49 (0.7)
53 (1.9)50 (1.0)52 (1.0)49 (1.5)50 (0.7)
48 (1.0)48 (1.4)
49 (1.4)
48 (2.1)
49 (0.8)
48 (1.2)
49 (1.6)
50 (1.1)
52 (1.7)
50 (1.0)50 (0.9)432 (3.3)
432 (3.8)
492 (2.4)403 (3.4)487 (4.6)
420 (5.3)
453 (5.0)
501 (4.4)
407 (5.4)
465 (3.0)
582 (4.9)
447 (5.0)393 (2.4)476 (3.4)
511 (2.6)503 (2.1)
490 (3.9)517 (4.0)
617 (4.6)504 (3.0)614 (3.1)
524 (2.9)503 (2.7)
514 (5.6)
519 (2.8)593 (2.9)515 (3.6)
386 (2.5)
541 (4.8)604 (3.4)
427 (3.5)478 (3.6)
478 (2.5)457 (4.5)
436 (3.5)495 (3.3)
514 (4.3)
491 (3.0)510 (3.2)

52 (1.1)
52 (3.4)
51 (0.9)51 (0.9)49 (0.9)45 (2.0)53 (1.3)
50 (1.3)
47 (2.2)
49 (1.1)
54 (2.1)
50 (2.4)
48 (0.6)
52 (1.8)52 (0.8)51 (0.6)
51 (1.1)
51 (0.9)51 (0.7)51 (0.9)50 (0.9)51 (1.1)
51 (0.7)
47 (1.9)50 (1.0)48 (1.0)51 (1.5)50 (0.7)
52 (1.0)52 (1.4)
51 (1.4)
52 (2.1)
51 (0.8)
52 (1.2)
51 (1.6)
50 (1.1)
48 (1.7)
50 (1.0)50 (0.9)391 (4.0)
409 (6.4)
471 (2.2)385 (3.4)471 (4.7)
404 (7.9)
440 (5.6)
490 (5.8)
398 (7.9)456 (4.1)
575 (5.4)
440 (5.4)
386 (2.5)471 (3.4)
507 (3.2)
499 (2.3)
486 (3.7)
514 (6.1)
614 (4.4)
501 (2.9)
611 (3.2)
523 (3.4)503 (3.0)516 (7.2)
521 (3.7)
595 (3.2)
519 (5.5)391 (2.6)
546 (4.9)
609 (3.1)
432 (3.3)
484 (4.7)
487 (3.1)
465 (5.2)
445 (3.8)505 (3.9)525 (5.3)
504 (3.3)
524 (3.6)

41 (4.8)
23 (6.7)
21 (3.0)
17 (4.5)
16 (3.8)
16 (8.1)
13 (7.6)
11 (5.7)
9 (8.8)9 (3.4)7 (6.5)7 (6.6)6 (2.1)6 (5.6)4 (2.8)4 (3.0)4 (3.8)4 (3.9)3 (4.2)3 (3.1)2 (3.3)1 (3.5)0 (3.2)2 (7.3)2 (2.9)2 (2.8)4 (5.4)5 (2.2)5 (3.4)5 (3.4)5 (3.5)6 (5.2)8 (2.7)8 (4.5)9 (4.6)
10 (3.4)
11 (4.6)
12 (3.0)
14 (3.5)50 (0.2)

491 (0.6)

50 (0.2)

488 (0.7)##### ##### 80

47 (2.1)
55 (0.9)50 (0.9)51 (2.0)50 (3.6)
55 (1.2)
48 (1.1)

441 (5.4)
423 (3.1)
528 (4.4)
541 (4.3)
532 (4.8)436 (5.1)
566 (4.2)

53 (2.1)
45 (0.9)50 (0.9)49 (2.0)50 (3.6)45 (1.2)
52 (1.1)

431 (4.4)
417 (3.5)
531 (4.8)
546 (4.0)
541 (5.9)447 (5.4)
584 (4.8)

10 (7.9)6 (2.8)3 (3.3)5 (3.8)8 (10.0)
11 (5.7)
17 (3.5)

Girls
Scored Higher

Boys
Scored Higher

40

0

40

80

40

0

40

80

Benchmarking Participantsψ Abu Dhabi, UAEψ Gauteng, RSA (9)Ontario, Canada‡ Quebec, Canada
2 Dubai, UAE
ψ Western Cape, RSA (9)Moscow City, Russian Fed.

80

█ Difference statistically significant█ Difference not statistically significant
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

165

Trends in Average Achievement by Gender
For the TIMSS 2019 countries with comparable data from previous TIMSS assessments, Exhibit 3.6
contains graphs of average mathematics achievement across assessments by gender. The countries arepresented in alphabetical order. The difference in average mathematics achievement between boys
and girls has remained relatively stable in most countries, with any overall increases or decreases inachievement from assessment to assessment occurring similarly for both girls and boys. However,
several countries with no gender gap in TIMSS 2015 had a gap favoring boys in TIMSS 2019, including
Israel and Morocco, while Saudi Arabia and South Africa (ninth grade) had a gap favoring girls in
2019. Gender gaps in average achievement favoring boys in TIMSS 2015 were closed in Chile, theRussian Federation, and Sweden, and a gap favoring girls was closed in Singapore.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

166

Exhibit 3.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by GenderThis exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Australia
560

1995

1999

2003

* Average significantly higher than other gender

Boys

Bahrain
2007

2011

2015

2019

500

1995

1999

2003

Chile
2007

2011

2015

2019
492*

470

550

490

460

540

480

450

530

470

440

520
510
500

519
511

511
504*

509

507
500

499

490

506

515

446

460

400

370

450

390

440

380

385

Chinese Taipei
2003

2007

2015

2019

540

382

1995

1999

2003

2007

2011

2015

2019

460
450

520

440

630

510

620

500

610
599

590

587

580

583

589

599
606

611

599

598

470
460

582

503

479
471

476*
467*

474

360

430

350

540

420

340

452

England
2015

2019

570

1995

1999

2003

2011

2015

2019

570

560

560

550

550

530

540

540

516

530

530

514

520

520
510
500
490

500
495

505*

499

511

508

517

505

498
487

510

516
512

500

511
507

520

2019

407
406

397*

397

404

387

384

1995

1999

2003

2007

2011

2015

2019

533
528

510
500

490

490

470

480

480

460

470

470

450

460

460

440

450

450

480

2015

France
2007

540
520

2011

370

455

550

516

2007

420

Finland
2011

2003

380

465

550

2007

1999

390

440

560

1995

400

450

2003

379

410

560

1999

388

430

570

1995

394*

420
499

490
480

409

Egypt

530

600

418
397

350

640

614

436

424*

360

388

650

613

2019

445

Cyprus
2011

2015

390
380

1999

2011

436*

400

417* 414*

420
410

1995

2007

430

470

660

2003

410

431*

430

488

480

1999

420

450
440

504

471

462*

460

1995

487*

478

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

167

Exhibit 3.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Georgia
500

1995

1999

2003

* Average significantly higher than other gender

Boys

Hong Kong SAR
2007

2011

2015

2019

640

1995

1999

2003

2007

Hungary

2011

2015

2019

580

490

630

570

480

620

560

470

465

460

453

440

457

590
580

432

430

583
577*
581

570
430

420
410

550
408

400

540

588

587

591

578
585

582

583
575
567

560

412

530

527

520

527

559

480
470

380

520

460

Iran, Islamic Rep. of
490

2007

2011

2019

580

1995

1999

2003

2011

2015

2019

580

570

570

470

560

560

550

550

453

440
430

429*

438

432*
418

417

420

435

440

530

407

526

525

520
510

521

524

530

523

520

500

490

490

480

480

380

470

470

370

460

460

400

405

408

411

408
400

390

Italy
550

1995

1999

2007

2011

2015

2019

640

1995

1999

2003

2007

2011

2015

2019

470

630

460

530

620

450

520

610

440

504*
498*

500
490

484*

480
470

504*

486*
481

475

483

493

491

477

600
590

491

585*

588
582*

580
570

524*

508
510

510

1995

1999

2003

2007

2011

2015

2019

577

560

571

572

574

585

595

430

593

420
410
400

575
569

525*

520
512
512

510

2011

2015

514

Jordan

540

510

519*

517

502

Japan
2003

526

510

512

500

410

2019

540

540

450

2015

Israel
2007

480

460

529

517

Ireland
2015

533*

2011

490

530

2003

535

2007

500

390

1999

2003

510

540

1995

1999

550
597

600

454

450

610

1995

568

566

390

460

550

380

450

540

370

440

530

360

430

520

350

1995

1999

2003

438*

2007

2019

438*
432*

431
420*

425
411

417

395*

409

392
376

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

168

Exhibit 3.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Kazakhstan
550

1995

1999

2003

2007

Korea, Rep. of
2011

2015

2019

650

540

640

530

630

520

620

510

610

500

600

490
480

* Average significantly higher than other gender

Boys

488

490

486

486

590

1995

1999

2003

2007

Kuwait
2011

2015

2019

460

599
588*

580

590

592

585

586

610

605

609
604

595

360

540

350

430

530

340

500

370

Lithuania
560

1995

1999

2003

Malaysia
2007

2011

2015

2019

540

490

550

530

480

540

520

470

530

510

456*

460

456*

450
443

444

430

441

429

420

521

520
509*

510

444

439*

440

432

503

500
490

427

480

410

470

400

460

390

450

380

440

483
472

1995

1999

2003

499

513
507*

519

510
502

2011

2015

2019

550

480

Results before 2015 do not include students taught inPolish or Russian.

505
479*
470*
468

1995

1999

2003

2007

Norway (9)
2011

2015

2019

550

400

510

371
371

1995

1999

2003

2007

2011

520

495
497

480
470

495

496*

493

491

487

500

494

478

484

490

499

511

498

487

470

350

460

460

340

450

450

330

440

440

320

430

430

2019

503
503

480
478

2015

512

510

505

500
490

456

430

420

530

386

465*

449*
461

430

520

384

2019

440

410

380

2015

512

450

540

360

517

460

530

385

2011

470

540

390

2007

490

420

391*

2003

521

New Zealand
2007

1999

500

430

370

1995

480

498

472

Morocco
440

398
389

380

571

Lebanon

407

390

440

2019

2019

396

400

550

2015

2015

410

450

2011

2011

420

560

2007

2007

430
606

570

2003

2003

440
616*

460

1999

1999

450

470

1995

1995

471
463

476

486

473
467

460
The trend line from 1995 to 2015 is for students in theireighth year of schooling.

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

169

Exhibit 3.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Oman
440

1995

1999

2003

Portugal
2007

2011

430

2015

2019
432*

530

1995

1999

2003

Qatar
2007

2011

2015

2019

510

410

505*

399* 397*

490

390
388

380

391

430

450
440

340

344

330

334

320

458*

1999

2003

2011

2015

2019

390

420

380

410

370

1995

1999

2003

2007

2011

2019

440

580

430

570

420

480
470

473

460

475
470

477
464*

473

452

550
539

540

470*

450

471

530
520

524

526

523

526

539
510

543*

546
541

533

509

490

340

480

330

410

470

320

Singapore
2011

2015

2019

430

1995

1999

2003

2007

2011

2015

2019

570

420

560

410

550

640

400
626*

610
600
590
580

610
608

606
603

615*

611*
600*
601

616
607

380

614

370
360
350

586

393*

340

540
530

390
617

2015

2019

403*

375
385

360

Sweden

650

620

387

350

660

630

2011

401

South Africa (9)

2007

2007

360
507

420

2003

2003

380

430

1999

1999

370

514

510

453

1995

390

500

1995

404

400

440

670

415

410

560
487*
475

440

Saudi Arabia
2015

510

490

2019

434

400

444

520

500

2015

447

420

430

590

2011

440

Russian Federation
2007

2007

410

Romania
1995

2003

450

470

360
350

495

440

460

1999

470

480

370

1995

460

500

400

490
480

520

420*

420

530

* Average significantly higher than other gender

Boys

376

386

1995

1999

2003

2007

2011

354
350

2019

504*

504

541
539

520
510

369

2015

499

500
490
480

570

330

470

560

320

460

550

310

450

499

493
486

497

501

490
482

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

170

Exhibit 3.6: Trend Plots of Average Mathematics Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Turkey
530

1995

1999

2003

* Average significantly higher than other gender

Boys

United Arab Emirates
2007

2011

2015

2019

520

1995

1999

2003

2007

2011

2015

United States
2019

560

520

510

550

510

500

540

501

500
490

490

480
470

480

471

470

464*

471

510
500

480

430

470

430

420

460

420

410

450

410

400

440

440

2003

520

490

447

440

455
448

476

459

450

450

1999

2007

2011

510

511

507

508

2015

2019

519

517

530

490

460

461

457*

460

1995

505*
495
498

507*
502

517

514

490

Benchmarking Participants

Ontario, Canada
580

1995

1999

2003

2007

2011

Quebec, Canada
2015

2019

610

1995

1999

2003

2007

2011

Abu Dhabi, UAE
2015

2019

500

570

600

490

560

590

480

550

580

540

570

531

530
519*

520
510

504

514

522

523

522*
512

520
513

528

521

550

566

460

565

450

560
553

530
499

1999

2003

2007

2011

2015

2019

470

540

512

500
490

560

1995

520

550*

546*
540

529 532
527

538

531

546
541

440

457*
450
441

448

430
420

427

431

410

480

510

400

470

500

390

460

490

380

Dubai, UAE
560

1995

1999

2003

2007

2011

2015

550

2019
541

540
530

532

520

514

510

510

500
486

490
480
470
460
450

461

470

461

440
See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

171

Performance at TIMSS International Benchmarks in Mathematics
TIMSS 2019 International Benchmarks
To provide an interpretation of the results on the TIMSS eighth grade mathematics achievement
scale in relation to the students’ performance on the assessment items, TIMSS describes achievement
at four points along the scale as International Benchmarks: Advanced International Benchmark(625), High International Benchmark (550), Intermediate International Benchmark (475), and Low
International Benchmark (400). The descriptions of mathematics achievement at the International
Benchmarks were updated from TIMSS 2015 based on an analysis of the items that students withaverage achievement at each of the benchmarks answered successfully in TIMSS 2019.
Exhibit 3.7 summarizes what eighth grade students who reached each of the TIMSS International
Benchmarks in 2019 could do in mathematics. The progression in mathematics achievement isevident from benchmark to benchmark, from demonstrating some knowledge of whole numbers andbasic graphs at the Low International Benchmark to applying and reasoning in a variety of complex
situations at the Advanced International Benchmark. As much as possible, each description references
achievement in the four content areas covered in the assessment at the eighth grade: number, algebra,
geometry, and data and probability. The following tables show the target percentages for the content
and cognitive domains.
Target Percentages of Assessment Devoted to Content
and Cognitive Domains – TIMSS 2019 Eighth Grade Mathematics
Content Domain

Percentage

Number30%

Algebra30%

Geometry

20%

Data and Probability

20%

Cognitive Domain

Percentage

Knowing

35%

Applying

40%

Reasoning25%

The interactive map of the benchmark descriptions links to example items. It provides an
overview of the mathematics understanding demonstrated by the eighth grade students who
performed at the four levels of the achievement scale. The following sections provide more information
about students’ achievement in TIMSS 2019 at each International Benchmark as well as more detailed
descriptions of each level together with example items.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
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172

Exhibit 3.7: Summary of TIMSS 2019 International Benchmarks of Mathematics Achievement

Advanced International Benchmark
625

Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They
can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can understandlinear functions and algebraic expressions. Students can use their knowledge of geometric figures to solve a wide rangeof problems involving angles, area, and surface area. They can calculate means and medians, and understand howchanging data points can impact the mean. Students can interpret a wide variety of data displays to draw and justify
conclusions, and solve multistep problems. They can solve problems involving expected values.

High International Benchmark
550

Students can apply their understanding and knowledge in a variety of relatively complex situations. They can solve
problems with fractions, decimals, ratios, and proportions. Students at this level show basic procedural knowledge
related to algebraic expressions and equations. They can solve a variety of problems with angles, including problems
involving triangles, parallel lines, rectangles, and congruent and similar figures. Students can interpret data in a variety ofgraphs and solve simple problems involving outcomes and probabilities.

Intermediate International Benchmark
475

Students can apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole
numbers, negative numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of
two-dimensional shapes. They can read and interpret data in graphs and have some rudimentary knowledge ofprobability.

Low International Benchmark
400

Students have some knowledge of whole numbers and basic graphs.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

173

Percentages of Students Reaching International Benchmarks
Exhibit 3.8 presents the percentage of students reaching each TIMSS 2019 International Benchmark.
The results are presented in descending order according to the percentage of students reaching theAdvanced International Benchmark, which is indicated in the bar graph with black dots. Because
students who reached the Advanced Benchmark also reached the other benchmarks, the percentages
illustrated in the exhibit and shown in the columns to the right are cumulative.
The five high-performing East Asian countries had the highest percentages of students reaching
the Advanced International Benchmark. Half the eighth grade students reached the Advanced
International Benchmark in Singapore (51%) and Chinese Taipei (49%), as well as 45 percent in
Korea, 37 percent in Japan, and 32 percent in Hong Kong SAR. Eight countries had 10 to 16 percent,but most countries had fewer than 10 percent of their eighth grade students reaching the Advanced
International Benchmark.
As a point of reference, Exhibit 3.8 provides the international median percentage of students
reaching each benchmark at the bottom of the four right-hand columns. By definition, half thecountries have a percentage in that column above the median and half below the median. The medianpercentages of students reaching the International Benchmarks were as follows: Advanced—5 percent,
High—25 percent, Intermediate—56 percent, and Low—87 percent. Japan had 99 percent of its
students reach the Low Benchmark, Singapore and Chinese Taipei had 98 percent, and Korea had
97 percent.
Not only are Singapore, Chinese Taipei, Korea, and Japan educating high percentages of theirstudents to an advanced level, they are educating almost all of their students to a level of minimal
proficiency.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

174

Exhibit 3.8: Percentages of Students Reaching International Benchmarks of Mathematics Achievement
Advanced
High
Intermediate
Low

Percentages of Students Reaching
International Benchmarks

Country
2 Singapore

Chinese Taipei
Korea, Rep. ofJapan† Hong Kong SAR
2 Russian Federation
3 Israel† United States
TurkeyAustralia
Hungary
EnglandLithuania
IrelandUnited Arab Emirates
Romania
Cyprus† New ZealandBahrain† Norway (9)2 SwedenFinland
2 Kazakhstan
Portugal
Malaysia
ψ QatarItaly
Iran, Islamic Rep. of
1 Georgia
Franceψ Oman2 ψ Egypt
ψ ChileЖ South Africa (9)ψ Jordanψ Kuwait
Lebanon2 ψ Saudi Arabia
ψ Morocco### International Median

Benchmarking Participants

0

25

50

75

Moscow City, Russian Fed.
Ontario, Canada‡ Quebec, Canadaψ Western Cape, RSA (9)ψ Abu Dhabi, UAEψ Gauteng, RSA (9)
25

50

75

High
Benchmark(550)

Intermediate
Benchmark
(475)

Low
Benchmark(400)

51 (2.2)
49 (1.3)
45 (1.3)
37 (1.4)
32 (1.9)
16 (1.5)
15 (1.7)
14 (1.2)
12 (0.9)
11 (1.4)
11 (1.1)
11 (1.5)
10 (1.1)
7 (0.8)7 (0.4)6 (0.9)6 (0.5)6 (0.5)5 (0.4)5 (0.6)5 (0.6)5 (0.5)5 (0.7)5 (0.6)4 (0.3)3 (0.7)3 (0.5)3 (0.7)3 (0.8)2 (0.3)1 (0.2)1 (0.3)1 (0.2)1 (0.1)0 (0.2)0 (0.1)0 (0.2)0 (0.1)0 (0.1)79 (2.0)75 (0.9)74 (0.9)71 (1.1)
66 (1.8)
48 (2.4)
40 (2.2)
38 (1.9)32 (1.6)
36 (1.8)
36 (1.4)
35 (2.3)
37 (1.7)
38 (1.6)
24 (0.7)
25 (1.6)
29 (1.1)
22 (1.1)
25 (0.8)
29 (1.2)
28 (1.3)
29 (1.2)
23 (1.6)
25 (1.5)
17 (0.7)
14 (1.5)
24 (1.4)
14 (1.4)
17 (1.6)
17 (1.2)
7 (0.6)7 (1.1)7 (0.8)3 (0.3)6 (0.7)5 (0.9)5 (0.6)2 (0.3)2 (0.4)92 (1.1)
90 (0.6)
90 (0.8)
92 (0.6)
87 (1.4)
80 (2.0)67 (1.8)
66 (1.9)56 (1.6)
68 (1.5)
68 (1.4)
69 (2.2)
71 (1.2)
76 (1.3)
50 (0.9)52 (1.9)63 (1.1)
53 (1.6)55 (0.9)65 (1.5)64 (1.3)
69 (1.4)
55 (1.8)
63 (1.7)42 (1.6)
37 (1.9)62 (1.7)
37 (1.6)
44 (2.0)55 (1.5)
27 (1.0)27 (2.0)33 (1.5)
13 (0.7)
28 (1.7)
21 (1.9)27 (1.7)
15 (0.8)
12 (0.9)

98 (0.4)
98 (0.3)
97 (0.4)
99 (0.2)
96 (0.9)96 (0.7)
87 (1.0)87 (1.4)
80 (1.4)
90 (0.8)
90 (0.9)90 (1.6)
93 (0.7)
94 (0.8)75 (0.7)
78 (1.5)
88 (0.8)
82 (1.4)
79 (0.8)
90 (0.8)
90 (0.9)93 (0.9)85 (1.2)
91 (1.1)
74 (1.7)
65 (1.5)
91 (0.9)68 (1.4)
75 (1.8)
88 (0.8)
54 (1.2)
55 (2.3)
70 (1.7)
41 (1.3)
60 (2.1)
50 (2.3)
64 (1.7)
47 (1.6)
41 (1.2)

5

25

56

87

28 (2.0)
17 (1.0)
11 (1.7)
11 (1.5)
3 (0.7)3 (0.3)1 (0.2)62 (2.0)48 (1.1)
41 (2.2)
47 (2.3)
13 (1.7)
15 (0.7)
6 (0.7)88 (1.2)
76 (0.9)76 (1.6)85 (1.6)
32 (2.1)
37 (1.3)
23 (1.5)

98 (0.3)
92 (0.6)
95 (0.8)
98 (0.6)
64 (1.8)
61 (1.5)
58 (1.6)100

2 Dubai, UAE

0Advanced
Benchmark
(625)

100

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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175

Trends in Percentages of Students Reaching International Benchmarks
Exhibit 3.9 shows the changes in percentages of students reaching the benchmarks for countries thathave comparable data from previous assessments. The trends paint a positive picture of improvement
across all four benchmarks. Of the 33 countries participating in both 2015 and 2019, 9 increased andnone decreased at the Advanced International Benchmark, 7 increased and 3 decreased at the HighBenchmark, 10 increased and 6 decreased at the Intermediate Benchmark, and 10 increased and 4
decreased at the Low Benchmark.
The longer-term trends also show considerable improvement across the percentages of students
reaching all four of the benchmarks. Between 2007 and 2019, the 23 countries participating in those
two assessments had 15 increases and only 1 decrease at the Advanced level, 16 increases and 2
decreases at the High level, 15 increases and 3 decreases at the Intermediate level, and 12 increases
and 3 decreases at the Low level. Between 1995 and 2019, the 18 countries participating in bothassessments had 13 increases and 2 decreases at the Advanced level, 9 increases and 4 decreases atthe High level, 6 increases and 5 decreases at the Intermediate level, and 5 increases and 5 decreases
at the Low level.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
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176

Exhibit 3.9: Percentages of Students Reaching International Benchmarks of Mathematics Achievement
Across Assessment Years
Advanced
International Benchmark(625)Country

High
International Benchmark(550)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1999

1995

2019

2015

2011

2007

2003

1999

1995

51
49
45
37
32
16
15
14
12
11
11
11
10
7
7
6
6
6
5
5
5
5
5
5
4
3
3
3
3
2
1
1
1
1
0
0
0
0
0

54
44 
43
34
37
14
13
10 
6 
7 
12
10
6 
7
5 

48
49
47
27 
34
14
12
7 
7 
9
8 
8
5 

40 
45
40 
26 
31
8 

44 
38 
35 
24 
31
6 

42 
37 
32 
29 
28
12

40 

77
66 
70 
62 
73 
30 

77
67 
70 
66 
70
39 

67 
67 
65
38 

7 

7 

4 

31 

29 

30 

26 

6 
10
8
6 

7 
11
5 
5 

13
6 
3 

7 
10
6 
2 
8

78
73
77 
61 
71
47
40
30 
20 
29 
32 
32
29 

70 
71 
71 
61 
64
33 

6 

81
72 
75
67 
75 
46
38
37
20 
30 
37
36
33
38
20 

84 

31 
29 
23 
9 

24 
36
35
30 

29 
41
26 
28 

43 
25 
18 

33
40
27 
17 
37

4 
2 

4
2 
6

4 
3 
6

20 
17 

21
19 
28 

3 

21
13 
24
2 

20
19 
26

0 

4 
1 
5
0 

1 
4
3

2 

3 

16 
30
23

20 

24

3 
3
3
2
2

2 
2
3
2
3

2 

6

10 

36 

4
1 

12 
10 
24
8 
13

30 

3
0 

18
14
24
12
15

18

3
1 
1 

17 
5 
7 

19 
3 

21
6 

1
0
1
1
0
1
0
0
0

0 

79
75
74
71
66
48
40
38
32
36
36
35
37
38
24
25
29
22
25
29
28
29
23
25
17
14
24
14
17
17
7
7
7
3
6
5
5
2
2

6
5
7
3
3 
5
8 
2
2

4 

2 
5

17
11
11
3

10 
6 
9
3

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IsraelUnited States
TurkeyAustralia
Hungary
EnglandLithuania
IrelandUnited Arab Emirates
Romania
CyprusNew ZealandBahrain
Norway (9)SwedenFinland
Kazakhstan
Portugal
Malaysia
Qatar
Italy
Iran, Islamic Rep. ofGeorgia
France
Oman
Egypt
Chile
South Africa (9)JordanKuwaitLebanonSaudi Arabia
Morocco

6
2 
5
3 

2 
5
5
1 

12 

1 

0 
6 

0 
1

1
0

1

1 

1

3 

1
1
0

1

0

5 
4 
6 
2 

3 
6 
8

6 
8

1
1
0

27 
12 
30
26

14 
19 
24
8 

46 

7 

4 
38 

6
3 

4 

11 

8

12 

9 
5 
2

10 

4

23 
31 
40 
12

17 
33 
37 

34 
45

5 
3
6

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Quebec, Canada
Abu Dhabi, UAE

6 
18 

3 
14

48
41
47
15

36 
37
47
14

32 
60 

26 
54

 2019 percent significantly higher 2019 percent significantly lower

An empty cell indicates a country did not participate in that year's assessment or did not have comparable data.
See Appendix A for country participation in previous TIMSS assessments.
Results for Lithuania before 2015 do not include students taught in Polish or Russian.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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177

Exhibit 3.9: Percentages of Students Reaching International Benchmarks of Mathematics Achievement
Across Assessment Years(Continued)

Country

Intermediate
International Benchmark
(475)

Low
International Benchmark(400)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1999

1995

2019

2015

2011

2007

2003

1999

1995

92
90
90
92
87
80
67
66
56
68
68
69
71
76
50
52
63
53
55
65
64
69
55
63
42
37
62
37
44
55
27
27
33
13
28
21
27
15
12

94
88 
93 
89 
92 
78
65
70
42 
64
67
69
68
76
46 

92
88 
93 
87 
89
78
68
68
40 
63
65
65
64 

88 
86 
90
87 
85
68 

93
85 
90
88 
93 
66 

94
85 
91
90 
92 
73 

98 

99
96 
98
98 
98 
92 

99
95 
99 
98
98 
93 

64

62

61

92 

90

87

86

61 
69
69
65 

65
75 
61 
63 

75 
60 
53 

68
74 
61 
50 
73

99
96 
99 
97 
97
95
87
92 
67 
89
88
88
90 

97
95 
98
97 
94
91 

67

99
97 
99 
98 
98
95
84
91 
70 
89
88
93
92
94
73

100 

89
91
88
73 

89
91
90
90 

90
95 
90
90 

93 
88
85 

90
94 
87
81 
91

46 
48 

51
53 
57

52
51 
64 

73 
78 

79
77 
89 

49 

79
77 
88 
51 

79
82 
84

19 

52
45 
59 
17 

98
98
97
99
96
96
87
87
80
90
90
90
93
94
75
78
88
82
79
90
90
93
85
91
74
65
91
68
75
88
54
55
70
41
60
50
64
47
41

76
76
85
37

92
95
98
61

88 
95
98
65

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IsraelUnited States
TurkeyAustralia
Hungary
EnglandLithuania
IrelandUnited Arab Emirates
Romania
CyprusNew ZealandBahrain
Norway (9)SwedenFinland
Kazakhstan
Portugal
Malaysia
Qatar
Italy
Iran, Islamic Rep. ofGeorgia
France
Oman
Egypt
Chile
South Africa (9)JordanKuwaitLebanonSaudi Arabia
Morocco

42 
44 

58 
39 
70 
65

57
26 
57 
73
57

60 

64

45
36
62
34
42

36
29 
64
26 
36 

50 

66 

70 

54 
20 
26 

56 
20 

53 
26 

23 
21 
28 
13
18 
18
35 
11 
14 

16 

67 
75
86
37

81 

35 

24 
81 

14 
21 

24
15 

16 

35 

30

33 

38 
20 
12

36 

27

53 
71 
82
39

47 
74
78 

75
88

23 
9 
26

73
71 

85
75 
94 
91

84
53 
89
96 
85

90

91

76
63
89
63 
72

65 
54 
90
55 
62 

82 

93 

93 

85 
51 
56 

86 
55 

82 
61 

52
47 
63 
34 
45 
45
71 
34 
41

39 

41 
47 

97
98
96
93 

96 

79 

59 
97 

52
41 

46 

61

60

61

73 
47
36 

74 

68

79 
94
98
71 

74 
95
97

97
99 

57 
24 
55 

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Quebec, Canada
Abu Dhabi, UAE

72
93 

65 
90

96
99

91 
99

 2019 percent significantly higher 2019 percent significantly lower

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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178

Low Benchmark: Full Description
Exhibit 3.10 presents the description of eighth grade students’ achievement at the Low International
Benchmark. The few eighth grade items in TIMSS 2019 at the Low level indicated that students had
some understanding of whole numbers and basic graphs.

TIMSS & PIRLSInternational Study Center
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179

Exhibit 3.10: Description of the TIMSS 2019 Low International Benchmark (400) of Mathematics Achievement

Low International Benchmark
400

Summary
Students have some knowledge of whole numbers and basic graphs.
No items at the eighth grade anchored at the Low level in TIMSS 2019. However, TIMSS 2015 indicated that students at this level have anelementary understanding of whole numbers. They could match tables to bar graphs and pictographs.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
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180

Intermediate Benchmark: Full Description and Example Items
Exhibit 3.11 provides the description of student achievement at the Intermediate International
Benchmark. At this level, students could apply basic mathematical knowledge in a variety of situations.
Exhibit 3.11.1 presents an item from the number domain. As shown in this item, students
reaching the Intermediate Benchmark demonstrated familiarity with negative numbers. Theinternational average was 59 percent. The highest performance on the item was in Finland—85
percent of the students responded correctly.
Exhibit 3.11.2 presents a geometry item. Fifty-six percent of the eighth grade students, on average,
were able to use the properties of angles to determine the size of a fourth angle in a quadrilateral when
given the values of the other three angles. The Singaporean students had the highest achievement,with 90 percent correct.
Exhibit 3.11.3 shows a multi-part item from the data and probability domain. Eighty-three
percent of the students in Singapore were able to compute and compare three unit prices based on
advertisements. The international average was 56 percent.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
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181

Exhibit 3.11: Description of the TIMSS 2019 Intermediate International Benchmark (475) of Mathematics
Achievement
Intermediate International Benchmark
475

Summary
Students can apply basic mathematical knowledge in a variety of situations. They can solve problems involving whole numbers, negative
numbers, fractions, decimals, and ratios. Students have some basic knowledge about properties of two-dimensional shapes. They can readand interpret data in graphs and have some rudimentary knowledge of probability.
Students at this level can solve problems involving whole numbers, negative numbers, fractions, decimals, and ratios.
Students have some basic knowledge about properties of two-dimensional shapes.
Students can read and interpret data presented in tables, bar graphs, and line graphs. They have some rudimentary knowledge ofprobability.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

182

Exhibit 3.11.1: Intermediate International Benchmark of Mathematics Achievement – Example Item 1
Content Domain: Number

Percent
Full Credit

Country
Finland† Norway (9)Chinese Taipei
EnglandJapan
2 Singapore
Ireland† Hong Kong SAR
2 Sweden
Korea, Rep. ofAustralia
Hungary† United States† New Zealand
Lithuania
3 Israel
CyprusFrance2 Russian Federation
PortugalInternational Average
Italy
Romania
United Arab Emirates
TurkeyBahrain
Qatar
Chile
2 Kazakhstan
1 Georgia
Malaysia
2 Egypt
KuwaitJordanOman
LebanonIran, Islamic Rep. of
2 Saudi Arabia
South Africa (9)Morocco85 (1.5)
82 (2.0)82 (1.5)
82 (1.6)
81 (1.6)80 (2.0)80 (1.7)
80 (2.0)80 (2.1)
80 (1.9)79 (1.8)
76 (2.4)
70 (1.7)
69 (2.5)
68 (2.3)
67 (1.9)65 (1.9)63 (2.3)
61 (3.1)
61 (2.8)59 (0.3)
57 (2.5)
55 (2.4)
53 (1.2)
52 (1.9)51 (2.2)
47 (2.4)
46 (2.4)
45 (2.7)
44 (2.6)
43 (1.6)
41 (2.3)
39 (2.2)
37 (2.2)
36 (2.0)36 (2.2)
35 (2.3)
33 (2.0)25 (1.1)
22 (1.4)

Cognitive Domain: Knowing
Description: Solves a word problem involving subtraction of negative numbers













The answer shown illustrates the type of response that would receive full credit (1 point).


























Benchmarking Participants‡ Quebec, Canada

Moscow City, Russian Fed.
Ontario, Canada
2 Dubai, UAE
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)82 (2.6)75 (1.9)71 (2.0)70 (1.8)
44 (2.0)40 (2.4)
30 (1.7)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
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183

Exhibit 3.11.2: Intermediate International Benchmark of Mathematics Achievement – Example Item 2
Content Domain: Geometry
Cognitive Domain: Applying

Percent
Full Credit

Country

2 Singapore

Japan
Korea, Rep. ofChinese Taipei† Hong Kong SAR
Ireland
Hungary
EnglandLithuania
2 Russian Federation
Cyprus† Norway (9)Australia
Turkey2 Kazakhstan
Romania
Finland
PortugalInternational Average
Italy
1 Georgia
Bahrain2 Sweden
Malaysia
LebanonIran, Islamic Rep. of
2 Egypt
Qatar† New ZealandUnited Arab Emirates
3 Israel
Oman
Jordan† United States
FranceKuwait2 Saudi Arabia
South Africa (9)Chile
Morocco90 (1.0)89 (1.1)
86 (2.0)
83 (1.5)
81 (2.2)
78 (1.9)71 (3.0)70 (2.5)
69 (2.2)
65 (2.8)
63 (2.0)62 (2.1)
61 (2.0)61 (2.5)
60 (2.7)
59 (2.3)
58 (2.2)
57 (3.0)56 (0.4)
55 (2.6)
54 (2.7)
54 (2.5)
52 (2.1)
52 (2.1)
51 (2.9)51 (2.0)49 (2.7)
48 (2.3)
47 (2.4)
46 (1.2)
46 (2.5)42 (2.1)
41 (2.5)
39 (1.9)36 (2.4)
32 (3.3)
30 (2.2)
27 (1.2)
26 (1.9)26 (1.7)

Description: Determines the value of an angle in an irregular quadrilateral given the values of the otherangles















The answer shown illustrates the type of response that would receive full credit (1 point).

















Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)75 (2.2)
74 (2.5)
63 (2.3)
58 (3.2)
44 (2.5)
38 (2.1)
37 (2.0)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

184

Exhibit 3.11.3: Intermediate International Benchmark of Mathematics Achievement – Example Item 3
Content Domain: Data and Probability

Percent
Full Credit

Country
2 Singapore

Chinese Taipei
Japan
Korea, Rep. of
Ireland† Hong Kong SAR
Lithuania
Australia
2 Russian Federation
Cyprus2 Kazakhstan
FinlandFrancePortugal
Italy† United States† New Zealand
Hungary
Romania
3 Israel
England
Malaysia
International Average† Norway (9)2 SwedenTurkeyLebanon1 Georgia
United Arab Emirates
Bahrain
Iran, Islamic Rep. of
Oman
Chile
2 Egypt
Jordan
Qatar
South Africa (9)Morocco
Kuwait2 Saudi Arabia

83 (1.3)
81 (1.4)
81 (1.5)80 (2.0)77 (2.5)
74 (2.7)
70 (2.5)
69 (1.8)
66 (2.7)
66 (2.5)
66 (2.7)
65 (2.2)
65 (2.2)
65 (2.7)
64 (2.2)
63 (1.9)61 (2.1)
61 (2.4)
61 (2.9)59 (2.4)
59 (2.8)
57 (1.4)
56 (0.4)
56 (2.6)
55 (2.5)
53 (2.4)
48 (2.4)
44 (2.6)
43 (1.0)43 (1.9)42 (2.2)
37 (1.7)
37 (2.3)
35 (1.7)
35 (1.8)
33 (2.2)
32 (1.5)
29 (1.7)
21 (1.8)- -Cognitive Domain: Applying
Description: Finds and compares the unit prices of four objects

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















The answer shown illustrates the type of response that would receive full credit (1 point).

Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada

Ontario, Canada
2 Dubai, UAE
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE

77 (1.9)72 (2.6)
66 (2.4)
63 (2.2)
53 (2.1)
40 (2.1)
36 (1.9)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

185

High Benchmark: Full Description and Example Items
Exhibit 3.12 presents the description of achievement at the High International Benchmark. Eighth
grade students reaching this benchmark could apply their mathematics understanding in a varietyof relatively complex situations.
Exhibit 3.12.1 provides an example from the number domain. Fifty-four percent of the eighth
grade students, on average, were able to use a ratio to solve a problem. With 87 percent correct,
Singapore had the highest percentage correct.
Exhibit 3.12.2 provides an example from the algebra domain. In this item, students were asked
to solve a problem by evaluating a formula with exponents. The international average was 35 percent.
Seventy-three percent of the Singaporean eighth grade students answered correctly.
Exhibit 3.12.3 shows a reasoning item from the geometry domain. On average, 41 percent ofeighth grade students were able to visualize two different cylinders. The highest achievement was inJapan, with 79 percent of the students answering this item correctly.
Exhibit 3.12.4 shows a data interpretation item from the data and probability domain.
Eighty-three percent of the Japanese eighth grade students were able to match different types of data
to the appropriate graphic displays. The international average was 47 percent.
Exhibit 3.12.5 shows another example item from the data and probability domain, involving
outcomes and probabilities. Eighth grade students in Korea posted the highest percentage correct—70
percent. The international average was 43 percent.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

186

Exhibit 3.12: Description of the TIMSS 2019 High International Benchmark (550) of Mathematics Achievement

High International Benchmark
550

Summary
Students can apply their understanding and knowledge in a variety of relatively complex situations. They can solve problems with fractions,decimals, ratios, and proportions. Students at this level show basic procedural knowledge related to algebraic expressions and equations.
They can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent andsimilar figures. Students can interpret data in a variety of graphs and solve simple problems involving outcomes and probabilities.
Students can solve problems with fractions, decimals, ratios, and proportions.
Students at this level show basic procedural knowledge related to algebraic expressions. They can simplify expressions with integers. They
can evaluate a variety of expressions and formulas, including those with exponents. They can identify algebraic expressions that represent
real world situations. Students can identify the solutions of linear equations, a pair of simultaneous linear equations in two variables, andidentify the values that satisfy two inequalities. They can determine a specific term of a numerical or geometric pattern.
Students can solve a variety of problems with angles, including problems involving triangles, parallel lines, rectangles, and congruent andsimilar figures. They can identify points in the Cartesian plane to draw lines and shapes. They can visualize rectangular solids.
Students can interpret data from pie charts, line graphs, and bar graphs to solve problems and provide explanations. They can calculatemeans. They can solve simple problems involving outcomes and probabilities.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

187

Exhibit 3.12.1: High International Benchmark of Mathematics Achievement – Example Item 1
Content Domain: Number
Cognitive Domain: Applying

Percent
Correct

Country

2 Singapore

Japan
Korea, Rep. ofChinese Taipei† Hong Kong SAR
3 Israel
IrelandEngland
Australia
Hungary
Lithuania† United States
2 Russian Federation† New ZealandInternational Average
2 Kazakhstan
Qatar
Finland† Norway (9)CyprusUnited Arab Emirates
Romania
Iran, Islamic Rep. of
1 Georgia
2 Sweden
Malaysia
FranceChile
Bahrain
Italy
Jordan2 Egypt
Portugal
Kuwait2 Saudi Arabia
South Africa (9)TurkeyMoroccoOman
Lebanon87 (1.4)
82 (1.6)
81 (1.9)80 (1.7)
72 (2.1)
70 (2.0)68 (2.3)
67 (2.4)
67 (2.0)66 (2.1)
61 (2.1)
61 (1.7)
60 (2.5)
57 (2.2)
54 (0.3)
54 (2.5)
53 (2.2)
52 (2.0)52 (2.3)
52 (2.4)
52 (1.1)
52 (2.3)
51 (2.1)
51 (2.8)50 (2.6)
49 (1.9)49 (2.3)
47 (3.3)
46 (2.1)
46 (2.5)
43 (2.1)
43 (1.9)43 (2.3)
40 (2.3)
40 (1.9)38 (1.3)
35 (1.9)33 (1.4)
33 (1.8)
29 (2.1)

Description: In a word problem dividing a quantity by a given ratio, determines the quantity of one of the
parts
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


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

Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE‡ Quebec, Canada
Gauteng, RSA (9)67 (2.3)
66 (2.1)
63 (2.3)
49 (2.2)
46 (1.8)
43 (2.4)
41 (1.7)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

188

Exhibit 3.12.2: High International Benchmark of Mathematics Achievement – Example Item 2
Content Domain: Algebra

Percent
Full Credit

Country
2 Singapore

Chinese Taipei† Hong Kong SAR
2 Russian Federation

Korea, Rep. of
IrelandLithuania
2 Kazakhstan
3 IsraelJapan† United States
Hungary
Romania
England
CyprusAustralia
United Arab Emirates
International Average
Italy
1 Georgia
Portugal
TurkeyBahrain
Oman
Qatar
Lebanon2 Egypt
FinlandFrance† Norway (9)Iran, Islamic Rep. of
2 Sweden
Malaysia
Jordan† New ZealandSouth Africa (9)2 Saudi Arabia
Chile
KuwaitMorocco73 (2.1)
66 (2.0)66 (2.3)
60 (2.6)
55 (2.3)
48 (2.4)
48 (2.4)
47 (2.7)
46 (2.4)
44 (1.9)43 (2.3)
43 (2.5)
41 (2.3)
40 (2.9)39 (1.9)37 (2.1)
36 (1.2)
35 (0.3)
35 (2.7)
34 (2.6)
34 (2.3)
32 (2.2)
31 (1.7)
28 (1.7)
28 (2.1)
27 (2.0)27 (2.0)25 (1.8)
23 (2.0)23 (1.9)22 (1.5)
22 (2.0)22 (1.5)
21 (1.8)
19 (1.5)
17 (1.1)
15 (1.6)
14 (1.5)
12 (1.8)
6 (1.0)Cognitive Domain: Applying
Description: Solves a word problem involving evaluating a formula with exponents
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








The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE‡ Quebec, Canada

Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)73 (2.1)
52 (2.5)
44 (3.1)
44 (3.2)
28 (2.5)
28 (1.3)
20 (2.0)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

189

Exhibit 3.12.3: High International Benchmark of Mathematics Achievement – Example Item 3
Content Domain: Geometry
Cognitive Domain: Reasoning

Percent
Full Credit

CountryJapan
2 Singapore† Hong Kong SAR

Korea, Rep. of
Italy
Lithuania
Hungary
Chinese Taipei
2 Russian Federation† United States
3 Israel
England
Portugal
TurkeyFinland
Malaysia
FranceInternational Average† Norway (9)Bahrain
Cyprus2 Kazakhstan
Chile
Romania
United Arab Emirates
2 Sweden
Ireland
Qatar
Iran, Islamic Rep. of
Oman
Australia
1 Georgia
JordanKuwait2 Egypt
Morocco† New ZealandSouth Africa (9)Lebanon2 Saudi Arabia

79 (1.7)70 (1.7)
66 (2.5)
64 (2.5)
59 (2.7)
58 (2.6)
57 (2.4)
53 (2.2)
52 (2.5)
51 (2.3)
49 (2.2)
48 (2.5)
48 (2.7)
47 (2.0)44 (2.0)42 (1.9)42 (2.0)41 (0.3)
41 (2.5)40 (2.0)40 (2.2)
39 (2.3)
39 (2.2)
39 (2.4)
38 (1.1)
38 (2.5)
35 (2.2)
33 (2.1)
32 (2.0)28 (1.8)
28 (1.7)
27 (2.3)
27 (2.1)
26 (2.1)
23 (1.8)
22 (1.4)
21 (1.4)
21 (0.9)20 (2.1)
10 (1.2)

Description: Compares properties of two open cylinders made by rolling the same rectangle in different
directions

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>




<






=









The answer shown illustrates the type of response that would receive full credit (1 point).

Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada
2 Dubai, UAE‡ Quebec, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)64 (1.9)60 (2.9)49 (2.9)46 (3.0)35 (1.5)
27 (1.9)27 (1.7)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

190

Exhibit 3.12.4: High International Benchmark of Mathematics Achievement – Example Item 4Content Domain: Data and Probability

Percent
Full Credit

CountryJapan
2 Singapore
Chinese Taipei
Korea, Rep. of
Ireland
Australia
Portugal
England† Hong Kong SAR
Hungary
Lithuania† Norway (9)TurkeyFranceFinland2 Russian Federation† New Zealand† United States
3 Israel
Italy
CyprusInternational Average
Bahrain2 Sweden
Malaysia
United Arab Emirates
Romania
Chile
Oman
Qatar
Kuwait2 Kazakhstan
2 Saudi Arabia
JordanSouth Africa (9)Iran, Islamic Rep. of
LebanonMorocco1 Georgia
2 Egypt

83 (1.2)
76 (1.8)
68 (1.8)
67 (2.2)
64 (2.2)
64 (2.1)
63 (2.8)
61 (2.7)
61 (2.5)
58 (2.6)
58 (2.2)
58 (2.8)
58 (1.9)54 (2.3)
54 (2.0)
54 (2.9)53 (2.4)
53 (2.2)
52 (2.0)51 (2.5)
50 (2.6)47 (0.3)
45 (1.8)45 (2.3)
43 (1.8)40 (0.9)38 (2.5)
37 (2.2)
37 (2.0)34 (2.5)
33 (2.8)
31 (2.0)29 (2.0)26 (2.2)
25 (1.1)
25 (1.9)22 (2.1)
21 (1.3)
20 (1.8)
18 (1.4)

Cognitive Domain: Applying
Description: Identifies an appropriate graph for three different types of data

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



















The answer shown illustrates the type of response that would receive full credit (1 point).












Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada‡ Quebec, Canada
2 Dubai, UAE
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE

69 (2.5)
66 (2.3)
65 (2.5)
59 (1.8)
39 (2.0)33 (1.6)
31 (1.4)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

191

Exhibit 3.12.5: High International Benchmark of Mathematics Achievement – Example Item 5
Content Domain: Data and Probability

Percent
Correct

Country
Korea, Rep. of
2 Singapore
Japan
Chinese Taipei
Ireland
Australia
TurkeyBahrain† United States
England† Hong Kong SAR
Finland
Italy† New Zealand† Norway (9)Lithuania
3 IsraelIran, Islamic Rep. ofInternational Average
Hungary
2 Russian Federation
2 SwedenCyprusPortugal
2 Kazakhstan
FranceUnited Arab Emirates
Chile
Malaysia
JordanOman
Qatar
Romania
Kuwait2 Egypt
2 Saudi Arabia
1 Georgia
MoroccoSouth Africa (9)Lebanon70 (2.0)69 (1.9)65 (1.8)
63 (2.1)
57 (2.4)
56 (2.0)55 (2.2)
52 (2.1)
52 (2.2)
50 (2.2)
49 (2.9)49 (2.1)
48 (2.5)
48 (2.3)
48 (2.8)
46 (2.7)
46 (2.7)
45 (2.8)43 (0.4)
43 (2.3)
42 (2.6)
42 (2.7)
41 (2.4)
41 (2.6)
39 (2.7)
38 (2.4)
38 (1.0)36 (1.9)35 (1.4)
34 (2.0)34 (1.6)
32 (2.3)
30 (2.4)
30 (2.0)27 (1.8)
27 (1.9)27 (2.2)
26 (1.8)25 (1.2)
22 (1.8)

Cognitive Domain: Applying
Description: Estimates the number of objects in a given probability sample
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

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


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

Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada‡ Quebec, Canada
2 Dubai, UAE
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)53 (2.3)
50 (3.0)50 (2.4)
48 (2.1)
35 (1.9)34 (1.5)
28 (1.5)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

192

Advanced Benchmark: Full Description and Example Items
Exhibit 3.13 presents the description of eighth grade performance at the Advanced International
Benchmark. Students could apply and reason to solve a variety of problems as well as solve linear
equations and make generalizations.
Exhibit 3.13.1 shows a multistep problem involving fractions from the number domain. This
problem was relatively difficult for eighth grade students, with an international average of 18 percent.
The top performances were in Chinese Taipei and Korea, where just over half the students answered
correctly (52–53%).
Exhibit 3.13.2 involved students constructing a linear equation to solve a problem about
perimeter. The international average was 26 percent. Almost three-fourths (74%) of the Singaporean
students successfully completed this task.
Exhibit 3.13.3 shows a reasoning item from the geometry domain, which was based on properties
of supplementary angles. Seventy-seven percent of eighth grade students answered correctly in both
Japan and Korea. The international average was 26 percent.
Exhibit 3.13.4 presents an item from the data and probability domain that required students
to interpret the change in a mean, using decimals and rounding. The international average was
36 percent. The highest percentage correct—71 percent—was in Korea.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

193

Exhibit 3.13: Description of the TIMSS 2019 Advanced International Benchmark (625) of Mathematics
Achievement
Advanced International Benchmark
625

Summary
Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations. They can solve avariety of fraction, proportion, and percent problems and justify their conclusions. They can understand linear functions and algebraic
expressions. Students can use their knowledge of geometric figures to solve a wide range of problems involving angles, area, and surface
area. They can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret awide variety of data displays to draw and justify conclusions, and solve multistep problems. They can solve problems involving expectedvalues.
Students can solve a variety of fraction, proportion, and percent problems and justify their conclusions. They can reason with different
representations of numbers in abstract and multistep problems.
Students can construct and solve linear equations in one or two variables. They can identify properties of linear functions from tables,graphs, and equations, including slopes and y -intercepts. Students can express generalizations either algebraically or in words, such asthexpressing the n term in number patterns. They can simplify algebraic expressions.
Students can use their knowledge of geometric figures to solve a wide range of problems. They can solve a variety of problems about areaand surface area, and use the Pythagorean theorem to find the side length of a triangle. Students can use their knowledge of therelationships between geometric figures, parallel lines, and angles to solve problems on the coordinate plane.
Students can calculate means and medians, and understand how changing data points can impact the mean. Students can interpret a wide
variety of data displays to draw and justify conclusions, and solve multi-step problems. They can solve problems involving expected values.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

194

Exhibit 3.13.1: Advanced International Benchmark of Mathematics Achievement – Example Item 1
Content Domain: Number

Percent
Full Credit

Country
Chinese Taipei
Korea, Rep. ofJapan
2 Singapore
Bahrain
Cyprus2 Russian Federation† Hong Kong SAR
Ireland
Hungary
3 Israel
England
Australia
2 Kazakhstan
International Average
TurkeyIran, Islamic Rep. of† United States
Romania† New Zealand
Lithuania
United Arab Emirates
Portugal
2 SwedenFinland† Norway (9)France2 Egypt
Qatar
Malaysia
Italy
Chile
JordanKuwaitOman
South Africa (9)LebanonMorocco2 Saudi Arabia
1 Georgia

53 (2.0)52 (2.3)
47 (2.1)
46 (2.1)
30 (1.6)
28 (2.3)
26 (2.5)
24 (2.8)
23 (2.1)
22 (1.9)22 (2.2)
22 (2.8)
21 (1.8)
19 (1.9)
18 (0.3)
18 (1.8)
17 (1.9)
17 (1.4)
17 (1.8)
16 (1.1)
16 (1.8)
14 (1.0)
14 (1.8)
13 (1.8)
13 (1.4)
10 (1.4)
10 (1.4)
10 (1.3)
8 (1.4)8 (0.9)7 (1.2)6 (1.0)6 (1.1)6 (1.3)6 (0.8)5 (0.5)5 (1.2)4 (0.7)4 (0.9)- -Cognitive Domain: Reasoning
Description: Solves a multistep problem involving addition and subtraction of fractions
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Ontario, Canada‡ Quebec, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)37 (2.9)25 (2.2)
20 (2.4)
18 (1.9)
12 (1.7)
10 (1.1)
7 (1.1) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

195

Exhibit 3.13.2: Advanced International Benchmark of Mathematics Achievement – Example Item 2
Content Domain: Algebra
Percent
Full Credit

Country

2 Singapore

Chinese Taipei† Hong Kong SAR
Korea, Rep. of
3 IsraelJapan
Cyprus2 Russian Federation
Romania
Lithuania
2 Sweden
Hungary
2 Kazakhstan
Australia
International Average
1 Georgia
United Arab Emirates
Bahrain† United States
TurkeyIrelandEnglandFinland† Norway (9)Portugal† New Zealand
2 Egypt
Iran, Islamic Rep. of
Oman
Italy
FranceLebanonJordan
Malaysia
Qatar
KuwaitMoroccoChile
South Africa (9)2 Saudi Arabia

74 (2.1)
66 (1.8)
61 (2.4)
59 (2.8)
46 (2.7)
42 (2.1)
41 (2.3)
40 (3.0)36 (2.8)
34 (2.4)
34 (2.2)
33 (2.6)30 (2.2)
29 (1.8)
26 (0.3)
26 (2.7)25 (0.9)25 (1.7)
24 (1.8)
23 (2.1)
23 (1.7)
22 (2.5)
21 (1.7)
18 (1.7)
18 (1.8)
17 (1.4)
17 (1.9)
16 (1.9)15 (1.2)
15 (1.9)
14 (1.8)
14 (1.9)
13 (1.3)
12 (0.9)
12 (1.5)
8 (1.7)6 (1.1)5 (1.0)5 (0.5)3 (0.6)

Cognitive Domain: Applying
Description: Constructs a linear equation for the perimeter of a triangle and solves for the length of one
side
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Ontario, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)51 (2.5)
46 (3.2)
40 (1.9)26 (2.4)
15 (1.2)
13 (1.9)
7 (1.2)

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 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

196

Exhibit 3.13.3: Advanced International Benchmark of Mathematics Achievement – Example Item 3
Content Domain: Geometry

Percent
Correct

CountryJapan
Korea, Rep. of
2 Singapore
Chinese Taipei† Hong Kong SAR
2 Russian Federation
Hungary
2 Kazakhstan
Romania
Lithuania† Norway (9)Australia
England
International Average
CyprusPortugal
Bahrain
Italy
Finland
Ireland
3 Israel† New ZealandIran, Islamic Rep. of
2 SwedenTurkeyUnited Arab Emirates
MoroccoMalaysia
LebanonFrance† United States
Chile
1 Georgia
2 Egypt
Qatar
Oman
2 Saudi Arabia
JordanKuwaitSouth Africa (9)77 (1.7)
77 (1.8)
76 (1.9)64 (2.1)
56 (2.7)
34 (2.4)
32 (2.1)
32 (2.6)
29 (2.5)
28 (2.1)
28 (2.3)
28 (1.6)
26 (2.3)
26 (0.3)
26 (2.0)26 (2.4)
25 (1.3)
25 (2.1)
23 (1.7)
22 (2.0)
21 (1.9)20 (1.9)20 (2.0)
20 (2.0)19 (1.7)
17 (0.8)
17 (1.4)
16 (1.4)
16 (1.6)
16 (1.6)
15 (1.4)
14 (1.0)
13 (2.2)
13 (1.4)
13 (1.5)
12 (1.0)
11 (1.4)
11 (1.3)
7 (1.5)6 (0.5)

Cognitive Domain: Reasoning
Description: Uses properties of supplementary angles to solve for an angle
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Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Ontario, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)41 (2.0)39 (2.8)
27 (2.0)25 (2.9)
13 (1.0)
9 (1.2)8 (1.1) Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

197

Exhibit 3.13.4: Advanced International Benchmark of Mathematics Achievement – Example Item 4Content Domain: Data and Probability

Percent
Correct

Country
Korea, Rep. ofJapan
Chinese Taipei
2 Singapore† Hong Kong SAR† Norway (9)3 Israel
Finland2 Sweden
Lithuania
2 Russian Federation
Australia
Ireland† United States
Hungary
FrancePortugal
TurkeyItaly
International Average
Cyprus† New ZealandEngland
2 Kazakhstan
United Arab Emirates
Bahrain
Chile
Malaysia
Qatar
Iran, Islamic Rep. of
1 Georgia
Romania
Morocco2 Egypt
Oman
Kuwait2 Saudi Arabia
JordanLebanonSouth Africa (9)71 (1.9)70 (1.9)69 (1.8)
66 (2.1)
64 (2.4)
52 (2.6)
47 (2.3)
47 (2.0)47 (2.4)
46 (2.7)
44 (3.1)
43 (1.9)42 (2.4)
41 (1.6)
38 (2.7)
38 (2.1)
37 (2.4)
37 (2.1)
37 (2.1)
36 (0.3)
36 (2.1)
35 (1.8)35 (2.6)
32 (2.1)
30 (1.0)28 (2.0)27 (2.6)
26 (1.4)
25 (2.1)
24 (2.0)24 (2.3)
23 (2.1)
21 (1.3)
20 (1.6)
20 (1.3)
19 (1.9)18 (1.2)
17 (1.8)
11 (1.5)
10 (0.7)

Cognitive Domain: Applying
Description: Determines the change in a mean given changes in individual scores
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Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Ontario, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)53 (2.3)
51 (2.6)40 (2.3)
39 (2.6)
25 (1.5)
18 (1.6)
13 (1.2)

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




 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

198

Average Achievement in Mathematics Content andCognitive Domains
TIMSS 2019 Mathematics Content and Cognitive Domains
TIMSS 2019 assessed four content areas in mathematics at the eighth grade: number, algebra,
geometry, and data and probability.
The 30 percent of the eighth grade assessment devoted to number consisted of integers(10%); fractions and decimals (10%); and ratio, proportion, and percent (10%). Building on thenumber content domain at the fourth grade, eighth grade students were asked to compute and solve
problems involving more advanced whole number concepts and procedures as well as integers,
fractions, and decimals.
Thirty percent of the assessment also was devoted to algebra, which included expressions,operations, and equations (20%) and relationships and functions (10%). Students were asked to solve
real world problems using algebraic models and explain relationships involving algebraic concepts.
For example, when given one quantity in a formula involving two quantities, they were asked to findthe other quantity. They also were given problems involving linear equations and functions.
Twenty percent of the assessment was devoted to geometry. Extending the understandingof shapes and measures assessed at the fourth grade, eighth grade students were asked to analyze
the properties of a variety of two- and three-dimensional figures and calculate perimeters, areas,
and volumes. They were asked to solve problems and provide explanations based on geometric
relationships, such as congruence, similarity, and the Pythagorean theorem.
The remaining 20 percent of the assessment was devoted to the data and probability content
domain, which consisted of two topic areas: data (15%) and probability (5%). Students were asked
to read and extract the important meaning from a variety of visual displays, demonstrate familiarity
with the statistics underlying data distributions, and organize and represent data. There also weresome questions related to basic probability concepts.
Eighth grade students also needed to draw on a range of cognitive skills across the content
domains described above. These skills were categorized into three broad cognitive domains—knowing,
applying, and reasoning. Thirty-five percent of the eighth grade assessment was devoted to theknowing cognitive domain, 40 percent to applying, and 25 percent to reasoning. The knowing domain
covers the facts, concepts, and procedures students need to know, while the second domain, applying,focuses on students’ ability to apply knowledge and conceptual understanding to solve problems or
answer questions. The reasoning domain goes beyond the solution of routine problems to encompass
unfamiliar situations, complex contexts, and multistep problems.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

199

Average Achievement in Content Domains
Exhibit 3.14 shows countries’ average mathematics achievement in each of the four content domains
relative to their overall average achievement (presented from highest to lowest overall averageachievement). Based on students’ relative strengths and weaknesses at the eighth grade, the TIMSS
2019 countries appear to be placing relatively more instructional emphasis on the algebra content
domain and less on the number and data and probability domains. Of the 36 participating countries
for which content domain scores were estimated, 7 had a relative strength in number and 14 hada relative weakness; 19 had a relative strength in algebra and 14 had a relative weakness; 14 had arelative strength in geometry, and 17 had relative weakness; and 10 had a relative strength in data andprobability, and 21 had a relative weakness. All countries had at least one relative strength or relative
weakness compared with their overall achievement.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

200

Exhibit 3.14: Average Achievement in Mathematics Content Domains
NumberOverall(63 Items)
Mathematics
Difference
Average
Averagefrom Overall
Scale Score Scale Score Mathematics
Score

Country

2 Singapore

Chinese Taipei
Korea, Rep. ofJapan† Hong Kong SAR
2 Russian Federation
IrelandLithuania
3 Israel
Australia
Hungary† United States
EnglandFinland† Norway (9)2 SwedenCyprusPortugal
Italy
Turkey2 Kazakhstan
France† New ZealandBahrainRomania
United Arab Emirates
1 Georgia
Malaysia
Iran, Islamic Rep. ofψ Qatarψ ChileLebanonψ Jordan
2 ψ Egyptψ Omanψ Kuwait
2 ψ Saudi Arabia
Ж South Africa (9)ψ Morocco616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (4.8)515 (5.3)
509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)

611 (4.1)
613 (2.7)605 (2.6)
578 (3.5)
570 (4.2)
541 (4.6)
541 (3.0)514 (3.0)519 (4.2)
522 (3.9)515 (3.1)
520 (4.5)
519 (5.4)
515 (2.6)507 (2.3)
502 (2.4)
499 (2.2)
492 (3.3)
495 (2.4)
493 (4.3)
482 (3.4)477 (2.6)483 (3.6)473 (2.2)
478 (4.5)474 (1.9)466 (4.7)
458 (3.1)
442 (4.2)
441 (4.0)442 (3.2)
432 (2.7)
408 (4.5)
414 (5.4)
392 (3.0)- - - 377 (2.7)-5 (1.0)
1 (1.0)-2 (1.5)-16 (1.4)-9 (1.5)-2 (1.0)
17 (2.1)-6 (1.4)
0 (1.3)4 (0.7)-1 (1.4)
4 (0.7)4 (2.1)6 (0.9)5 (1.0)-1 (1.3)-2 (1.8)-8 (1.7)-3 (1.4)-2 (1.7)-5 (1.4)-6 (1.2)
2 (1.7)-8 (1.7)-1 (1.3)
1 (0.7)5 (1.7)-3 (1.1)-4 (1.6)-2 (1.0)
1 (1.4)2 (1.3)-12 (1.3)
1 (2.2)-19 (1.5)- - - -11 (1.3)

575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)574 (4.5)
544 (3.9)
537 (2.1)
530 (4.3)
445 (5.2)
439 (3.0)421 (3.2)-1 (1.5)
1 (1.3)0 (0.8)1 (1.8)3 (3.2)3 (1.8)0 (1.4)

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Algebra(61 Items)

Geometry(43 Items)

Data and Probability(39 Items)

Difference
Averagefrom Overall
Scale Score Mathematics
Score

Difference
Averagefrom Overall
Scale Score Mathematics
Score

Difference
Averagefrom Overall
Scale Score Mathematics
Score

619 (4.6)
618 (2.6)
609 (3.5)
602 (3.2)
584 (3.9)
560 (5.0)505 (2.8)518 (2.9)
528 (5.0)
501 (4.1)
509 (3.0)
520 (5.4)504 (5.8)489 (2.9)477 (3.0)496 (2.9)515 (2.6)
499 (3.3)
491 (2.7)
493 (4.6)504 (3.7)
468 (2.8)464 (3.5)
485 (2.1)
490 (4.6)
486 (2.1)
473 (4.3)
456 (3.3)
450 (3.8)454 (4.0)
439 (3.1)
452 (3.0)442 (4.8)413 (6.0)
427 (3.0)- - - 370 (3.1)

3 (1.3)6 (1.4)2 (1.1)8 (1.3)5 (1.5)16 (1.1)-18 (1.1)-2 (1.1)
9 (1.2)-16 (1.1)-8 (1.0)
4 (0.9)-11 (1.6)-20 (1.2)-26 (1.7)-7 (1.9)
14 (1.7)-2 (1.2)-7 (2.3)-3 (1.2)
16 (1.2)-15 (1.5)-17 (1.8)
4 (1.5)
11 (1.7)
12 (0.8)
12 (2.2)-4 (1.6)
4 (1.2)10 (1.5)-2 (1.8)
23 (1.3)
22 (1.2)0 (2.0)16 (1.4)- - - -18 (1.6)

592 (4.2)
531 (4.0)
547 (2.4)515 (4.4)451 (4.9)
448 (3.2)
431 (3.7)

17 (1.1)-12 (1.7)
10 (1.5)-15 (1.2)
10 (2.3)
12 (1.0)
11 (1.7)

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619 (3.9)623 (2.7)
617 (2.9)
610 (3.4)
596 (4.6)
540 (5.2)
506 (2.8)
529 (3.0)506 (4.8)513 (4.0)
521 (3.3)
499 (4.8)509 (5.3)
511 (3.2)
502 (2.3)
495 (3.1)
490 (2.3)
509 (3.3)
510 (3.7)
490 (4.2)
486 (3.8)493 (2.7)477 (3.4)
493 (2.3)
472 (4.7)
462 (2.1)
449 (4.4)
466 (3.7)
442 (4.4)435 (4.0)
434 (4.3)
422 (3.2)
413 (4.6)
417 (5.3)
418 (3.2)- - - 413 (2.2)

3 (0.8)11 (1.3)
10 (1.0)
16 (1.9)18 (1.6)-3 (1.2)-18 (0.9)9 (1.2)-13 (1.8)-4 (1.0)5 (1.9)-16 (1.1)-6 (1.5)
2 (2.0)-1 (1.0)-7 (1.4)-11 (1.5)
9 (1.2)12 (2.4)-6 (1.4)-2 (1.6)
11 (1.6)-5 (1.6)
12 (1.9)-7 (1.6)-12 (1.0)-12 (2.8)
6 (2.6)-5 (1.7)-8 (1.2)-6 (3.2)-7 (2.1)-7 (3.0)
4 (1.3)7 (1.1)- - - 25 (1.4)

565 (4.4)
549 (4.4)
527 (2.6)
536 (4.8)427 (5.3)
420 (3.4)
407 (3.6)-10 (1.1)
6 (2.3)-10 (1.7)
6 (2.2)-14 (3.4)-16 (1.5)-14 (2.2)

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620 (4.9)593 (2.5)
598 (2.6)
594 (2.5)563 (5.6)
517 (4.7)
541 (3.4)
522 (3.1)
511 (4.9)533 (3.9)
521 (3.2)
509 (5.4)
523 (6.2)
514 (3.6)
518 (3.0)513 (3.7)
493 (2.7)
498 (3.2)
494 (3.3)
502 (4.3)
463 (3.3)
496 (2.6)
496 (3.7)
465 (2.0)458 (4.5)451 (2.1)
429 (5.1)
457 (3.5)435 (4.0)423 (4.7)
434 (3.2)
383 (3.5)
396 (4.2)
380 (5.4)
393 (2.9)- - - 372 (2.4)

4 (2.1)-19 (1.6)-9 (1.7)
0 (0.7)-16 (3.5)-26 (2.1)
17 (2.0)
2 (1.5)-8 (2.3)
15 (1.4)
4 (2.2)-6 (1.8)9 (1.9)5 (1.7)15 (1.3)
11 (2.2)-8 (2.0)-3 (1.6)-4 (2.0)
7 (1.1)-25 (1.5)
13 (1.4)
14 (1.6)-16 (1.3)-21 (1.8)-22 (1.0)-32 (3.9)-4 (1.2)-11 (1.5)-20 (1.9)-6 (1.3)-46 (2.4)-24 (1.8)-33 (1.4)-17 (1.4)- - - -16 (1.3)

564 (4.2)
554 (4.5)525 (2.7)
542 (5.2)
426 (5.1)
411 (3.1)
406 (3.5)-11 (1.6)
11 (2.8)-11 (1.6)
12 (2.5)-16 (2.5)-25 (1.2)-15 (1.9)



































Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Ontario, Canadaψ Western Cape, RSA (9)ψ Abu Dhabi, UAEψ Gauteng, RSA (9)




























Subscale score significantly higher than overall mathematics score
Subscale score significantly lower than overall mathematics score

Numbers of items are based on the TIMSS 2019 eighth grade mathematics items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

201

Trends in Average Achievement in Content Domains
Exhibit 3.15 presents trends in average achievement for the four mathematics content domains. The
results are very positive, showing more increases than decreases in all four content areas, especiallygeometry. Thirty TIMSS 2019 countries also participated in TIMSS 2015 and had comparable data
for the content domains. In the number content area, 8 showed improvement and 6 showed declines;
in algebra, 8 showed improvement and 3 showed declines; in geometry, 12 showed improvement and2 showed declines; and in data and probability, 8 showed improvement and 5 showed declines.
TIMSS began providing scaled results in the content domains in 2007, with 23 countries having
trends between 2007 and 2019. Compared with 2007, there was considerable improvement in TIMSS
2019 across the content domains in these countries—13 had higher average achievement in number,
13 in algebra, 18 in geometry, and 10 in data and probability. Only several of the countries had lower
average achievement—2 in number, 1 in algebra, 2 in geometry, and 3 in data and probability.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

202

Exhibit 3.15: Differences in Achievement for Mathematics Content Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
NumberCountry

Average
Scale Score

Australia
2019
2015
2011
2007
yyy Bahrain
y
2019
2015
ψ 20112007
yyy Chileyψ 2019
ψ 20152011
yyy Chinese Taipei
y
2019
2015
2011
2007
yyy Cyprus
y
2019
2007
yyy Egypty2 ψ 2019
ψ 20152007
yyy England
y
2019
2015
‡ 2011† 2007yyy Finland
y
2019
2011
yyy Georgiay1 20191 2 2015
1 2011
1 2007yyy Hong Kong SAR† 201920152011† 2007yyy Hungary
y
2019
2015
2011
2007
yyy Iran, Islamic Rep. of2019ψ 2015
ψ 20112007
yyy Ireland
y
2019
2015
yyy Israely
3 20193 20153 2011522 (3.9)
511 (3.2)
513 (5.5)504 (4.0)
yyy yyy473 (2.2)
436 (2.0)397 (1.7)
381 (2.5)
yyy yyy442 (3.2)
427 (3.3)
413 (2.9)
yyy yyy613 (2.7)590 (2.4)
598 (3.2)
586 (4.3)
yyy yyy499 (2.2)
464 (2.2)
yyy yyy414 (5.4)
393 (3.7)
386 (3.6)
yyy yyy519 (5.4)
528 (4.5)512 (5.9)
511 (5.4)
yyy yyy515 (2.6)
527 (2.4)
yyy yyy466 (4.7)457 (3.4)
435 (3.5)
416 (5.9)
yyy
570 (4.2)
594 (4.9)
588 (3.7)
575 (6.0)
yyy yyy515 (3.1)
518 (4.0)510 (3.8)520 (3.8)
442 (4.2)
432 (4.7)
402 (5.0)
388 (4.4)
yyy yyy541 (3.0)
544 (3.3)
yyy yyy519 (4.2)
518 (4.0)
518 (4.1)

AlgebraDifferences
Between Years20152011 2007

10 

9 
-1 

18 
8 
9 

yyyyyyyyyy37  76  91 
39  54 
15 yyyyyyyyyy15  29 
15 yyyyyyyyyy23  16  27 
-8 
4 
12 
yyyyyyyyyy36 yyyyyyyyyy
20 
28 
8 
yyyyyyyyyy
-8 
7 
8 
15  17 
1 yyyyyyyyyy-12 yyyyyyyyyy9  31  50 
22  40 
19 yyyyyyyyyy-25  -18  -5 
6  19 
13 yyyyyyyyyy-2 
6  -5 
8  -3 -11 yyyyyyyyyy
10  40  54 
30  44 
14 yyyyyyyyyy-4 yyyyyyyyyy
1 
1 
0 

Average
Scale Score
501 (4.1)
491 (3.4)
489 (5.3)
474 (4.2)
yyy yyy
485 (2.1)
483 (2.1)
424 (1.7)
397 (1.7)
yyy yyy439 (3.1)
413 (3.4)403 (3.6)
yyy yyy618 (2.6)
613 (2.8)628 (3.8)
629 (5.9)
yyy yyy515 (2.6)471 (2.3)
yyy yyy413 (6.0)
420 (4.3)
405 (3.5)
yyy yyy504 (5.8)
492 (4.7)
489 (5.8)
496 (5.1)
yyy yyy489 (2.9)492 (2.9)
yyy yyy473 (4.3)
469 (3.8)450 (3.9)416 (7.6)
yyy yyy584 (3.9)593 (4.7)
583 (4.0)575 (6.1)
yyy yyy509 (3.0)503 (4.1)
496 (4.0)508 (3.8)
yyy yyy450 (3.8)
437 (5.1)
422 (4.4)405 (4.2)
yyy yyy505 (2.8)501 (2.8)
yyy yyy528 (5.0)
517 (4.7)
521 (4.7)

Geometry

Differences
Between Years
2015

2011

2007

11 

12 
2 

27 
16 
15 

yyyyyyyyyy2  61  88 
58  86 
28 yyyyyyyyyy25  36 
11 yyyyyyyyyy5  -10  -11 -15  -16 -1 yyyyyyyyyy44 yyyyyyyyyy
-7 
8 
15 
yyyyyyyyyy11  14 
7 
3  -4 -7 yyyyyyyyyy-3 yyyyyyyyyy5  23  57 
18  52 
34 yyyyyyyyyy
-9 
1 
9 
10  18 
8 yyyyyyyyyy6  12 
1 
6  -5 -11 yyyyyyyyyy
13  28  46 
15  33 
18 yyyyyyyyyy
4 yyyyyyyyyy
11 
7 
-4 

Average
Scale Score
513 (4.0)500 (3.1)
499 (5.3)
488 (4.0)
yyy yyy493 (2.3)
449 (2.5)
398 (2.5)403 (2.9)
yyy yyy434 (4.3)
428 (3.4)
419 (3.0)
yyy yyy623 (2.7)
607 (2.6)625 (3.7)605 (5.7)
yyy yyy490 (2.3)455 (3.1)
yyy yyy
417 (5.3)
393 (4.1)
397 (3.7)
yyy yyy509 (5.3)
514 (4.1)
498 (5.9)513 (5.2)
yyy yyy511 (3.2)
502 (2.9)
yyy yyy449 (4.4)
441 (3.9)406 (4.3)
402 (7.1)
yyy yyy596 (4.6)
602 (5.1)
597 (4.4)580 (6.1)
yyy yyy521 (3.3)
518 (4.2)
501 (4.1)
510 (4.0)
yyy yyy442 (4.4)
448 (4.7)
437 (4.7)
414 (4.7)
yyy yyy506 (2.8)503 (3.1)
yyy yyy506 (4.8)487 (4.6)
496 (4.4)

Data and Probability

Differences
Between Years
2015

2011

2007

13 

14 
1 

25 
12 
11 

yyyyyyyyyy44  95  90 
51  46 -5 yyyyyyyyyy7  15 
9 yyyyyyyyyy16  -2  18 
-18 
2 
20 
yyyyyyyyyy35 yyyyyyyyyy
24 
20 
-4 
yyyyyyyyyy-6  11  -5 
16 
1 
-15 
yyyyyyyyyy9 yyyyyyyyyy8  43  47 
34  39 
5 yyyyyyyyyy-6  -1  16 
4  22 
18 yyyyyyyyyy3  20  11 
17 
8 
-9 
yyyyyyyyyy-6 
4  27 
10  33 
23 yyyyyyyyyy
3 yyyyyyyyyy19  10 -9 

Average
Scale Score
533 (3.9)519 (3.1)
534 (6.0)
526 (4.4)
yyy yyy465 (2.0)453 (2.2)
407 (2.5)400 (2.6)
yyy yyy434 (3.2)
429 (3.8)426 (3.0)
yyy yyy593 (2.5)
588 (2.5)
584 (2.9)
579 (4.6)
yyy yyy493 (2.7)456 (2.1)
yyy yyy380 (5.4)
338 (4.4)358 (3.9)
yyy yyy523 (6.2)
541 (4.7)
543 (7.0)552 (6.2)
yyy yyy514 (3.6)
542 (3.1)
yyy yyy429 (5.1)
421 (3.7)
392 (4.5)350 (5.1)
yyy yyy563 (5.6)
597 (5.9)
581 (4.1)
560 (5.9)
yyy yyy521 (3.2)
519 (3.9)517 (4.2)
527 (3.9)
yyy yyy435 (4.0)
417 (5.0)393 (4.9)396 (3.8)
yyy yyy541 (3.4)
534 (3.8)
yyy yyy511 (4.9)503 (4.9)515 (4.7)

Differences
Between Years
2015

2011

2007

14 

-2 
-16 

7 
-7 
8 

yyyyyyyyy
12  58  66 
46  53 
8 yyyyyyyyy
5 
9 
4 
yyyyyyyyy5 
9  15 
4 
9 
5 
yyyyyyyyy
38 yyyyyyyyy
42 
22 
-20 
yyyyyyyyy-18  -20  -29 -2  -11 -9 yyyyyyyyy-28 yyyyyyyyy
8  38  79 
30  71 
42 yyyyyyyyy-34  -19 
2 
16  37 
21 yyyyyyyyy2 
4  -6 
2  -8 -10 yyyyyyyyy
18  42  39 
24  21 -3 yyyyyyyyy
7 yyyyyyyyy
8  -4 -12 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in content domains using current methodology began with TIMSS 2007.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

203

Exhibit 3.15: Differences in Achievement for Mathematics Content Domains Across Assessment Years◊(Continued)
NumberCountry

Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Jordan
ψ 2019
Ж 2015
ψ 20112007
yyy Kazakhstan
2 20192011
yyy Korea, Rep. of
2019
2015
2011
2007
yyy Lebanon
2019
2015
2011
2007
yyy Lithuania
2019
2 2015
1 2011
1 2007yyy Malaysia
2019
2015
2011
2007
yyy Moroccoψ 2019
Ж 2015
Ж 2011yyy New Zealand† 2019† 20152011
yyy Norway (9)† 20192015
yyy Oman
ψ 2019
ψ 2015
ψ 20112007
yyy Qatar
ψ 2019
ψ 2015
ψ 2011yyy Romania
2019
2011
2007

Average
Scale Score

y

y

y

y

y

y

y

y

y

y

y

y

y

495 (2.4)
494 (2.7)
496 (2.8)
480 (3.1)
yyy yyy578 (3.5)
572 (2.4)557 (3.0)558 (2.4)
yyy yyy408 (4.5)
380 (3.2)
390 (3.8)412 (4.8)
yyy yyy
482 (3.4)
479 (4.1)
yyy yyy605 (2.6)601 (2.4)
618 (2.7)
592 (2.5)
yyy yyy432 (2.7)
440 (4.1)
451 (3.8)453 (3.9)
yyy yyy514 (3.0)
511 (2.8)501 (2.5)507 (2.8)
yyy yyy458 (3.1)
472 (3.6)451 (5.8)
494 (5.5)
yyy yyy377 (2.7)
382 (2.1)
379 (2.5)
yyy yyy
483 (3.6)500 (3.5)
492 (6.0)
yyy yyy507 (2.3)
529 (2.6)
yyy yyy392 (3.0)389 (2.6)351 (2.9)354 (3.1)
yyy yyy441 (4.0)435 (2.9)408 (3.6)
yyy yyy478 (4.5)
448 (4.2)455 (3.9)

AlgebraDifferences
Between Years20152011 2007

1 

-1 
-2 

14 
14 
16 

yyyyyyyyyy
6  21  20 
15  14 -2 yyyyyyyyyy28  18  -4 
-10  -32 -22 yyyyyyyyyy
3 yyyyyyyyyy4  -13  13 
-17 
9 
25 
yyyyyyyyyy-8  -20  -21 -11  -13 -1 yyyyyyyyyy7 
3  13 
10 
4 
-6 
yyyyyyyyyy-14 
7  -36 
21  -22 -43 yyyyyyyyyy-5  -2 
3 yyyyyyyyyy-16  -9 
7 yyyyyyyyyy-21 yyyyyyyyyy3  42  38 
38  35 -4 yyyyyyyyyy6  33 
27 yyyyyyyyyy30  23 -7 

Average
Scale Score
491 (2.7)
481 (3.0)491 (2.6)
460 (3.7)
yyy yyy602 (3.2)
596 (2.8)570 (3.1)
567 (2.9)
yyy yyy442 (4.8)418 (3.5)
432 (3.9)445 (4.3)
yyy yyy504 (3.7)
506 (4.5)
yyy yyy609 (3.5)
612 (2.9)617 (3.3)
608 (3.3)
yyy yyy452 (3.0)466 (4.0)471 (3.8)
468 (3.6)
yyy yyy518 (2.9)497 (3.3)
492 (2.8)487 (2.9)
yyy yyy456 (3.3)
467 (3.4)
430 (5.2)
455 (4.9)
yyy yyy370 (3.1)
372 (2.3)
357 (2.6)
yyy yyy464 (3.5)475 (3.5)472 (5.6)
yyy yyy477 (3.0)471 (2.7)
yyy yyy427 (3.0)426 (2.7)
383 (2.7)
384 (3.5)
yyy yyy454 (4.0)452 (2.6)425 (2.8)
yyy yyy490 (4.6)477 (4.3)
480 (5.0)

Geometry

Differences
Between Years
2015

2011

2007

10 

0 
-10 

31 
21 
30 

yyyyyyyyyy6  32  35 
26  29 
3 yyyyyyyyyy24  10  -3 
-14  -28 -14 yyyyyyyyyy-2 yyyyyyyyyy-3  -7 
1 
-4 
4 
9 
yyyyyyyyyy-14  -19  -16 -5  -2 
3 yyyyyyyyyy21  26  31 
5  10 
5 yyyyyyyyyy-11  26 
1 
37  11 -26 yyyyyyyyyy-2  14 
16 yyyyyyyyyy-11  -8 
3 yyyyyyyyyy
6 yyyyyyyyyy0  43  43 
43  43 
0 yyyyyyyyyy1  29 
27 yyyyyyyyyy
13  10 -3 

Average
Scale Score
510 (3.7)504 (3.5)512 (3.5)
491 (3.6)
yyy yyy610 (3.4)
598 (2.6)
586 (3.6)
584 (2.5)
yyy yyy413 (4.6)
381 (3.4)
407 (3.7)
429 (4.2)
yyy yyy
486 (3.8)
491 (4.5)
yyy yyy617 (2.9)612 (3.4)
612 (2.8)600 (2.7)
yyy yyy422 (3.2)
444 (4.0)
447 (3.8)455 (4.2)
yyy yyy529 (3.0)515 (3.1)
500 (3.2)
509 (3.1)
yyy yyy466 (3.7)455 (3.9)432 (6.4)
474 (6.3)
yyy yyy413 (2.2)
410 (3.0)
390 (2.5)
yyy yyy477 (3.4)
488 (3.2)
483 (5.6)
yyy yyy502 (2.3)
498 (2.5)
yyy yyy418 (3.2)
415 (2.8)377 (2.6)377 (3.5)
yyy yyy435 (4.0)
433 (3.0)387 (3.4)
yyy yyy472 (4.7)453 (4.5)463 (4.4)

Data and Probability

Differences
Between Years
2015

2011

2007

6 

-2 
-8 

19 
13 
21 

yyyyyyyyyy12  24  26 
12  14 
2 yyyyyyyyyy32 
6  -16 -26  -48 -22 yyyyyyyyyy-5 yyyyyyyyyy5 
5  17 
0  12 
12 yyyyyyyyyy-21  -25  -33 -4  -12 -8 yyyyyyyyyy15  30  20 
15 
6 
-9 
yyyyyyyyyy11  34  -8 
23  -19 -42 yyyyyyyyyy3  23 
20 yyyyyyyyyy-11  -6 
5 yyyyyyyyyy
4 yyyyyyyyyy3  41  41 
38  38 
0 yyyyyyyyyy2  48 
45 yyyyyyyyyy
19 
9 
-10 

Average
Scale Score
494 (3.3)
496 (2.7)
499 (3.1)
485 (3.6)
yyy yyy594 (2.5)
589 (2.3)
579 (3.1)
591 (2.7)
yyy yyy396 (4.2)
346 (4.0)379 (3.9)406 (4.3)
yyy yyy463 (3.3)
444 (4.4)
yyy yyy598 (2.6)600 (2.4)
616 (2.6)
602 (2.6)
yyy yyy383 (3.5)395 (4.6)
393 (5.2)
388 (5.3)
yyy yyy522 (3.1)
521 (2.7)515 (2.8)526 (2.9)
yyy yyy457 (3.5)451 (3.8)429 (5.4)
459 (5.0)
yyy yyy372 (2.4)353 (2.9)332 (1.9)
yyy yyy496 (3.7)509 (3.7)513 (6.9)
yyy yyy518 (3.0)
542 (3.2)
yyy yyy393 (2.9)376 (3.0)342 (3.0)
365 (4.0)
yyy yyy423 (4.7)
417 (3.9)
390 (3.6)
yyy yyy458 (4.5)429 (4.0)415 (4.6)

Differences
Between Years
2015

2011

2007

-2 

-5 
-3 

9 
12 
15 

yyyyyyyyy5  15 
3 
10  -2 -11 yyyyyyyyy
50  17  -10 -33  -60 -27 yyyyyyyyy
18 yyyyyyyyy-3  -18  -4 
-15  -1 
14 yyyyyyyyy-12  -10  -5 
2 
7 
5 
yyyyyyyyy1 
7  -3 
6  -4 -10 yyyyyyyyy
5  27  -2 
22  -7 -30 yyyyyyyyy
19  40 
21 yyyyyyyyy-13  -18 -5 yyyyyyyyy-24 
yyyyyyyyy
17  51  29 
34  11 -23 yyyyyyyyy
6  34 
27 yyyyyyyyy
29  42 
13 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

204

Exhibit 3.15: Differences in Achievement for Mathematics Content Domains Across Assessment Years◊(Continued)
NumberCountry

Average
Scale Score

Russian Federation
2 2019541 (4.6)
2015
533 (4.5)
2 2011534 (3.4)
2007
510 (4.1)
yyy Singapore
y yyy yyy
2 2019611 (4.1)
2 2015629 (3.2)
2 2011611 (3.7)
2007
605 (3.8)
yyy Sweden
y yyy yyy
2 2019502 (2.4)
2015
513 (2.9)
2011
504 (1.8)
2007
505 (1.9)
yyy Turkey
y yyy yyy
2019
493 (4.3)
2015
447 (4.6)
2011
435 (4.0)
yyy United Arab Emiratesyyy
2019
474 (1.9)
2015
464 (1.9)
2011
459 (2.3)
yyy United Statesy yyy yyy
† 2019520 (4.5)† 2015520 (3.1)
2 2011514 (3.0)
2 † 2007
514 (2.9)

AlgebraDifferences
Between Years20152011 2007

8 

7 
-1 

32 
23 
25 

yyyyyyyyyy
-18 
0 
6 
18  24 
6 yyyyyyyyyy-11  -2  -3 
9 
7 
-2 
yyyyyyyyyy46  58 
13 yyyyyyyyyy11  15 
5 yyyyyyyyyy
0 
6 
6 
6 
6 
0 

Average
Scale Score
560 (5.0)558 (5.2)
556 (3.8)525 (4.6)
yyy yyy619 (4.6)623 (3.4)
614 (4.1)
591 (4.0)
yyy yyy496 (2.9)482 (3.2)
459 (2.2)
459 (2.7)
yyy yyy493 (4.6)459 (4.6)455 (4.3)
yyy yyy
486 (2.1)
485 (2.0)468 (2.2)
yyy yyy520 (5.4)525 (3.1)
512 (2.6)507 (3.1)

Geometry

Differences
Between Years
2015

2011

2007

2 

4 
2 

35 
33 
31 

yyyyyyyyyy-4 
4  28 
8  31 
23 yyyyyyyyyy14  37  37 
23  23 
0 yyyyyyyyyy34  38 
4 yyyyyyyyyy1  18 
17 yyyyyyyyyy8  13 -5 
13  18 
5 

Average
Scale Score
540 (5.2)
536 (5.6)
533 (4.0)510 (4.8)
yyy yyy619 (3.9)
617 (3.5)
609 (4.0)
590 (4.1)
yyy yyy495 (3.1)
478 (3.4)456 (2.3)
472 (2.8)
yyy yyy490 (4.2)
463 (4.9)454 (4.4)
yyy yyy462 (2.1)
447 (2.4)
431 (2.4)
yyy yyy499 (4.8)500 (3.2)
485 (2.7)
480 (2.9)

Data and Probability

Differences
Between Years
2015

2011

2007

5 

7 
3 

30 
25 
23 

yyyyyyyyyy2  10  29 
8  27 
19 yyyyyyyyyy17  39  23 
22 
5 
-17 
yyyyyyyyyy27  35 
8 yyyyyyyyyy14  31 
17 yyyyyyyyyy-1  14  19 
15  20 
5 

Average
Scale Score
517 (4.7)
507 (5.0)
511 (4.0)483 (4.5)
yyy yyy620 (4.9)
617 (3.4)
607 (4.4)
589 (5.2)
yyy yyy513 (3.7)512 (3.7)504 (2.8)526 (3.9)
yyy yyy502 (4.3)
467 (5.2)
467 (4.0)
yyy yyy451 (2.1)
449 (2.5)
440 (2.4)
yyy yyy509 (5.4)
522 (3.5)
527 (3.3)
533 (3.4)

Differences
Between Years
2015

2011

2007

10 

6 
-4 

34 
24 
28 

yyyyyyyyy3  13  31 
10  28 
18 yyyyyyyyy1 
9  -13 
8  -14 -22 yyyyyyyyy
36  35 -1 yyyyyyyyy2  11 
9 yyyyyyyyy-13  -18  -23 -5  -11 -5 

Benchmarking Participants
Ontario, Canada
2019
2015
2 2011
2 2007yyy Quebec, Canada‡ 2019≡ 20152011
3 2007yyy Abu Dhabi, UAE
ψ 20192015
2011
yyy Dubai, UAE
2 201920152011‡ 2007530 (4.3)
530 (3.0)519 (2.8)
528 (4.2)
yyy
544 (3.9)557 (4.3)
543 (2.4)
537 (3.7)
yyy
439 (3.0)443 (4.4)452 (4.0)
yyy
537 (2.1)
509 (2.5)479 (2.4)
458 (3.3)

1 

12 
11 

2 
2 
-9 

yyyyyyyyyy
-13 
1 
6 
14  19 
5 yyyyyyyyyy-3  -13 -10 yyyyyyyyyy28  57  78 
29  50 
21 

515 (4.4)507 (3.0)497 (2.4)
496 (3.9)
yyy yyy531 (4.0)
530 (4.4)
516 (2.9)512 (3.6)
yyy yyy448 (3.2)
462 (4.5)459 (3.9)
yyy yyy547 (2.4)
528 (2.7)
489 (2.4)476 (2.6)

7 

18 
11 

19 
11 
1 

yyyyyyyyyy0  15  19 
15  18 
4 yyyyyyyyyy-14  -11 
3 yyyyyyyyyy19  58  71 
40  53 
13 

536 (4.8)524 (3.5)512 (2.8)510 (4.5)
yyy yyy549 (4.4)
540 (4.3)
529 (2.6)
527 (3.5)
yyy yyy420 (3.4)425 (5.4)
424 (4.5)
yyy yyy527 (2.6)
496 (2.6)453 (3.1)
445 (3.6)

12 

24 
12 

25 
13 
1 

yyyyyyyyyy
9  21  22 
12  13 
1 yyyyyyyyyy-6  -5 
1 yyyyyyyyyy31  74  82 
44  51 
7 

542 (5.2)
531 (3.9)
531 (4.2)
547 (5.1)
yyy yyy554 (4.5)
546 (5.0)
549 (3.0)
540 (3.8)
yyy yyy411 (3.1)
426 (5.5)434 (4.3)
yyy yyy525 (2.7)504 (3.0)
468 (2.9)444 (3.5)

10 

11  -6 
0  -16 -17 yyyyyyyyy
6  14 
8 
6 
-2 
8 
yyyyyyyyy-15  -24 -8 yyyyyyyyy
22  58  81 
36  59 
23 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

205

Average Achievement in Content Domains by Gender
Exhibit 3.16 shows the differences in average achievement between girls and boys in the four
mathematics content domains. Boys had a substantial advantage in number (as they did at fourth
grade) and girls did in algebra. In the number content domain, girls had higher average achievement
than boys in only 4 countries, and boys had higher average achievement in 14 countries. In algebra,
girls had higher average achievement than boys in 16 countries, and in no country did boys havehigher average achievement. In geometry, girls had higher average achievement than boys in 7
countries, and boys had higher average achievement in 3 countries. In data and probability, girls had
higher average achievement than boys in 7 countries, and boys had higher average achievement in
9 countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

206

Exhibit 3.16: Average Achievement in Mathematics Content Domains by Gender
Number(63 Items)

Country
Australia
Bahrainψ ChileChinese Taipei
Cyprus2 ψ Egypt
EnglandFinlandFrance1 Georgia† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
3 Israel
Italy
Japan
ψ Jordan2 Kazakhstan
Korea, Rep. ofψ Kuwait
LebanonLithuania
Malaysiaψ Morocco† New Zealand† Norway (9)ψ OmanPortugalψ QatarRomania
2 Russian Federation
2 ψ Saudi Arabia
2 Singapore
Ж South Africa (9)2 SwedenTurkeyUnited Arab Emirates† United States

International Average

Algebra(61 Items)

Girls

Boys

515 (3.7)
482 (3.1)
435 (4.2)
612 (3.3)
495 (3.1)
419 (5.7)
513 (5.6)512 (2.8)
468 (2.7)459 (4.5)
570 (5.0)506 (3.8)444 (5.5)
538 (3.4)
511 (4.3)
485 (2.7)
573 (3.7)
416 (4.0)483 (4.2)
602 (3.3)- 427 (3.2)
512 (3.0)
460 (3.0)374 (2.8)477 (3.8)503 (2.9)411 (3.3)
483 (3.6)
442 (5.1)
484 (4.7)
535 (5.0)- 611 (4.5)- 500 (2.8)
496 (4.7)473 (3.4)
518 (3.7)

528 (5.7)
464 (2.9)448 (3.9)614 (3.5)504 (3.1)
407 (8.0)
526 (7.4)
517 (3.1)
485 (3.3)
473 (6.1)
569 (5.5)525 (3.9)
440 (6.2)
544 (4.0)
527 (5.2)
505 (3.0)583 (4.0)
401 (6.8)
481 (3.8)
608 (3.2)- 436 (3.2)
517 (3.7)455 (4.0)
381 (3.1)
489 (5.1)
512 (3.1)
375 (4.7)502 (4.2)
440 (5.4)
472 (5.0)
547 (5.1)- 611 (4.8)- 504 (3.2)
490 (5.8)475 (3.3)
522 (5.7)









493 (0.7)497 (0.8)527 (4.3)
540 (4.4)562 (4.8)422 (3.6)
438 (6.1)
441 (5.3)
529 (4.9)533 (4.9)
548 (4.7)
585 (5.1)
419 (3.6)453 (6.0)
438 (4.6)
544 (5.9)























Geometry(43 Items)

Data and Probability(39 Items)

Girls

Boys

Girls

Boys

Girls

Boys

502 (4.1)
497 (3.0)
436 (3.8)623 (3.0)523 (3.7)
422 (6.3)
507 (6.5)495 (3.2)
468 (3.3)
472 (5.2)
588 (4.8)506 (3.4)
465 (5.1)
510 (3.1)
526 (5.0)
488 (2.9)605 (2.9)
460 (4.2)
508 (4.2)
611 (4.2)- 453 (3.7)
520 (3.2)
461 (3.0)373 (3.3)
464 (4.1)
481 (3.5)452 (3.3)
500 (3.8)
462 (4.9)503 (5.2)
563 (5.4)- 623 (5.1)- 499 (3.7)
503 (5.0)493 (3.6)
528 (4.5)



501 (5.9)473 (2.8)441 (4.3)
613 (3.4)
507 (2.7)
401 (8.7)500 (7.8)483 (3.6)
468 (3.0)474 (5.5)580 (5.3)512 (3.8)
437 (5.8)501 (3.7)
530 (6.5)
494 (3.6)600 (4.1)
425 (7.1)
499 (4.2)
608 (4.0)- 451 (3.6)
516 (3.5)451 (4.5)367 (4.5)
464 (5.2)
474 (3.6)403 (4.8)
498 (4.5)
446 (5.4)
477 (5.0)557 (5.3)- 615 (5.3)- 492 (3.2)
482 (6.3)
480 (3.5)512 (6.8)510 (3.9)503 (3.2)
431 (5.5)623 (3.2)
494 (4.3)
422 (5.4)510 (5.8)517 (3.7)
490 (3.4)
447 (4.6)
602 (5.6)
514 (3.8)450 (5.5)504 (3.5)500 (5.1)
506 (4.0)
609 (3.4)425 (5.3)
489 (4.9)613 (3.9)- 420 (3.7)
530 (3.8)470 (3.6)
407 (2.6)474 (4.1)
505 (2.7)
435 (3.9)506 (3.6)
440 (5.7)
480 (5.4)
538 (5.5)- 620 (4.7)- 500 (4.0)
496 (4.6)465 (3.7)500 (4.1)

517 (5.8)484 (2.7)
438 (5.0)623 (3.7)
486 (2.8)411 (8.2)
507 (7.2)
504 (3.8)
496 (3.7)
450 (5.7)
591 (6.0)
529 (3.8)434 (6.3)
508 (3.6)
513 (5.9)513 (4.7)
611 (4.0)
402 (6.6)483 (4.1)
621 (3.3)- 424 (3.7)
529 (4.0)462 (4.8)
419 (2.8)479 (5.1)
499 (3.2)
402 (5.1)
512 (4.2)
430 (5.7)
464 (5.5)
543 (5.7)- 618 (4.4)- 491 (3.6)
483 (5.7)
459 (3.8)
499 (6.1)

532 (3.8)482 (3.1)
426 (4.4)593 (3.7)
494 (3.9)
390 (5.8)523 (6.6)
517 (3.6)
490 (2.9)424 (5.7)
571 (6.4)
511 (3.4)
438 (5.1)
541 (3.6)503 (4.9)487 (4.0)
592 (2.7)
408 (4.0)462 (4.1)
594 (3.5)- 378 (4.5)
518 (3.3)
464 (3.7)
370 (3.7)
492 (3.9)518 (3.4)
418 (3.4)487 (3.3)425 (5.9)464 (5.0)509 (5.2)- 623 (5.4)- 514 (4.8)
506 (4.7)455 (3.8)510 (4.4)534 (5.7)
449 (3.0)442 (4.8)
594 (3.4)
493 (3.3)
368 (8.2)
523 (8.3)
511 (4.4)500 (3.5)435 (6.2)
555 (7.0)
531 (4.0)
433 (6.6)
540 (4.6)
520 (5.9)
501 (4.5)
597 (3.0)385 (6.3)
463 (4.0)
601 (3.0)- 388 (4.1)
526 (3.9)
449 (4.6)375 (2.9)
499 (5.5)
518 (3.6)
370 (4.5)508 (3.9)422 (6.0)
451 (4.8)525 (5.2)- 618 (5.3)- 512 (4.0)
498 (5.8)
447 (3.6)509 (7.0)493 (0.8)499 (0.7)515 (4.7)
532 (4.5)
597 (4.8)424 (3.7)454 (5.9)
440 (4.6)
548 (6.0)535 (5.0)
548 (5.0)558 (5.3)
407 (4.0)
420 (6.0)
426 (5.8)
522 (5.3)

503 (0.7)


























































495 (0.8)490 (0.7)489 (0.8)537 (5.8)550 (4.8)
572 (5.2)
406 (3.9)435 (6.1)
414 (5.1)
532 (6.4)

540 (5.2)
553 (4.7)
551 (4.7)
408 (3.9)421 (5.7)
418 (5.9)
521 (5.4)

543 (6.0)556 (5.7)
577 (4.8)403 (3.7)
431 (6.0)
404 (4.9)
530 (6.5)

















Benchmarking Participants
Ontario, Canada‡ Quebec, Canada

Moscow City, Russian Fed.
ψ Gauteng, RSA (9)ψ Western Cape, RSA (9)ψ Abu Dhabi, UAE
2 Dubai, UAE

515 (4.7)
529 (4.9)
588 (4.3)
437 (4.3)
449 (5.7)457 (5.6)
546 (5.2)










Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 eighth grade mathematics items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

207

Average Achievement in Cognitive Domains
Exhibit 3.17 shows countries’ average achievement in the knowing, applying, and reasoning cognitive
domains relative to their overall average achievement (from highest to lowest overall averageachievement). Interestingly, fewer countries had a relative strength in the knowing and applying
cognitive domains than they did in the reasoning domain. More countries had a weakness in theknowing domain than in the applying and reasoning domains. Eight countries had a relative strength
in the knowing cognitive domain, and 17 had a relative weakness. Six countries had a relative strength
in the applying cognitive domain, and 14 had a relative weakness. Sixteen countries had a relative
strength in the reasoning cognitive domain, and 9 had a relative weakness. Kazakhstan was the only
country with no relative strengths or weaknesses in the cognitive domains.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

208

Exhibit 3.17: Average Achievement in Mathematics Cognitive Domains

Country

2 Singapore

Chinese Taipei
Korea, Rep. ofJapan† Hong Kong SAR
2 Russian Federation
IrelandLithuania
3 Israel
Australia
Hungary† United States
EnglandFinland† Norway (9)2 SwedenCyprusPortugal
Italy
Turkey2 Kazakhstan
France† New ZealandBahrainRomania
United Arab Emirates
1 Georgia
Malaysia
Iran, Islamic Rep. ofψ Qatarψ ChileLebanonψ Jordan
2 ψ Egyptψ Omanψ Kuwait
2 ψ Saudi Arabia
Ж South Africa (9)ψ Morocco

Knowing(64 Items)

Applying(96 Items)

OverallMathematics
Average
Scale Score

Average
Scale Score

Difference
from Overall
Mathematics
Score

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (4.8)515 (5.3)
509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)

614 (4.3)
616 (3.0)614 (3.2)
589 (3.1)
580 (4.0)
550 (5.2)
530 (2.8)518 (2.8)516 (4.8)511 (4.0)
516 (3.1)
522 (5.2)
510 (5.5)505 (2.5)
499 (2.3)
496 (2.6)509 (2.0)498 (3.5)
492 (2.8)494 (5.0)
488 (3.7)473 (2.8)
468 (3.5)471 (1.7)
482 (5.0)478 (1.9)- 451 (3.8)
441 (4.2)
443 (4.6)
434 (3.0)456 (2.9)414 (5.0)416 (5.8)
406 (2.8)- - - 382 (2.9)-1 (1.4)
3 (1.5)7 (1.2)-5 (1.2)
2 (1.6)6 (2.0)7 (1.5)-2 (1.1)-3 (1.2)-7 (1.2)-1 (1.0)
6 (1.4)-5 (2.1)-4 (1.1)-4 (1.6)-7 (1.6)
8 (1.6)-2 (2.0)-5 (2.1)-1 (1.8)
1 (1.4)-9 (1.6)-14 (2.0)-10 (0.8)
3 (2.0)5 (0.8)- -9 (1.5)-6 (1.1)-1 (1.8)-7 (1.3)
26 (1.5)-7 (1.8)
3 (1.6)-4 (1.1)- - - -6 (1.6)

575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)

589 (4.2)
546 (3.8)
540 (2.2)
518 (4.2)
432 (5.9)
440 (3.2)
411 (3.6)

14 (1.6)
2 (1.9)3 (1.1)-12 (1.9)-9 (2.3)
5 (1.5)-9 (1.2)





























Average
Scale Score

Difference
from Overall
Mathematics
Score

614 (3.8)
610 (2.6)604 (2.7)
596 (2.8)575 (4.0)543 (4.5)
526 (2.7)
524 (3.1)
519 (4.2)
521 (3.8)517 (3.0)515 (4.9)518 (5.3)
510 (2.7)504 (2.7)
501 (2.6)
496 (1.7)
497 (3.3)
497 (2.4)
491 (4.0)
486 (3.2)
485 (2.6)486 (3.1)
479 (1.7)475 (4.1)
466 (1.8)- 464 (3.1)
443 (3.5)
438 (4.1)
438 (2.9)412 (3.5)415 (4.0)405 (5.3)
409 (2.5)- - - 389 (2.4)-2 (0.7)-3 (1.8)-3 (1.2)
2 (1.2)-3 (1.1)-1 (1.0)
3 (0.9)3 (1.2)0 (0.8)4 (0.7)0 (1.1)0 (0.8)3 (1.1)2 (0.9)1 (1.3)-1 (1.0)-5 (1.3)-4 (1.2)-1 (1.5)-4 (1.6)-1 (0.8)
2 (1.6)5 (1.1)-2 (0.9)-4 (1.1)-8 (0.7)- 3 (0.9)-4 (1.1)-6 (0.9)-3 (1.5)-18 (1.7)-5 (1.1)-7 (1.6)-2 (1.0)- - - 0 (1.3)

574 (4.3)
544 (4.1)
532 (2.2)
531 (4.5)
442 (4.1)
428 (2.9)423 (3.3)-1 (1.4)
1 (1.5)-4 (1.0)
1 (1.3)
1 (1.7)-8 (1.3)
2 (2.1)

Reasoning(46 Items)

























Average
Scale Score

Difference
from Overall
Mathematics
Score

620 (4.5)
616 (2.7)
609 (3.0)
599 (3.2)
582 (4.4)
536 (4.8)508 (3.4)
514 (3.6)525 (4.7)515 (3.9)512 (3.0)507 (4.6)512 (5.7)
506 (2.9)496 (2.8)514 (2.9)505 (2.1)
508 (3.3)505 (3.6)504 (4.1)
487 (3.4)
489 (2.7)
486 (3.4)
489 (2.1)
481 (4.5)479 (1.9)- 462 (3.1)
457 (4.0)
448 (3.8)451 (3.2)
407 (3.7)
431 (4.4)
411 (5.6)
412 (2.8)- - - 381 (2.9)

4 (1.0)4 (1.9)2 (2.4)5 (1.7)4 (1.9)-7 (1.7)-16 (1.8)-7 (1.5)
6 (1.9)-3 (0.8)-4 (1.3)-8 (1.0)-3 (1.8)-3 (1.5)-7 (1.9)
11 (1.3)
4 (1.3)7 (2.2)7 (1.8)8 (1.8)0 (1.0)6 (1.5)5 (0.9)8 (1.3)2 (1.4)6 (0.9)- 1 (1.1)
11 (1.6)
4 (1.3)10 (2.0)-22 (2.4)
11 (1.5)-2 (1.4)
1 (1.0)- - - -7 (2.2)

568 (4.2)
538 (3.8)
541 (2.1)
540 (4.6)
444 (4.8)
441 (2.8)427 (3.4)-8 (1.4)-5 (1.0)5 (1.1)
11 (2.3)
3 (2.4)6 (0.8)6 (2.5)































Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Ontario, Canadaψ Western Cape, RSA (9)ψ Abu Dhabi, UAEψ Gauteng, RSA (9)





















Subscale score significantly higher than overall mathematics score
Subscale score significantly lower than overall mathematics score

Numbers of items are based on the TIMSS 2019 eighth grade mathematics items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.2 for target population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

209

Trends in Average Achievement in Cognitive Domains
Exhibit 3.18 presents differences in average achievement for the three cognitive domains across four
assessment cycles back to 2007, when TIMSS first began providing scaled results in the cognitive
domains. Trends for countries with comparable data between assessment cycles show more countries
have had increases than decreases in average achievement in each of the cognitive domains.
Twenty-nine countries had comparable data in the TIMSS 2015 and TIMSS 2019 assessments forthe cognitive domains. The recent trends in the knowing cognitive domain showed increases in 9
countries and decreases in 4 countries. In the applying domain, 9 countries showed increases and3 showed decreases. In the reasoning domain, 13 showed increases and 3 showed decreases.
Between 2007 and 2019, in the knowing, applying, and reasoning domains, there were increases inaverage achievement in 14 countries, 14 countries, and 16 countries, respectively. There were decreases
in average achievement in only 1 country in knowing and reasoning, and 2 countries in applying.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

210

Exhibit 3.18: Differences in Achievement for Mathematics Cognitive Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Knowing
Country

Average
Scale Score

Australia
2019
2015
2011
2007
yyy Bahrain
2019
2015
ψ 20112007
yyy Chileψ 2019
ψ 20152011
yyy Chinese Taipei
2019
2015
2011
2007
yyy Cyprus
2019
2007
yyy Egypt2 ψ 2019
ψ 20152007
yyy England
2019
2015
‡ 2011† 2007yyy Finland
2019
2011
yyy Hong Kong SAR† 201920152011† 2007yyy Hungary
2019
2015
2011
2007
yyy Iran, Islamic Rep. of2019ψ 2015
ψ 20112007
yyy Ireland
2019
2015
yyy Israel
3 20193 20153 2011

y

y

y

y

y

y

y

y

y

y

y

y

511 (4.0)504 (3.1)
504 (5.2)
490 (3.9)
yyy yyy471 (1.7)
463 (2.3)
411 (2.4)
389 (1.8)
yyy yyy434 (3.0)423 (3.4)405 (2.9)
yyy yyy616 (3.0)
598 (2.9)
611 (3.6)
604 (5.0)
yyy yyy509 (2.0)464 (1.8)
yyy yyy
416 (5.8)
399 (4.3)
385 (3.7)
yyy yyy510 (5.5)513 (4.1)
501 (5.5)508 (4.7)
yyy yyy505 (2.5)508 (2.4)
yyy yyy580 (4.0)
600 (5.1)
591 (4.1)
583 (6.0)
yyy yyy516 (3.1)
511 (3.9)507 (3.9)
522 (3.7)
yyy yyy441 (4.2)
435 (4.9)
410 (4.4)
397 (4.3)
yyy yyy530 (2.8)527 (3.0)
yyy yyy516 (4.8)511 (4.2)
516 (4.2)

Applying

Differences
Between Years
2015

2011

2007

6 

7 
0 

21 
15 
14 

yyy  yyy  yyy y
82 
8 
60 
52 
74 
23 
yyy  yyy  yyy y
11 
28 
17 
yyy  yyy  yyy y
12 
18 
5 
-13 
-6 
7 
yyy  yyy  yyy y45 
yyy  yyy  yyy y
17 
31 
14 
yyy  yyy  yyy y
-3 
9 
3 
12 
5 
-6 
yyy  yyy  yyy y-3 
yyy  yyy  yyy y
-20 
-11 
-3 
9 
17 
8 
yyy  yyy  yyy y
5 
9 
-6 
4 
-10 
-15 
yyy  yyy  yyy y
5 
30 
43 
25 
38 
13 
yyy  yyy  yyy y3 
yyy  yyy  yyy y
5 
0 
-5 

Average
Scale Score
521 (3.8)502 (3.0)506 (4.9)
498 (3.8)
yyy yyy479 (1.7)
445 (1.7)400 (2.4)
400 (2.4)
yyy yyy438 (2.9)427 (3.3)425 (2.6)
yyy yyy610 (2.6)
602 (2.5)
614 (3.4)
597 (4.8)
yyy yyy496 (1.7)
465 (2.0)
yyy yyy405 (5.3)
385 (3.9)391 (3.9)
yyy yyy518 (5.3)
519 (4.1)
508 (5.6)
514 (5.1)
yyy yyy510 (2.7)
520 (2.5)
yyy yyy575 (4.0)595 (4.5)
587 (3.8)
572 (6.2)
yyy yyy517 (3.0)516 (3.8)505 (3.6)
513 (3.5)
yyy yyy443 (3.5)434 (4.4)
411 (4.6)
399 (4.4)
yyy yyy526 (2.7)
520 (3.0)
yyy yyy519 (4.2)
512 (4.0)513 (4.4)

Reasoning

Differences
Between Years
2015

2011

2007

19 

15 
-4 

23 
4 
8 

Average
Scale Score

yyy  yyy  yyy y
34 
79 
79 
45 
45 
0 
yyy  yyy  yyy y
11 
13 
2 
yyy  yyy  yyy y
8 
-5 
13 
-12 
5 
17 
yyy  yyy  yyy y31 
yyy  yyy  yyy y
21 
14 
-6 
yyy  yyy  yyy y
-1 
10 
4 
11 
6 
-5 
yyy  yyy  yyy y-10 
yyy  yyy  yyy y
-20 
-12 
3 
8 
23 
15 
yyy  yyy  yyy y
1 
12 
3 
11 
3 
-9 
yyy  yyy  yyy y
8 
31 
43 
23 
35 
12 
yyy  yyy  yyy y6 
yyy  yyy  yyy y
7 
6 
-1 

515 (3.9)512 (3.1)
506 (5.2)
503 (4.0)
yyy yyy489 (2.1)
452 (2.2)
415 (2.1)
406 (2.4)
yyy yyy451 (3.2)
432 (3.3)
422 (2.9)
yyy yyy616 (2.7)
602 (2.5)
609 (3.4)
602 (4.4)
yyy yyy505 (2.1)
458 (2.6)
yyy yyy411 (5.6)
379 (4.3)
386 (3.7)
yyy yyy512 (5.7)
522 (4.4)510 (5.6)
518 (5.1)
yyy yyy506 (2.9)512 (2.7)
yyy yyy582 (4.4)
591 (5.1)
580 (4.0)
567 (6.1)
yyy yyy512 (3.0)515 (3.9)502 (3.8)515 (3.7)
yyy yyy457 (4.0)
436 (4.7)
428 (4.3)
417 (3.9)
yyy yyy508 (3.4)
521 (3.1)
yyy yyy525 (4.7)510 (4.4)
520 (4.2)

Differences
Between Years
2015

2011

2007

3 

9 
6 

12 
9 
3 

yyy  yyy  yyy 
38 
75 
83 
37 
46 
9 
yyy  yyy  yyy 
19 
29 
10 
yyy  yyy  yyy 
14 
7 
14 
-7 
0 
7 
yyy  yyy  yyy 
47 
yyy  yyy  yyy 
32 
25 
-7 
yyy  yyy  yyy 
-10 
2 
-6 
12 
4 
-8 
yyy  yyy  yyy -5 
yyy  yyy  yyy 
-9 
2 
15 
11 
24 
13 
yyy  yyy  yyy 
-3 
10 
-2 
13 
0 
-13 
yyy  yyy  yyy 
21 
29 
40 
8 
19 
11 
yyy  yyy  yyy -13 
yyy  yyy  yyy 
15 
5 
-10 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in cognitive domains using current methodology began with TIMSS 2007.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

211

Exhibit 3.18: Differences in Achievement for Mathematics Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Jordan
ψ 2019
Ж 2015
ψ 20112007
yyy Kazakhstan
2 20192011
yyy Korea, Rep. of
2019
2015
2011
2007
yyy Lebanon
2019
2015
2011
2007
yyy Lithuania
2019
2 2015
1 2011
1 2007yyy Malaysia
2019
2015
2011
2007
yyy Moroccoψ 2019
Ж 2015
Ж 2011yyy New Zealand† 2019† 20152011
yyy Norway (9)† 20192015
yyy Oman
ψ 2019
ψ 2015
ψ 20112007
yyy Qatar
ψ 2019
ψ 2015
ψ 2011yyy Romania
2019
2011
2007

Average
Scale Score

y

y

y

y

y

y

y

y

y

y

y

y

y

492 (2.8)489 (2.7)
494 (2.7)474 (3.4)
yyy yyy589 (3.1)
578 (2.6)558 (2.8)569 (2.9)
yyy yyy414 (5.0)391 (3.2)
405 (4.2)
425 (4.5)
yyy yyy
488 (3.7)
489 (4.4)
yyy yyy614 (3.2)
607 (2.8)616 (3.1)
608 (3.1)
yyy yyy456 (2.9)456 (3.8)464 (3.9)457 (4.2)
yyy yyy518 (2.8)502 (3.1)
502 (2.6)509 (2.7)
yyy yyy451 (3.8)472 (3.8)444 (5.8)473 (5.4)
yyy yyy382 (2.9)382 (2.4)363 (2.3)
yyy yyy468 (3.5)488 (3.4)
481 (5.7)
yyy yyy499 (2.3)500 (2.3)
yyy yyy
406 (2.8)401 (3.1)
365 (3.0)366 (3.6)
yyy yyy443 (4.6)
440 (3.1)
418 (3.0)
yyy yyy
482 (5.0)
460 (4.5)
464 (4.5)

Applying

Differences
Between Years
2015

2011

2007

4 

-2 
-5 

19 
15 
20 

yyy  yyy  yyy y
11 
20 
31 
20 
9 
-11 
yyy  yyy  yyy y
-12 
9 
23 
-14 
-35 
-20 
yyy  yyy  yyy y-1 
yyy  yyy  yyy y
6 
7 
-2 
-9 
-1 
8 
yyy  yyy  yyy y
0 
-8 
-1 
-8 
-1 
7 
yyy  yyy  yyy y
17 
9 
16 
0 
-7 
-8 
yyy  yyy  yyy y
-21 
7 
-22 
-1 
28 
-29 
yyy  yyy  yyy y
0 
19 
19 
yyy  yyy  yyy y
-20 
-13 
7 
yyy  yyy  yyy y-1 
yyy  yyy  yyy y
5 
42 
41 
37 
36 
-1 
yyy  yyy  yyy y
3 
25 
22 
yyy  yyy  yyy y
22 
18 
-4 

Average
Scale Score
497 (2.4)495 (2.6)503 (2.3)
482 (3.0)
yyy yyy596 (2.8)
592 (2.3)
574 (2.5)568 (2.3)
yyy yyy
415 (4.0)378 (3.2)
397 (3.7)
421 (4.5)
yyy yyy
486 (3.2)
484 (4.3)
yyy yyy604 (2.7)
606 (2.8)
617 (2.8)600 (2.8)
yyy yyy412 (3.5)
439 (3.9)436 (4.1)
447 (4.5)
yyy yyy524 (3.1)
520 (2.6)
508 (2.4)
511 (2.5)
yyy yyy464 (3.1)
463 (3.6)
439 (5.3)
477 (5.2)
yyy yyy389 (2.4)385 (2.2)
378 (2.0)
yyy yyy
486 (3.1)
493 (3.3)
491 (5.2)
yyy yyy504 (2.7)
516 (2.3)
yyy yyy409 (2.5)
401 (2.5)
360 (3.0)
365 (3.1)
yyy yyy438 (4.1)
435 (2.9)396 (3.4)
yyy yyy475 (4.1)
454 (4.0)
461 (4.2)

Reasoning

Differences
Between Years
2015

2011

2007

2 

-6 
-8 

14 
13 
20 

yyy  yyy  yyy y
5 
22 
28 
17 
23 
6 
yyy  yyy  yyy y
37 
18 
-6 
-19 
-43 
-24 
yyy  yyy  yyy y2 
yyy  yyy  yyy y
-2 
-12 
4 
-10 
6 
16 
yyy  yyy  yyy y
-24 
-35 
-27 
3 
-8 
-11 
yyy  yyy  yyy y
4 
16 
13 
12 
9 
-3 
yyy  yyy  yyy y
0 
25 
-13 
24 
-14 
-38 
yyy  yyy  yyy y
3 
11 
7 
yyy  yyy  yyy y
-7 
-5 
2 
yyy  yyy  yyy y-13 
yyy  yyy  yyy y
8 
49 
44 
41 
36 
-5 
yyy  yyy  yyy y
3 
41 
39 
yyy  yyy  yyy y
22 
14 
-7 

Average
Scale Score
505 (3.6)500 (2.8)496 (2.6)482 (3.4)
yyy yyy599 (3.2)
591 (2.6)
579 (3.0)
577 (2.6)
yyy yyy431 (4.4)
380 (3.3)
416 (4.0)
434 (4.1)
yyy yyy
487 (3.4)482 (4.9)
yyy yyy609 (3.0)
608 (2.7)
612 (2.6)
592 (2.5)
yyy yyy407 (3.7)
406 (4.5)426 (4.6)423 (4.7)
yyy yyy514 (3.6)
501 (3.0)493 (2.6)487 (2.8)
yyy yyy462 (3.1)
453 (3.7)
426 (5.6)
466 (4.6)
yyy yyy381 (2.9)374 (2.8)357 (2.8)
yyy yyy
486 (3.4)
499 (3.5)
494 (5.5)
yyy yyy496 (2.8)516 (2.5)
yyy yyy412 (2.8)402 (3.1)
369 (3.0)389 (3.1)
yyy yyy448 (3.8)
431 (2.8)406 (3.6)
yyy yyy
481 (4.5)455 (4.2)
445 (4.9)

Differences
Between Years
2015

2011

2007

5 

8 
4 

22 
18 
14 

yyy  yyy  yyy 
8 
20 
22 
12 
14 
2 
yyy  yyy  yyy 
51 
16 
-3 
-36 
-55 
-19 
yyy  yyy  yyy 
5 
yyy  yyy  yyy 
1 
-3 
17 
-5 
15 
20 
yyy  yyy  yyy 
-19 
-16 
1 
-20 
-17 
3 
yyy  yyy  yyy 
21 
27 
13 
14 
9 
6 
yyy  yyy  yyy 
9 
35 
-4 
-13 
27 
-40 
yyy  yyy  yyy 
7 
24 
17 
yyy  yyy  yyy 
-12 
-7 
5 
yyy  yyy  yyy -20 
yyy  yyy  yyy 
10 
43 
23 
33 
14 
-20 
yyy  yyy  yyy 
16 
41 
25 
yyy  yyy  yyy 
25 
36 
11 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

212

Exhibit 3.18: Differences in Achievement for Mathematics Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

Russian Federation
2 20192015
2 20112007
yyy Singapore
2 20192 20152 20112007
yyy Sweden
2 2019
2015
2011
2007
yyy Turkey
2019
2015
2011
yyy United Arab Emirates
2019
2015
2011
yyy United States† 2019† 20152 20112 † 2007

y

y

y

y

y

550 (5.2)
543 (5.6)
548 (3.8)521 (4.5)
yyy yyy614 (4.3)
633 (3.4)
617 (3.9)
592 (3.7)
yyy yyy496 (2.6)484 (2.8)478 (2.0)
480 (2.2)
yyy yyy494 (5.0)447 (4.9)
441 (4.2)
yyy yyy478 (1.9)476 (2.2)
467 (2.2)
yyy yyy522 (5.2)
528 (3.5)
519 (2.7)
517 (2.9)

Applying

Differences
Between Years
2015

2011

2007

7 

1 
-5 

29 
22 
28 

yyy  yyy  yyy y
-19 
22 
-3 
16 
41 
25 
yyy  yyy  yyy y
16 
18 
12 
7 
4 
-2 
yyy  yyy  yyy y
47 
54 
7 
yyy  yyy  yyy y
3 
11 
9 
yyy  yyy  yyy y
-6 
3 
5 
9 
11 
2 

Average
Scale Score
543 (4.5)
541 (4.6)
538 (3.6)510 (3.9)
yyy yyy614 (3.8)
619 (3.2)
613 (4.0)
597 (3.9)
yyy yyy501 (2.6)507 (2.8)489 (2.2)495 (2.2)
yyy yyy491 (4.0)
460 (4.3)
459 (4.0)
yyy yyy466 (1.8)457 (2.1)
442 (2.3)
yyy yyy515 (4.9)515 (3.2)
503 (2.9)502 (3.1)

Reasoning

Differences
Between Years
2015

2011

2007

2 

5 
3 

33 
31 
28 

yyy  yyy  yyy y
-5 
1 
17 
7 
22 
16 
yyy  yyy  yyy y
-6 
12 
6 
17 
12 
-6 
yyy  yyy  yyy y
32 
33 
1 
yyy  yyy  yyy y
8 
24 
16 
yyy  yyy  yyy y
12 
13 
0 
12 
13 
1 

Average
Scale Score
536 (4.8)
528 (5.0)
531 (3.8)
499 (4.0)
yyy yyy620 (4.5)
616 (3.7)
604 (4.3)
589 (4.5)
yyy yyy514 (2.9)509 (3.5)478 (2.4)
493 (2.8)
yyy yyy504 (4.1)
472 (4.8)465 (3.7)
yyy yyy479 (1.9)
461 (2.2)
449 (2.2)
yyy yyy507 (4.6)
514 (3.1)
503 (2.7)
506 (2.8)

Differences
Between Years
2015

2011

2007

9 

5 
-4 

37 
28 
32 

yyy  yyy  yyy 
4 
16 
31 
12 
27 
15 
yyy  yyy  yyy 
4 
36 
21 
32 
17 
-15 
yyy  yyy  yyy 
32 
39 
7 
yyy  yyy  yyy 
18 
30 
12 
yyy  yyy  yyy 
4 
1 
-7 
11 
8 
-3 

Benchmarking Participants
Ontario, Canada
2019
2015
2 2011
2 2007yyy Quebec, Canada‡ 2019≡ 20152011
3 2007yyy Abu Dhabi, UAE
ψ 20192015
2011
yyy Dubai, UAE
2 201920152011‡ 2007yyy518 (4.2)
513 (3.0)503 (2.6)509 (3.6)
yyy yyy546 (3.8)
541 (4.2)
528 (2.9)524 (3.1)
yyy yyy440 (3.2)
453 (4.8)459 (3.8)
yyy yyy540 (2.2)
521 (2.3)
488 (2.4)465 (2.6)

5 

15 
10 

9 
4 
-6 

yyy  yyy  yyy y
5 
18 
21 
13 
16 
4 
yyy  yyy  yyy y
-13 
-19 
-6 
yyy  yyy  yyy y
19 
52 
75 
33 
56 
23 

531 (4.5)
522 (2.8)510 (2.3)
518 (4.0)
yyy yyy544 (4.1)
546 (4.0)
536 (2.7)
529 (3.3)
yyy yyy428 (2.9)434 (4.7)
434 (4.3)
yyy yyy532 (2.2)505 (2.5)465 (2.5)454 (3.2)

8 

21 
12 

13 
4 
-8 

yyy  yyy  yyy y
-2 
9 
15 
11 
17 
6 
yyy  yyy  yyy y
-6 
-6 
-1 
yyy  yyy  yyy y
27 
67 
78 
40 
51 
11 

540 (4.6)
534 (3.1)
524 (2.7)
526 (3.8)
yyy yyy538 (3.8)
538 (4.2)
529 (2.7)
528 (3.5)
yyy yyy441 (2.8)440 (4.7)
442 (4.2)
yyy yyy541 (2.1)
509 (2.8)470 (2.7)
460 (3.0)

6 

16 
10 

15 
9 
-1 

yyy  yyy  yyy 
9 
9 
0 
10 
9 
1 
yyy  yyy  yyy 
1 
-1 
-2 
yyy  yyy  yyy 
32 
72 
82 
40 
50 
10 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

213

Average Achievement in Cognitive Domains by Gender
Exhibit 3.19 shows the differences between girls’ and boys’ average achievement in the cognitive
domains of knowing, applying, and reasoning. In the knowing domain, girls had higher averageachievement than boys in 8 countries, and boys had higher achievement than girls in 5 countries. In theapplying domain, girls had higher average achievement than boys in 5 countries, and boys had higher
average achievement than girls in 8 countries. In reasoning, girls had higher average achievement thanboys in 8 countries compared with 3 countries where boys had higher average achievement.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE214

Exhibit 3.19: Average Achievement in Mathematics Cognitive Domains by Gender
Knowing(64 Items)

Country
Australia
Bahrainψ ChileChinese Taipei
Cyprus2 ψ Egypt
EnglandFinlandFrance1 Georgia† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
3 Israel
Italy
Japan
ψ Jordan2 Kazakhstan
Korea, Rep. ofψ Kuwait
LebanonLithuania
Malaysiaψ Morocco† New Zealand† Norway (9)ψ OmanPortugalψ QatarRomania
2 Russian Federation
2 ψ Saudi Arabia
2 Singapore
Ж South Africa (9)2 SwedenTurkeyUnited Arab Emirates† United States

International Average

Applying(96 Items)

Reasoning(46 Items)

Girls

Boys

Girls

Boys

Girls

Boys

509 (3.7)
484 (2.8)428 (3.8)
619 (3.4)510 (3.5)426 (5.8)507 (6.1)
506 (2.8)470 (2.7)- 584 (5.0)
509 (3.5)452 (5.7)
533 (3.4)
511 (5.3)
487 (2.9)589 (3.6)
428 (4.5)
492 (4.4)
612 (4.2)- 453 (3.7)
518 (2.9)457 (4.2)
382 (2.9)462 (3.7)500 (2.8)432 (3.5)493 (3.7)
444 (5.5)490 (5.5)
549 (5.6)- 618 (5.0)- 497 (3.6)
503 (5.2)
483 (3.6)525 (4.4)513 (5.8)459 (2.2)
439 (4.1)
613 (3.7)
507 (2.9)404 (8.9)514 (7.3)
504 (3.0)476 (3.6)- 577 (5.3)
523 (3.8)
431 (6.5)
528 (3.6)
521 (5.6)
497 (3.9)
589 (3.5)400 (7.6)
485 (4.3)
616 (3.5)- 458 (3.1)
519 (3.8)446 (4.8)382 (3.5)473 (5.2)
499 (2.9)382 (4.8)504 (4.3)
442 (6.1)
474 (6.2)
550 (5.6)- 611 (4.8)- 495 (2.9)
485 (6.7)
474 (3.5)
519 (6.6)

519 (3.6)
489 (2.7)
433 (3.9)
611 (3.0)497 (2.3)
411 (5.6)
519 (5.7)
513 (2.9)
480 (2.7)- 580 (5.1)
509 (3.4)
446 (4.7)
527 (2.9)513 (4.2)
490 (2.9)594 (3.0)425 (3.7)
488 (3.6)
602 (3.5)- 407 (4.5)
523 (3.3)
468 (3.1)
384 (2.5)483 (3.5)504 (2.8)427 (3.1)
492 (3.6)
442 (5.4)
482 (4.6)
538 (4.8)- 616 (4.4)- 501 (3.3)
494 (4.4)
468 (3.4)
517 (4.1)

524 (5.6)
469 (2.2)
442 (3.9)
609 (3.2)
495 (2.3)
399 (7.7)
517 (7.2)
508 (3.3)
490 (3.6)- 572 (5.4)
524 (3.6)
440 (5.1)
526 (3.6)525 (5.2)
504 (3.0)
598 (3.2)
406 (6.1)
485 (3.7)
606 (2.9)- 417 (3.6)
525 (3.6)459 (4.2)
394 (2.9)489 (4.6)503 (3.4)
392 (3.8)501 (4.3)
433 (5.7)
468 (4.6)
547 (4.8)- 613 (4.2)- 501 (3.1)
488 (5.4)
464 (3.4)
513 (6.3)

512 (4.0)
501 (2.9)447 (3.9)616 (3.0)509 (3.4)
421 (6.0)
512 (6.1)
509 (3.2)
487 (2.5)- 584 (5.7)
504 (3.5)
466 (5.2)
507 (3.5)
520 (4.6)500 (4.4)
598 (3.3)
446 (4.0)490 (4.1)
606 (3.3)- 408 (4.1)
513 (3.9)
462 (3.7)
381 (3.6)483 (3.4)
496 (3.2)
436 (3.4)
501 (3.8)453 (4.8)490 (5.2)
533 (5.4)- 622 (5.0)- 516 (3.7)
511 (4.6)482 (3.4)
508 (3.9)517 (5.7)
478 (2.5)454 (4.4)
616 (3.2)
501 (2.5)
399 (8.6)512 (7.8)504 (3.5)
491 (3.3)- 580 (5.8)
521 (3.6)
450 (6.0)
509 (4.3)
530 (6.4)
510 (4.1)
600 (3.6)
418 (6.8)
484 (4.1)
612 (3.7)- 406 (4.8)
514 (4.2)
461 (3.7)
382 (3.1)
489 (5.0)
497 (3.3)
390 (4.2)
514 (3.8)
442 (5.1)
470 (4.8)
540 (5.1)- 619 (5.1)- 511 (3.3)
497 (5.4)
476 (3.4)
507 (5.8)

499 (0.7)





















































494 (0.8)497 (0.6)496 (0.8)501 (0.7)518 (5.0)
548 (4.2)
596 (5.0)405 (3.9)437 (7.2)
434 (4.4)
543 (6.3)

529 (4.5)
543 (4.6)564 (4.4)424 (3.6)
436 (4.8)433 (5.5)527 (5.0)

532 (4.9)
546 (4.5)
583 (5.0)420 (3.7)
449 (5.1)
424 (4.4)
538 (6.1)

538 (4.9)533 (4.5)558 (4.2)
429 (3.7)
439 (5.2)
447 (5.2)
537 (4.9)
























497 (0.8)

Benchmarking Participants
Ontario, Canada‡ Quebec, Canada

Moscow City, Russian Fed.
ψ Gauteng, RSA (9)ψ Western Cape, RSA (9)ψ Abu Dhabi, UAE
2 Dubai, UAE

518 (4.1)
543 (4.3)
582 (4.3)
417 (4.1)
429 (6.3)
448 (5.8)
537 (5.0)








543 (4.9)
543 (4.3)
576 (5.2)
424 (3.7)451 (5.9)436 (4.2)
546 (5.9)


Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 eighth grade mathematics items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: MATHEMATICS GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

215

Science Grade 8
Average Science Achievement
Average Achievement and Scale Score Distributions
The TIMSS 2019 eighth grade science assessment was based on a comprehensive assessment
framework developed collaboratively with the participating countries to reflect their curriculargoals. The eighth grade science assessment included four content areas—biology (35%), chemistry(20%), physics (25%), and Earth science (20%). In accordance with the framework, the majority of
TIMSS 2019 science items assessed eighth grade students’ applying and reasoning skills, and there isa cross-cutting inquiry strand. To cover the framework at the eighth grade, the TIMSS 2019 scienceassessment comprised 220 assessment items. This cycle marked the beginning of the transition to
a computer-based assessment system. More than half of the TIMSS 2019 countries administered
the assessment in an “e” (electronic) format and almost half administered the assessment in a paper
format, as in TIMSS 2015. The “e” countries also administered the trend items in the paper format
to provide a bridge to the TIMSS 2015 and TIMSS 2019 paper-based assessments. The assessment
was carefully designed and analyzed, so that the TIMSS 2019 science achievement results for all 39
countries are reported on the same TIMSS eighth grade science scale.
Exhibit 4.1 presents the average achievement at the eighth grade for each participating country(from highest to lowest) together with the scale score distribution underlying the average scale score.
Exhibit 4.2 shows whether relatively small differences in average achievement between one country
and the next are statistically significant.
Singapore had the highest average achievement, followed by Chinese Taipei and Japan, whose
students performed similarly and had higher average achievement than all of the other countries.
These three countries were followed by Korea, whose eighth grade students had higher averageachievement than students in all of the other countries except the three top-performing countries.
Next, the Russian Federation and Finland, followed by Lithuania, and then by Hungary and Australia,
and then Ireland and the United States, all performed very well. Essentially, Exhibit 4.2 shows clusters
of several similarly performing countries, followed by the next highest achieving clusters of similarly
performing countries, and so on.
A number of eighth grade TIMSS 2019 participants performed well. Sixteen countries (including
those discussed above) had higher average achievement than the centerpoint of 500 (Exhibit 4.1),
which is a point of reference on the TIMSS eighth grade science scale that remains constant fromTIMSS assessment to TIMSS assessment. However, there was a considerable difference between thehighest average achievement and the lowest. Also, the scale score distributions in Exhibit 4.1 showthat there is wide variation in achievement in every country. Every country has some higher achieving
and some lower achieving students.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

216

Exhibit 4.1: Average Science Achievement and Scale Score Distributions
Average
Scale Score

Country
2 Singapore

Chinese Taipei
Japan
Korea, Rep. of
2 Russian Federation
FinlandLithuania
Hungary
Australia
Ireland† United States
2 SwedenPortugal
EnglandTurkey3 Israel† Hong Kong SAR
Italy
TIMSS Scale Centerpoint† New Zealand† Norway (9)FranceBahrain
Cyprus2 Kazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. of
1 Georgia
Kuwait2 Saudi Arabia
Morocco2 Egypt
Lebanonψ South Africa (9)Science Achievement Distribution

608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (4.2)
543 (3.1)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
500
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)

567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)







































Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE‡ Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE

100

200

300

400

500

100

200

300

400

500

600

700

800

600

700

800










Average significantly higher thanthe centerpoint of the TIMSS scaleAverage significantly lower thanthe centerpoint of the TIMSS scale

5th

Percentiles of Performance
75th
25th

95th

95% Confidence Interval for Average (±2SE)

The TIMSS achievement scale was established in 1995 based on the combined achievement distribution of all countries that participated in TIMSS 1995. To provide a point of reference for country
comparisons, the scale centerpoint of 500 was located at the mean of the combined achievement distribution. The units of the scale were chosen so that 100 scale score points corresponded to the standard
deviation of the distribution.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

217

Exhibit 4.2: Significance of Differences Between Countries’ Average Science Achievement

Singapore
Chinese Taipei
Japan
Korea, Rep. of
Russian Federation
FinlandLithuania
Hungary
Australia
IrelandUnited States
SwedenPortugal
EnglandTurkeyIsraelHong Kong SAR
Italy
New Zealand
Norway (9)FranceBahrain
CyprusKazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. ofGeorgia
KuwaitSaudi Arabia
MoroccoEgypt
LebanonSouth Africa (9)608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (4.2)
543 (3.1)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)

KuwaitGeorgia

Iran, Islamic Rep. of

Jordan

Oman

Malaysia

Chile

Romania

United Arab Emirates

Qatar

Kazakhstan

CyprusBahrainFranceNorway (9)New Zealand

Italy

Hong Kong SAR

IsraelTurkeyEngland

Portugal

SwedenUnited States

Ireland

Australia

Hungary

Lithuania

Finland

Russian Federation

Korea, Rep. ofJapan

Chinese Taipei

Average
Scale
Score

Country

Singapore

Read across the row for a country to compare performance with the countries listed along the top of the chart. If no statistically significant difference was found, no symbol is present. If thedifference is significant (p < 0.05), a symbol indicates whether the estimated achievement of the country in the row is higher () than that of the comparison country, or lower ().

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE

567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)

                                                                                                                                                                                                              
 Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country

Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

218

Exhibit 4.2: Significance of Differences Between Countries’ Average Science Achievement

608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (4.2)
543 (3.1)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)

Abu Dhabi, UAE

Gauteng, RSA (9)Western Cape, RSA (9)Ontario, Canada

Quebec, Canada

Dubai, UAE

Moscow City, Russian Fed.

South Africa (9)LebanonEgypt    

Benchmarking ParticipantsSingapore
Chinese Taipei
Japan
Korea, Rep. of
Russian Federation
FinlandLithuania
Hungary
Australia
IrelandUnited States
SwedenPortugal
EnglandTurkeyIsraelHong Kong SAR
Italy
New Zealand
Norway (9)FranceBahrain
CyprusKazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. ofGeorgia
KuwaitSaudi Arabia
MoroccoEgypt
LebanonSouth Africa (9)MoroccoAverage
Scale
Score

Country

Saudi Arabia(Continued)                                                                    

 

  

    

  

  

    

  

  

    

  

  

    

  

  

    

  

  

    

  

  

    

  

  

                                                                                                                                                                                  

 



 

                           Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE

567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)

                                                        

 Average achievement significantly higher than comparison country Average achievement significantly lower than comparison country
Significance tests were not adjusted for multiple comparisons. Five percent of the comparisons would be statistically significant by chance alone.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

219

Trends in Average Achievement
Exhibit 4.3 graphs the differences in average science achievement between the assessments for TIMSS
2019 countries that have comparable data from previous assessments, while Exhibit 4.4 provides
more details. The countries are presented in alphabetical order in both exhibits. The trends in scienceachievement at the eighth grade signal more improvements than downturns across the assessment
cycles internationally. However, across the seven assessment cycles since 1995, most countries have
had some periods of increases and decreases in average achievement as well as periods of stability.
Most recently, for the 33 countries that participated in both TIMSS 2015 and 2019, 11 hadincreases in average achievement and 5 had declines. Looking at trends between 2007 and 2019 as well
as between 1995 and 2019 also shows moderate progress in average science achievement at the eighth
grade over the long term, with more countries having increases than decreases. In 2019 comparedwith 2007, for the 23 countries in both assessments, there were 12 increases and 6 decreases. In 2019
compared with 1995, for the 18 countries in both assessments, there were 8 increases and 4 decreases.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

220

Exhibit 4.3: Trend Plots of Average Science Achievement Across Assessment Years

This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 4.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Australia
580

1995

1999

2003

Bahrain
2007

2011

2015

2019

520

570

510

560

500

550

490

540

480

530
520

527

528
519
515

514

1995

1999

2003

2007

2011

2015

2019

500

466

467

460

430

410

480

420

400

470

410

390

460

400

380

630

520
510

610

500

600

490

590

480
569

571
561

570

564

569

574

1995

1999

2003

2011

2015

2019

460

430

370

530

420

360

520

410

350

510

400

340

590

1995

1999

2003

2011

2015

2019

550

600

540

570

590

530

560

580

520

538

540

533

544

408
389

371

France
2007

580

550

542
533

530

560
517

550

1995

1999

2003

2007

2011

2015

2019

510

570

537

2019

421

Finland
610

2015

390

441

England
2019

2011

400

452

452

540

2015

2007

410

460

380

2011

2003

420

440

2007

1999

430

450

2003

1995

440
484

550

1999

413

Egypt
2007

560

1995

462
454

450

470
460

2019

420

420

Cyprus
2019

620

580

461

430
438

Chinese Taipei
2015

2015

440

452

490

2011

2011

450

440

2007

2007

460

500

2003

2003

470

450

1999

1999

480
486

510

1995

1995

490

470
512

Chile

500

552
543

488

489

490

520

540

480

510

530

470

500

520

460

490

510

450

480

500

440

470

490

430

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

221

Exhibit 4.3: Trend Plots of Average Science Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 4.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Georgia
490

1995

1999

2003

Hong Kong SAR
2007

2011

2015

2019

590

480

580

470

570

460

560

443

450

447

1995

2007

530

420

2011

Hungary
2015

2019

600

530

530

550

510

520

400

500

510

390

490

500

380

480

490

370

470

480

504

Iran, Islamic Rep. of
2007

2011

2019

580

1995

1999

2003

2007

2011

2015

2019

570

570

560

560

550

490

550

540

470

463

460

459

540
530

456

453

523

510

510

500

440

500

490

430

490

480

420

480

470

410

470

460

400

460

450

449

Italy
560

1999

2007

2011

2015

2019

620

1995

1999

2003

2011

2015

2019

510

610

500

600

490

530

590

480

520

580

500

491

495

501

499

500

571

570
560

530

554

550

552

1999

2003

2007

2011

2015

2019

513
507

Jordan
2007

540

510

527

516

Japan
2003

550

493

1995

520

520

1995

522

530

530
518

450

448

2019

Israel

500
474

2015

539

530

510

480

543

537

Ireland
2015

2011

540

510

2003

2007

552

560

535

410

1999

2003

570

546

520

1995

1999

580

556

420

520

1995

590

540

430

2003

550

440
421

1999

554

558

570

1995

1999

2003

2007

2011

2015

2019

482
475

470
460

450

452

449

450

490

550

440

480

540

430

470

530

420

460

520

410

450

510

400

440

500

390

426

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

222

Exhibit 4.3: Trend Plots of Average Science Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 4.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Kazakhstan
540

1995

1999

2003

2007

Korea, Rep. of
2011

2015

2019

610

1995

1999

2003

2007

Kuwait
2011

2015

2019

490

530

600

480

520

590

470

510

580

460

490

500

570

490

478

558

560
546

549

560
553

556

561

550
540

420

460

530

410

450

520

400

440

510

390

430

500

380

420

490

370

460

1999

2003

2011

2015

2019

560

1995

430

2003

398

2011

2015

2019

400

519

377

480

370

470

360

460

350

450

340

440

2003

2011

2015

2019

570

Results before 2015 do not include students taught inPolish or Russian.

460

426

420
410

1995

1999

2003

2007

Norway (9)
2011

2015

2019

560

540

540

410

530

1995

1999

2003

2007

2011

2015

2019

530
520
511

510
376

471

430

420

510

520
512

513

514

509

510
499

500

500

490

370

490

480

360

480

470

350

470

460

340

460

450

330

450

440

380

471

440

550

390

2019

450

464

550

520

2015

460

560

394

2011

470

430

393

2007

492

490

440

400

2003

510

New Zealand
2007

1999

510

500

519

488

Morocco
1999

514

490

380

530

1995

480

500

390

1995

519

510

393

2019

411

520

520

406

410

2015

Malaysia
2007

534

530

414

420

450

1999

540

440

2011

430

550

450

2007

444

Lithuania
2007

2003

440

470

Lebanon

1999

450

480

1995

1995

494

494
487

495
489

The trend line from 1995 to 2015 is for students in theireighth year of schooling.

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

223

Exhibit 4.3: Trend Plots of Average Science Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 4.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Oman
500

1995

1999

2003

Portugal
2007

2011

2015

2019

560

1995

1999

2003

Qatar
2007

2011

2015

2019

510

490

550

500

480

540

490

470

530

455

460

457

450
440
423

430

519

470

510

460

500

450

410

470

420

400

460

410

390

450

400

380

440

390

Romania
530

2003

2011

2015

2019

590

1995

1999

2003

2007

2011

2019

480

580

470

510

570

460

500

560

490

550

480

471

470

470
462

470

465

540
530

542
529

544

530

523

510

400

440

500

390

430

490

380

420

480

370

410

470

360

2003

2011

2015

2019

410

640

400

630

390

620

380

608

610
590

600
590
580

580
568

597

1995

567

1999

2003

2007

2011

2011

2015

2019

431

396

Sweden
2015

2019

590

1995

1999

2003

2007

2011

2015

2019

522

521

580
570
370
358

370
360

340

2007

410

560

553

550
540

350

578

2003

436

South Africa (9)

2007

1999

420
514

Singapore

1995

430

450

1999

419

440

520

1995

2019

457

450
543

460

650

2015

Saudi Arabia
2015

520

472

2011

475

Russian Federation
2007

2007

430

480

1999

2003

440
473

420

1995

1999

480

520

490

420

1995

530
332

520

570

330

510

560

320

500

550

310

490

540

300

480

530

290

470

524
511

509

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

224

Exhibit 4.3: Trend Plots of Average Science Achievement Across Assessment Years(Continued)
This exhibit displays changes in achievement for the countries and benchmarking participants that have comparable data from previous TIMSS assessments.
The accompanying table (Exhibit 4.4) provides details, including statistical significance. See Appendix A for country participation in previous assessments.

Turkey
560

1995

1999

2003

United Arab Emirates
2007

2011

2015

2019

530

1995

1999

2003

2007

2011

2015

United States
2019

580

550

520

570

540

510

560

530

500

550

515

520

490

477

480

510
493

500

530

2003

2007

527
513

520

515

2011

525

2015

530

2019

522

520

460

510

480

450

500

470

440

490

460

430

480

450

420

470

440

410

460

490

1999

540
473

465

470

483

1995

Benchmarking Participants

Ontario, Canada
570

1995

1999

2003

2007

2011

Quebec, Canada
2015

2019

580

560

570

550

560
533

540
530

521

524

522

530

510

520

496

2003

2007

2011

2015

2019

500

1995

1999

2003

2007

2011

2015

2019

480
540

540

520

1999

490

550

526

518

1995

Abu Dhabi, UAE

530

531
520

510
507

537

470

461

454

460
450
440

500

510

490

500

420

480

490

410

470

480

400

460

470

390

450

460

380

430

420

Dubai, UAE
580

1995

1999

2003

2007

2011

2015

2019

570
560

548

550
540
525

530
520
510
500
490

489

485

480
470
460
See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
Ɪ The black bars represent the 95% confidence interval.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

225

Exhibit 4.4: Differences in Average Science Achievement Across Assessment Years
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Average Scale
Score

Countryy yyy Australia

2019
2015
2011
2007
2003
‡ 1995y yyy Bahrain
2019
2015
2011
2007
2003
y yyy Chile
2019
2015
2011
2003
1999
y yyy Chinese Taipei
2019
2015
2011
2007
2003
1999
y yyy Cyprus
2019
2007
2003
1999
1995
y yyy Egypt
2 2019
2015
2007
2003
y yyy England
2019
2015
‡ 2011† 2007≡ 2003† 19993 † 1995
y yyy Finland
2019
2011
y yyy France
2019
1995
y yyy Georgia
1 20191 2 2015
1 2011
1 2007y yyy Hong Kong SAR† 201920152011† 2007† 2003† 1999
1995

y

y

y

y

y

y

y

y

y

y

528 (3.2)512 (2.7)
519 (4.7)515 (3.6)
527 (3.9)514 (3.9)
yyy yyy
486 (1.9)466 (2.2)452 (1.9)467 (1.7)
438 (1.7)
yyy yyy462 (2.9)454 (3.1)
461 (2.5)413 (2.8)420 (3.8)
yyy yyy574 (1.9)
569 (2.1)
564 (2.3)
561 (3.6)
571 (3.5)
569 (4.2)
yyy yyy
484 (1.9)452 (2.2)
441 (2.1)
460 (2.3)
452 (1.9)
yyy yyy389 (5.4)
371 (4.3)
408 (3.6)
421 (3.9)
yyy yyy517 (4.8)
537 (3.8)533 (4.9)
542 (4.4)
544 (4.0)
538 (4.8)533 (3.5)
yyy yyy543 (3.1)
552 (2.4)
yyy yyy489 (2.7)
488 (3.2)
yyy yyy447 (3.9)443 (3.1)
420 (3.0)421 (4.6)
yyy yyy504 (5.2)
546 (3.9)535 (3.4)
530 (5.0)556 (3.0)
530 (3.5)510 (5.9)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
16 

yyy 
9 -7 yyy 
14 
-3 
4 

yyy 
1 
-15 
-8 
-12 

yyy 

yyy 
15 
-2 
6 
1 
13 

y yyy 20 

yyy 
34 
13 yyy 
19 
-2 
-15 

yyy 
48 
28 
14 
29 

yyy 

yyy y yyy 8 

yyy 
1 -7 yyy 

yyy 
49 
41 
49 

yyy 
42 
34 
41 
-8 

yyy 

y yyy 5 

yyy 
11 
6 yyy 
13 
8 
3 

yyy 
3 
-2 
-7 
-10 

yyy 
5 
0 
-5 
-8 
2 

yyy 

y yyy yyy 

yyy 
32 

yyy 
42 
10 yyy 
23 
-9 
-19 

yyy 
32 
0 
-11 
8 

y yyy 19 

yyy 

yyy 
-19 -37 yyy 
-32 
-50 
-13 

yyy 

yyy y yyy -20 

yyy 
-16 
4 yyy 
-25 
-5 
-9 

yyy 
-27 
-7 
-11 
-2 

yyy 
-22 
-2 
-5 
3 
5 

yyy 
-17 
3 
0 
8 
11 
5 

y yyy yyy 
-10 

yyy 

yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 

yyy 

yyy 1 y yyy 4 

yyy 
27 
23 yyy 
26 
22 
-1 

yyy 

yyy 

yyy y yyy -42 

yyy 
-32 
11 yyy 
-27 
16 
5 

yyy 
-53 
-10 
-21 
-26 

yyy 
-26 
16 
6 
1 
27 

yyy 
-6 
36 
25 
20 
46 
20 

Science Achievement Distribution























100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

5th

400

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

See Appendix A for country participation in previous TIMSS assessments.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

226

Exhibit 4.4: Differences in Average Science Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryy yyy Hungary

2019
2015
2011
2007
2 20031999
1995
y yyy Iran, Islamic Rep. of
2019
2015
2011
2007
2 20031999
1995
y yyy Ireland
2019
2015
1995
y yyy Israel
3 20193 20153 2011y yyy Italy
2019
2 2015
2011
2007
2003
2 1999y yyy Japan
2019
2015
2011
2007
2003
1999
1995
y yyy Jordan
2019
2015
2011
2007
2003
1999
y yyy Kazakhstan
2 20192011
y yyy Korea, Rep. of
2019
2015
2011
2007
2003
1999
1995
y yyy Kuwait
2019
2015
y yyy Lebanon
2019
2015
2011
2007
2003

y

y

y

y

y

y

y

y

y

y

yyy yyy530 (2.6)
527 (3.4)
522 (3.1)
539 (2.9)543 (2.8)552 (3.6)
537 (3.2)
yyy yyy449 (3.6)456 (4.0)474 (4.0)459 (3.7)453 (2.4)
448 (3.8)463 (3.7)
yyy yyy523 (2.9)
530 (2.8)518 (5.1)
yyy yyy513 (4.2)
507 (3.9)516 (4.0)
yyy yyy
500 (2.6)
499 (2.4)
501 (2.4)495 (2.9)
491 (3.1)
493 (4.0)
yyy yyy570 (2.1)
571 (1.8)558 (2.4)554 (1.8)552 (1.9)550 (2.1)
554 (1.8)
yyy yyy452 (4.7)
426 (3.4)
449 (4.1)
482 (4.0)475 (3.7)
450 (3.8)
yyy yyy478 (3.1)
490 (4.2)
yyy yyy561 (2.1)
556 (2.2)
560 (2.0)553 (2.0)558 (1.6)
549 (2.7)
546 (2.1)
yyy yyy444 (5.7)
411 (5.2)
yyy yyy377 (4.6)
398 (5.3)
406 (5.0)414 (6.0)
393 (4.2)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
7 
5 yyy 
-9 
-12 
-17 

yyy 
-13 
-16 
-20 
-4 

yyy 
-23 
-25 
-30 
-13 
-10 


yyy 
-7 

y yyy -7 

yyy 
-25 -18 yyy 
-10 
-3 
15 

yyy 
-4 
3 
21 
6 

yyy 
1 
8 
26 
11 
5 

yyy 
-13 
-6 
12 
-4 
-9 
-15 

y yyy -7 

yyy 

yyy 

yyy 

yyy 

yyy 
5 
12 

y yyy 7 

yyy 
-2 -9 

yyy 

yyy 

yyy 

yyy y yyy 2 

yyy 
-1 -2 yyy 
5 
4 
6 

yyy 
10 
8 
10 
4 

yyy 
7 
6 
8 
2 
-2 

yyy 

y yyy -1 

yyy 
12 
13 yyy 
16 
17 
4 

yyy 
17 
19 
6 
2 

yyy 
20 
21 
8 
4 
3 

yyy 
15 
16 
3 
-1 
-2 
-5 

y yyy 26 

yyy 
3 -23 yyy 
-30 
-56 
-33 

yyy 
-23 
-49 
-26 
7 

yyy 
2 
-24 
-1 
31 
25 

yyy 

y yyy yyy 
-12 

yyy 

yyy 

yyy 

yyy y yyy 5 

yyy 
1 -5 

yyy 
8 
2 
7 

yyy 
2 
-3 
2 
-5 

yyy 
12 
7 
12 
4 
10 

yyy 
15 
10 
14 
7 
13 
3 

y yyy 33 

yyy 

yyy 

yyy 

yyy 

yyy y yyy -21 

yyy 
-29 -8 yyy 
-37 
-15 
-8 

yyy 
-17 
5 
13 
20 

yyy 

yyy yyy 
2 

Science Achievement Distribution

-9 
-14 
2 
6 
16 




















100




200

300

Average from more recent year significantly higher
Average from more recent year significantly lower

5th

400

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

227

Exhibit 4.4: Differences in Average Science Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryy yyy Lithuania

2019
2 2015
1 2011
1 2007
1 2003
1 19991 2 1995
y yyy Malaysia
2019
2015
2011
2007
2003
1999
y yyy Morocco
2019
2015
2011
y yyy New Zealand† 2019† 2015
2011
2003
1999
1995
y yyy Norway (9)† 20192015
y yyy Oman
2019
2015
2011
2007
y yyy Portugal
2019
1995
y yyy Qatar
2019
2015
2011
y yyy Romania
2019
2011
2007
2003
1999
1995
y yyy Russian Federation
2 20192015
2 2011
2007
2003
1999
2 1995y yyy Saudi Arabia
2 2019
2015
2011

y

y

y

y

y

y

y

y

y

y

yyy yyy534 (3.0)519 (2.8)514 (2.5)
519 (2.6)
519 (2.2)
488 (4.1)
464 (4.0)
yyy yyy460 (3.5)471 (4.1)
426 (6.2)
471 (6.0)
510 (3.6)
492 (4.3)
yyy yyy394 (2.7)
393 (2.5)376 (2.2)
yyy yyy499 (3.5)513 (3.1)
512 (4.6)
520 (5.0)510 (5.1)
511 (4.9)
yyy yyy495 (3.1)
509 (2.8)
yyy yyy457 (2.9)455 (2.7)
420 (3.2)
423 (2.9)
yyy yyy519 (2.9)473 (3.1)
yyy yyy475 (4.4)457 (3.0)419 (3.2)
yyy yyy470 (4.2)
465 (3.5)
462 (3.7)
470 (4.9)472 (5.7)
471 (5.2)
yyy yyy543 (4.2)
544 (4.2)
542 (3.3)
530 (3.7)
514 (3.6)
529 (6.4)
523 (4.4)
yyy yyy431 (2.6)
396 (4.5)
436 (3.8)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
20 
5 

yyy 
15 
1 
-5 

yyy 
14 
0 
-6 
-1 

yyy 
46 
31 
26 
30 
31 


yyy 
70 

y yyy -11 

yyy 
34 
44 yyy 
-11 
0 
-44 

yyy 
-50 
-40 
-84 
-40 

yyy 
-32 
-22 
-66 
-22 
18 

yyy 

y yyy 1 

yyy 
18 
17 yyy 

yyy 

yyy 

yyy y yyy -14 

yyy 
-13 
1 yyy 

yyy 
-21 
-7 
-8 

yyy 
-11 
3 
2 
10 

yyy 
-12 
2 
1 
9 
-1 

y yyy -13 

yyy 

yyy 

yyy 

yyy 

yyy y yyy 3 

yyy 
37 
35 yyy 
35 
32 
-3 

yyy 

yyy 

yyy y yyy yyy 

yyy 

yyy 

yyy 

yyy 46 y yyy 18 

yyy 
56 
38 yyy 

yyy 

yyy 

yyy y yyy yyy 
5 

yyy 
8 
3 yyy 
0 
-5 
-8 

yyy 
-2 
-7 
-10 
-2 

yyy 
-1 
-6 
-9 
-1 
1 

y yyy -1 

yyy 
0 
2 yyy 
13 
15 
13 

yyy 
29 
30 
29 
16 

yyy 
14 
15 
13 
0 
-16 

yyy 
20 
22 
20 
7 
-9 
7 

y yyy 35 

yyy 
-5 -40 yyy 

yyy 

yyy 

yyy yyy 
15 

Science Achievement Distribution

56 
50 
55 
56 
25 




















100



Average from more recent year significantly higher



Average from more recent year significantly lower

200

300

5th

400

500

Percentiles of Performance
75th
25th

600

700

800

95th

95% Confidence Interval for Average (±2SE)

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

228

Exhibit 4.4: Differences in Average Science Achievement Across Assessment Years(Continued)
Average Scale
Score

Countryy yyy Singapore
2 20192 20152 2011

2007
2003
1999
1995
y yyy South Africa (9)ψ 20192015
ψ 2011y yyy Sweden
2 2019
2015
2011
2007
2003
1995
y yyy Turkey
2019
2015
2011
y yyy United Arab Emirates
2019
2015
2011
y yyy United States† 2019† 20152 20112 † 2007‡ 20031999† 1995

y

y

y

y

y

yyy yyy608 (3.9)
597 (3.2)
590 (4.3)
567 (4.4)
578 (4.2)
568 (8.0)
580 (5.6)
yyy yyy370 (3.1)
358 (5.6)
332 (3.6)
yyy yyy521 (3.2)
522 (3.4)509 (2.6)
511 (2.5)524 (2.7)553 (4.3)
yyy yyy515 (3.7)
493 (4.0)483 (3.4)
yyy yyy473 (2.2)
477 (2.3)
465 (2.4)
yyy yyy522 (4.7)
530 (2.8)525 (2.4)
520 (2.9)527 (3.2)
515 (4.4)513 (5.5)

Differences Between Years
2015

2011

2007

2003

1999

1995

yyy 
18 
7 

yyy 
40 
29 
23 

yyy 
30 
19 
12 
-11 

yyy 
40 
29 
22 
-1 
10 


yyy 
27 

y yyy 12 

yyy 
38 
26 yyy 

yyy 

yyy 

yyy y yyy -1 

yyy 
12 
13 yyy 
11 
12 
-1 

yyy 
-3 
-2 
-15 
-14 

yyy 

yyy 
-31 
-30 
-43 
-42 
-28 

y yyy 22 

yyy 
32 
10 

yyy 

yyy 

yyy 

yyy y yyy -4 

yyy 
8 
12 

yyy 

yyy 

yyy 

yyy y yyy -8 

yyy 
-2 
5 

yyy 
2 
10 
5 

yyy 
-5 
3 
-3 
-7 

yyy 
7 
15 
10 
5 
12 

yyy 
10 
17 
12 
7 
15 
2 

yyy 
-2 

yyy 
0 
3 yyy 
-5 
-2 
-5 

yyy 
-11 
-9 
-12 
-7 

yyy 
3 
6 
3 
8 
15 

yyy 
25 
28 
25 
30 
37 
22 

y yyy 7 

yyy 
17 
10 

yyy 
30 
23 
13 

yyy 
6 
-1 
-11 
-24 

yyy 
-4 
-11 
-21 
-34 
-9 

yyy 
27 
20 
10 
-3 
21 
30 

y yyy -34 

yyy 
-41 -7 yyy 

yyy 

yyy 

yyy y yyy 23 

yyy 
63 
40 yyy 
59 
36 
-4 

yyy 

yyy 

yyy yyy 
11 

16 
10 
-13 
-3 
-12 










Benchmarking Participants
y yyy Ontario, Canada

2019
2015
2 2011
2 20072 20031999
1995
y yyy Quebec, Canada‡ 2019≡ 20152011
3 2007
2003
1999
1995
y yyy Abu Dhabi, UAE
2019
2015
2011
y yyy Dubai, UAE
2 201920152011‡ 2007yyy522 (3.0)524 (2.5)
521 (2.4)
526 (3.6)
533 (2.7)
518 (3.1)
496 (3.8)
yyy yyy537 (3.6)
530 (4.4)
520 (2.6)507 (3.0)
531 (3.0)
540 (4.9)510 (7.0)
yyy yyy420 (3.6)454 (5.6)
461 (3.9)
yyy yyy548 (2.0)525 (2.0)
485 (2.6)
489 (2.7)

Science Achievement Distribution

100

200

300

100

200

300

400

500

600

700

800

400

500

600

700

800









Average from more recent year significantly higher



Average from more recent year significantly lower

5thPercentiles of Performance
75th
25th

95th

95% Confidence Interval for Average (±2SE)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

229

Average Achievement by Gender
Exhibit 4.5 shows the differences in average science achievement between girls and boys. In TIMSS
2019, girls had higher average achievement than boys in 15 countries, there was gender equity inaverage science achievement in 18 countries, and boys had higher average achievement than girls in
6 countries.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

230

Exhibit 4.5: Average Science Achievement by Gender
Girls
Country
Oman
JordanBahrain
2 Saudi Arabia
KuwaitQatar
2 Egypt
United Arab Emirates
FinlandIran, Islamic Rep. of
Cyprusψ South Africa (9)2 Sweden
Romania
Turkey2 Kazakhstan
Malaysia
Ireland
Lebanon† United States
EnglandLithuania† Hong Kong SAR
Morocco1 Georgia
Australia† Norway (9)† New Zealand
3 IsraelFranceChinese Taipei
Portugal
2 Singapore
2 Russian Federation
Italy
Japan
Korea, Rep. of
Chile
Hungary

International Average

Boys

Gender Difference

Difference(Absolute
Value)

Percent ofStudents

Average
Scale Score

Percent ofStudents

Average
Scale Score

Girls
Scored Higher

48 (1.1)
48 (3.4)
49 (0.9)49 (0.9)53 (2.2)
50 (2.4)
55 (2.0)48 (1.8)48 (0.8)47 (1.3)
49 (0.6)
52 (0.6)
49 (0.9)51 (0.9)50 (1.3)
49 (1.1)
51 (1.1)
49 (1.1)
49 (1.4)
49 (0.9)53 (1.9)50 (1.0)46 (2.1)
50 (0.7)
48 (1.2)
49 (1.5)
49 (0.7)
48 (2.1)
52 (1.7)
49 (0.8)50 (0.9)50 (1.1)
49 (0.7)
48 (1.0)50 (1.0)52 (1.0)48 (1.4)
49 (1.6)50 (0.9)485 (3.1)
480 (4.0)
512 (2.6)455 (3.3)
461 (5.7)
488 (5.2)
402 (6.1)
486 (3.9)552 (3.1)
459 (4.6)
491 (2.4)
376 (3.2)
527 (3.7)475 (4.3)
520 (3.8)483 (3.4)
463 (3.5)
526 (3.0)379 (5.3)
525 (3.9)518 (5.5)535 (3.0)505 (5.9)395 (2.9)447 (4.4)
529 (3.1)
495 (3.5)
497 (3.6)512 (4.5)487 (2.6)
572 (2.4)
516 (3.2)
604 (4.5)
539 (4.5)
497 (2.8)565 (2.4)555 (2.9)457 (3.6)
520 (2.9)

52 (1.1)
52 (3.4)
51 (0.9)51 (0.9)47 (2.2)
50 (2.4)
45 (2.0)52 (1.8)52 (0.8)
53 (1.3)
51 (0.6)
48 (0.6)51 (0.9)49 (0.9)50 (1.3)
51 (1.1)
49 (1.1)
51 (1.1)
51 (1.4)
51 (0.9)47 (1.9)50 (1.0)
54 (2.1)
50 (0.7)
52 (1.2)
51 (1.5)51 (0.7)
52 (2.1)
48 (1.7)51 (0.8)50 (0.9)50 (1.1)
51 (0.7)
52 (1.0)50 (1.0)48 (1.0)52 (1.4)
51 (1.6)50 (0.9)431 (4.5)427 (6.6)
461 (2.8)408 (3.9)426 (9.4)
461 (6.0)
374 (8.2)
461 (4.0)533 (3.9)
441 (5.4)
476 (2.5)364 (3.6)
516 (3.8)465 (4.9)510 (5.1)
474 (3.6)
458 (4.3)
521 (3.9)374 (5.2)
520 (6.1)
515 (6.6)
533 (3.6)503 (6.3)
393 (2.9)446 (4.5)
528 (4.6)
496 (3.8)500 (4.9)515 (5.0)490 (3.6)
576 (2.5)
522 (3.4)
611 (4.5)
546 (4.6)504 (3.0)575 (2.5)566 (2.6)
468 (3.9)
540 (3.2)

54 (5.1)
53 (7.6)
51 (3.7)
47 (5.0)35 (10.3)
28 (7.4)
27 (9.2)
25 (6.5)
19 (3.5)
17 (7.2)
15 (3.1)
12 (2.8)
11 (4.0)
10 (3.9)
10 (5.1)
9 (3.4)5 (3.7)5 (3.8)5 (5.0)5 (4.3)3 (7.2)2 (2.9)2 (6.5)2 (2.4)1 (4.3)0 (4.7)
1 (3.9)3 (5.0)3 (4.6)4 (3.4)4 (2.9)6 (3.1)7 (4.4)7 (3.5)7 (2.7)10 (2.5)
10 (3.5)
11 (4.7)
20 (3.1)

50 (0.2)

495 (0.6)

50 (0.2)

485 (0.8)##### ##### 80

47 (2.1)
55 (0.9)50 (3.6)
51 (2.0)50 (0.9)48 (1.1)
55 (1.2)

436 (6.9)427 (4.1)
551 (5.5)537 (4.1)
520 (3.4)
561 (3.2)
434 (6.1)

53 (2.1)
45 (0.9)50 (3.6)
49 (2.0)50 (0.9)52 (1.1)
45 (1.2)

406 (5.8)416 (4.3)
544 (6.6)
536 (4.0)523 (3.5)
572 (3.3)
445 (6.2)

30 (10.6)
11 (3.4)
7 (11.4)0 (3.7)4 (3.3)10 (2.8)
11 (6.8)

Boys
Scored Higher

40

0

40

80

40

0

40

80

Benchmarking Participants
Abu Dhabi, UAE
Gauteng, RSA (9)2 Dubai, UAE‡ Quebec, Canada
Ontario, Canada
Moscow City, Russian Fed.
Western Cape, RSA (9)80█ Difference statistically significant█ Difference not statistically significant
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

231

Trends in Average Achievement by Gender
For the TIMSS 2019 countries with comparable data from previous TIMSS assessments, Exhibit 4.6
contains graphs of average science achievement across assessments by gender. The countries arepresented in alphabetical order. The difference in average science achievement between boys andgirls has remained relatively stable in most countries, with any overall increases or decreases inachievement from assessment to assessment occurring similarly for both girls and boys. However,consistent with girls having average higher achievement than boys in more countries than the otherway around, a number of countries with no gender gap in TIMSS 2015 had a gap favoring girls in
TIMSS 2019, including Egypt, Iran, South Africa (ninth grade), and Sweden. (Finland, Kazakhstan,and Romania did not have comparable data from 2015, but had a gap favoring girls in TIMSS 2019that did not exist in 2011.) The gender gap in average achievement favoring girls in TIMSS 2015 wasclosed in Lebanon, Malaysia, Morocco, and Turkey. Japan and Korea had no gender gap in 2015, but
had a gap favoring boys in 2019. The gender gap in average achievement favoring boys in TIMSS 2015
was closed in Hong Kong SAR and the United States.

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

232

Exhibit 4.6: Trend Plots of Average Science Achievement Across Assessment Years by GenderThis exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Australia
580

1995

1999

2003

Bahrain
2007

2011

2015

2019

530

570

520

560

510
537*

540

520

524*

529

527*
515

517
508

511
505

528

2003

420

460

410

2015

2019

530

453*

461

1995

1999

2003

2007

2011

2015

2019

450

430

500

491*

490

560

561

550

571
563
559

564
564

568

572

470

450

476

465*

460*

451

455

443

340

510

410

330

440

England
2019

600

1995

1999

2003

444

2011

2015

2019

550

590

540

580

530

560

570

520

550

543*

546

540
538

530
520

560
534

522

537

532

537

550
540

536
518

522

555

552*

402*
400
377
374
364

500

550

530

1999

2003

2007

2011

2015

533

2019

499*
490

490

487

480

520

470

510

460

490

500

450

480

490

440

470

480

430

515

1995

510

500

510

417*

France
2007

570
550*

2019

350

580

554*

2015

421

Finland
2015

2011

360

420

590

422

2007

370

520

2011

2003

380

454

430

2007

1999

390

530

2003

1995

410

440

1999

398

420

540

1995

409

400

480

460

427*

Egypt

600

571

432*

457
448

370

440

570

454

380

423

510

572

468*

410

520

576

2019

460*

390

437

2015

470*

400

442
423

2011

420

610

578*

2007

450

620

590

2003

480

Cyprus
2011

1999

460

492*
482*

Chinese Taipei

580

1995

470
499*

450

470

2007

490

430

430

2003

2019

440

480

1999

2015

512*

460

510

2011

470

440

1995

Chile
2007

480

490

630

1999

490

520*

510
500

1995

500

550

530

* Average significantly higher than other gender

Boys

477

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

233

Exhibit 4.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Georgia
490

1995

1999

2003

Hong Kong SAR
2007

2011

2015

2019

590

480

580

470

570

460

560

450

444

440

432*

430

425*

443

447

550

446

540
530

420

1995

410

400

415

1999

2003

2007

2011

Hungary
2015

2019

600

570

551*
537*

552

533

525*
528

522

560

536

550
540

534
505

520

500

503

510

480

490

370

470

480

510

2011

2019

580

1995

1999

2003

2011

2015

2019

570

570

560

490

560

550

550

540

480

475*

470

461*

460

472

454

450
440

466

453

448

540
459 459*

441

430

531

527*

430

510
500

521
510

470

400

470

460

390

460

450

1999

2007

2011

2015

2019

620

1995

1999

2003

2007

2011

2015

2019

510

610

500

540

600

490

530

590

480

510

580
508*

503*
496*

500
490
480

484

486

499*
491

504*

504*

570

571
564*
556*

560
493

494

497

557*

550
540

544

520

1995

1999

2003

2007

2011

2015

2019

519
510
512

515
512

504

Jordan

550

520

519
513

Japan
2003

540*

490
480

1995

535*

533

500

480

560

530

525

510

410

Italy

531*

540

520

490

420

545*

530
526

529

520

454

453

530

2019

Israel
2007

500
477

2015

556*
549*

Ireland
2015

2011

500

492

Iran, Islamic Rep. of
2007

2007

565*

530

510

490

2003

2003

540

380

1999

1999

580

561*

390

1995

1995

590

520

410

* Average significantly higher than other gender

Boys

543

548

556
552

562*

570

554

575*

470
460

565

1995

1999

2003

2007

2011

2015

2019

499*
489*
480*
471*
460*
462

466

447*

450
440

442

430

470

530

420

460

520

410

450

510

400

440

500

390

428

427

405

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

234

Exhibit 4.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Kazakhstan
540

1995

1999

2003

2007

* Average significantly higher than other gender

Boys

Korea, Rep. of
2011

2015

2019

610

1995

1999

2003

2007

Kuwait
2011

2015

2019

480

530

600

470

520

590

460

510

580

500

570

492

490

483*

488

480

560

474

559*

559*

564*

540

563
557*

552

566*
557

558
549

554

555

440

510

380

430

500

370

420

490

360

460

2019

550

450

540

440

530

430

520
417

420

395

400
390

410

1995

393

370

480
379

522*

374

2011

2015

2019

519

499*

518*

520

533

350

440

340

430

530

2011

2015

2019

570

478

488

463
466
434*

Results before 2015 do not include students taught inPolish or Russian.

419

410

1995

1999

2003

2007

Norway (9)
2011

2015

2019

560

410

530

374

393

510

530
525

524*

506
497

1999

2003

2007

2011

512
501

500
497

500
490
480

360

480

470

350

470

460

340

460

450

330

450

440

2015

2019

523*
511

510

513
515

1995

520

522*

513

500
490

458

420

540

390

466

430

452

540

378

476*

475

440

420

390

2019

505

450

550

520

2015

498

460

550

395

2011

470

560

397*

2007

515*

480

430

400

2003

510

New Zealand
2007

1999

520

440

370

1995

490

510

477*

Morocco

380

387

500

519

460
450

2003

426

Malaysia
2007

516 518

470

360

1999

2003

490

404

392

1995

1999

535

500

403*

380

450

434*

390

510
408

410

461*

Lithuania
2015

2019

400

530

Lebanon
2011

2015

410

538

520

2007

2011

420

450

2003

2007

430

530

1999

2003

440

460

1995

1999

450

550

470

1995

506

498*

495
487

490

486

494

507
490

496
495

489

The trend line from 1995 to 2015 is for students in theireighth year of schooling.

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

235

Exhibit 4.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Oman
490

1995

1999

* Average significantly higher than other gender

Boys

Portugal

2003

2007

2011

2015
478*

480

2019
485*

550

1995

1999

2003

Qatar
2007

2011

2015

458*

460

522*
516

510

440

433

430

431

489*

410

470

430

400

460

380

440

400

430

390

Romania
530

2003

2011

2015

2019

590

1995

1999

2003

2007

2011

2019

470

580

460

510

570

450

500

560

490

550
478*

475

475*

474*
466*

470
460

464

468

465

466

540
530

465

464
458

450

546

540*
533

530*
519*

520
510

546

516

539

542

527

370
360

410

470

350

Singapore
2015

2019

410

630

400

620

390

611

610
597

600

580

591

587
574

578*

570

576

560
550

579

596

589
571
563

557

604

2007

2011

1995

1999

424

2003

2007

2011

455*

423*

408

368

Sweden
2015

2019

590

1995

1999

2003

2007

2011

2015

2019

580
570
376*

370

364

350

353
335

560

540
530
520
510

330
328

559*

550

362

360

320

2019

380

380

340

2015

450*

South Africa (9)
2011

2003

390
508

480

2007

1999

400

519

420

590

1995

410

490

2003

406

420
539

430

1999

441
432*

430

500

1995

461

440
546*

440

640

471*

Saudi Arabia
2015

520

480

488*

Russian Federation
2007

2019

410

450

1999

2015

420
456

390

1995

2011

450
440

380

2007

470

480

370

2003

490

420

391

1999

460

500
490

1995

480

520

452*

450

510
500

540
530

470

2019

500

540

310

490

530

300

480

520

290

470

546

528*
521

523
512

511

510

508

522

527*

516

See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

236

Exhibit 4.6: Trend Plots of Average Science Achievement Across Assessment Years by Gender(Continued)
This exhibit displays changes in achievement for girls and boys in each country and benchmarking participant that have comparable data from previous
assessments. See Appendix A for country participation in previous assessments.
Girls

Turkey
560

1995

1999

2003

* Average significantly higher than other gender

Boys

United Arab Emirates
2007

2011

2015

2019

530

1995

1999

2003

2007

2011

2015

United States
2019

580

550

520

570

540

510

560

530

500

520

520
510

503*

500

510

491*

490
480

486*
477*

480

520
461

450

484

461

452

500
490

460

430

480

450

420

470

440

410

460

475

2007

520*

526*

524*

2011

2015

2019

519
505

530*

533*
525
527

510

440

470

2003

536*

540
530

470
460

1999

550

492*

490

1995

514

520

519

505

Benchmarking Participants

Ontario, Canada
570

1995

1999

2003

2007

2011

Quebec, Canada
2015

2019

580

1995

1999

2003

2007

2011

Abu Dhabi, UAE
2015

2019

500

560

570

490

550

560

480

540*

540

520
510

550

531*

527*

530

526
506*

521

522

524

521

523

523
520

509

500

545

540
530
520

470

540*

537*
522

536
514

522

511

510
500

490
488

506

518

523

503

537

460

536

450

1999

2003

2007

2011

2015

2019

481*
465
458

440
436*

430
420

490

410

470

480

400

460

470

390

450

460

380

480

1995

428

406

Dubai, UAE
570

1995

1999

2003

2007

2011

2015

560

551

550
540

544

529

530
520

520

510
500

2019

495

500*

490
480
470

483
472

460
450
See Appendix A for country participation in previous TIMSS assessments.
The scale interval is 10 points for each country, but a different part of the scale is shown according to each country's average achievement.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

237

Performance at TIMSS International Benchmarks in Science
TIMSS 2019 International Benchmarks
To provide an interpretation of the results on the TIMSS eighth grade science achievement scale inrelation to the students’ performance on the assessment items, TIMSS describes achievement at four
points along the scale as International Benchmarks: Advanced International Benchmark (625), HighInternational Benchmark (550), Intermediate International Benchmark (475), and Low International
Benchmark (400). The descriptions of science achievement at the International Benchmarks were
updated from TIMSS 2015 based on an analysis of the items that students with average achievement
at each of the benchmarks answered successfully in TIMSS 2019.
Exhibit 4.7 summarizes what eighth grade students who reached each of the TIMSS International
Benchmarks in 2019 could do in science. The progression in science achievement is evident frombenchmark to benchmark, from limited knowledge of science facts at the Low International Benchmark
to communicating conceptual understanding in a variety of science contexts at the Advanced International
Benchmark. As much as possible, each description references achievement in the four content areas
covered in the assessment at the eighth grade— biology, chemistry, physics, and Earth science—as well
as science practices assessed by TIMSS. Science practices include skills from daily life and school studies
that students use systematically to conduct scientific inquiry and investigation. The following tables show
the target percentages for the content and cognitive domains.
Target Percentages of Assessment Devoted to Content andCognitive Domains – TIMSS 2019 Eighth Grade Science
Content Domain

Percentage

Biology

35%

Chemistry

20%

Physics

25%

Earth Science20%

Cognitive Domain

Percentage

Knowing

35%

Applying

35%

Reasoning30%

The interactive map of the benchmark descriptions links to example items. It provides an
overview of the science understanding demonstrated by the eighth grade students who performed at
the four different levels on the achievement scale. The following sections provide more information
about students’ achievement in TIMSS 2019 at each International Benchmark as well as more detailed
descriptions of each level together with example items.
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

238

Exhibit 4.7: Summary of TIMSS 2019 International Benchmarks of Science Achievement

Advanced International Benchmark
625

Students communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a varietyof contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and theirfunctions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize theinterdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition ofmatter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare
substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate
understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer
and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrateunderstanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physicalfeatures, and processes. They demonstrate knowledge of the Earth’s resources and their conservation.

High International Benchmark
550

Students apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply
knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic
inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition andproperties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer,electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physicalfeatures, processes, cycles, and history, and show some understanding of Earth’s resources and their use.

Intermediate International Benchmark
475

Students show and apply some knowledge of biology and the physical sciences. Students demonstrate someknowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of theproperties of matter, chemical changes, and a few physics concepts.

Low International Benchmark
400

Students show limited understanding of scientific principles and concepts and limited knowledge of science facts.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

239

Percentages of Students Reaching International Benchmarks
Exhibit 4.8 presents the percentage of students reaching each TIMSS 2019 International Benchmark.
The results are presented in descending order according to the percentage of students reaching theAdvanced International Benchmark and are indicated in the graph with black dots. Because students
who reached the Advanced Benchmark also reached the other benchmarks, the percentages illustrated
in the exhibit and shown in the columns to the right are cumulative.
Consistent with Singapore being the highest performing country, nearly half of their eighth
grade students (48%) reached the Advanced International Benchmark. The next highest percentages
reaching the Advanced level were in Chinese Taipei (29%), Japan (22%), and Korea (22%). Twelve
countries had 10 to 16 percent, and the rest of the countries had fewer than 10 percent of their eighth
grade students reaching the Advanced International Benchmark.
As a point of reference, Exhibit 4.8 provides the international median percentage of students
reaching each benchmark at the bottom of the four right-hand columns. By definition, half thecountries have a percentage in that column above the median and half below the median. The
median percentages of students reaching the International Benchmarks were as follows: Advanced—7
percent, High—29 percent, Intermediate—61 percent, and Low—85 percent. The Low International
Benchmark can be considered a level of minimum proficiency, with Japan (99%) and Singapore (98%)
having nearly all of their students reaching this level.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

240

Exhibit 4.8: Percentages of Students Reaching International Benchmarks of Science Achievement
Advanced
High
Intermediate
Low

Percentages of Students Reaching
International Benchmarks

Country
2 Singapore

Chinese Taipei
Japan
Korea, Rep. of
Finland† United States
2 Russian Federation
2 SwedenTurkeyAustralia
3 Israel
Hungary
Lithuania
EnglandUnited Arab Emirates
Ireland† Hong Kong SAR
Bahrain† New ZealandPortugal
Qatar† Norway (9)2 Kazakhstan
Italy
Romania
Oman
CyprusMalaysia
FranceKuwaitIran, Islamic Rep. of
JordanChileψ South Africa (9)2 Saudi Arabia
1 Georgia
Lebanon2 Egypt
Morocco### International Median

Benchmarking Participants

0

25

50

75

Moscow City, Russian Fed.
‡ Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)
25

50

75

High
Benchmark(550)

Intermediate
Benchmark
(475)

Low
Benchmark(400)

48 (1.9)29 (1.0)22 (1.4)
22 (0.9)
16 (1.0)
15 (1.1)
13 (1.4)
13 (1.1)
13 (0.9)
13 (1.2)
12 (1.3)
12 (1.1)
11 (1.0)
11 (1.3)
10 (0.4)
10 (0.8)9 (1.2)8 (0.5)8 (0.6)7 (0.7)7 (0.9)6 (0.6)4 (0.6)4 (0.5)4 (0.6)4 (0.5)3 (0.4)3 (0.4)3 (0.5)2 (0.5)2 (0.5)2 (0.3)1 (0.2)1 (0.1)1 (0.2)1 (0.3)1 (0.2)1 (0.2)0 (0.1)77 (2.0)64 (1.0)63 (1.1)
56 (1.1)
50 (1.5)
43 (1.8)
48 (2.3)
41 (1.5)
38 (1.8)
43 (1.6)
38 (1.9)42 (1.5)
43 (1.6)
38 (2.1)
30 (0.8)40 (1.4)
33 (2.1)
29 (0.8)30 (1.4)
34 (1.5)
25 (1.8)
28 (1.4)
20 (1.3)
26 (1.2)
19 (1.6)
19 (0.9)22 (1.1)
18 (0.8)
22 (1.4)
15 (1.5)
13 (1.4)
15 (1.1)
13 (1.2)
5 (0.4)9 (0.6)10 (1.4)
5 (0.7)6 (0.7)3 (0.4)91 (1.2)
88 (0.7)
90 (0.6)
86 (0.8)80 (1.4)
70 (1.8)
82 (1.7)
71 (1.5)
66 (1.6)
74 (1.2)
67 (1.9)75 (1.3)
78 (1.2)
69 (2.1)
53 (0.9)73 (1.5)
64 (2.3)
57 (0.9)63 (1.6)
73 (1.7)
51 (1.8)
61 (1.5)
51 (1.7)
65 (1.5)
49 (2.1)
46 (1.1)
57 (1.2)
47 (1.6)
59 (1.4)
39 (2.2)
39 (1.7)
45 (2.0)45 (1.5)
15 (0.8)
33 (1.2)
38 (1.8)
19 (1.3)
24 (1.6)
17 (0.9)

98 (0.5)
97 (0.3)
99 (0.3)
96 (0.4)
94 (0.7)
88 (1.4)
97 (0.8)89 (0.9)88 (1.0)92 (0.7)
87 (1.2)
93 (0.7)
95 (0.6)
89 (1.4)
72 (0.7)
92 (0.9)85 (1.9)79 (0.9)85 (1.2)
95 (1.0)76 (1.4)
86 (1.0)82 (1.3)
91 (0.9)78 (1.5)
72 (1.1)
83 (0.9)74 (1.7)87 (0.9)68 (2.2)
72 (1.3)
72 (1.9)78 (1.4)
36 (1.2)
64 (1.2)
72 (2.1)
41 (1.9)49 (2.1)
48 (1.4)

7

29

61

85

23 (0.9)20 (1.5)
10 (1.2)
9 (1.0)6 (1.0)6 (0.5)2 (0.4)54 (1.0)61 (1.9)44 (2.2)
36 (1.5)
17 (1.9)19 (0.9)
11 (1.0)78 (0.7)
91 (0.8)
82 (1.5)
73 (1.4)
35 (1.9)38 (1.3)
29 (1.6)

91 (0.6)
99 (0.3)
97 (0.7)
93 (0.7)
60 (1.7)
56 (1.4)
57 (1.5)100

2 Dubai, UAE

0Advanced
Benchmark
(625)

100

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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241

Trends in Percentages of Students Reaching International Benchmarks
Exhibit 4.9 shows the changes in percentages of students reaching the benchmarks for countries
that have comparable data from previous assessments. The trends indicate more improvement at
the two higher benchmarks than declines, in contrast to similar improvements but more declines atlower benchmarks. Of the 33 countries participating in both 2015 and 2019, 10 increased and only
1 decreased at the Advanced International Benchmark, 9 increased and 4 decreased at the HighBenchmark, 10 increased and 8 decreased at the Intermediate Benchmark, and 8 increased and 8
decreased at the Low Benchmark.
The longer-term trends also show a similar pattern. Between 2007 and 2019, the 23 countries
participating in those two assessments had 13 increases and 2 decreases at the Advanced level,
12 increases and 4 decreases at the High level, 10 increases and 5 decreases at the Intermediatelevel, and 8 increases and 9 decreases at the Low level. Between 1995 and 2019, the 18 countries
participating in both assessments had 7 increases and 2 decreases at the Advanced level, 8 increases
and 2 decreases at the High level, and 7 increases and 3 decreases at the Intermediate level, as well as
5 increases and 6 decreases at the Low level.

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242

Exhibit 4.9: Percentages of Students Reaching International Benchmarks of Science Achievement AcrossAssessment Years
Advanced
International Benchmark(625)Country

High
International Benchmark(550)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1999

1995

2019

2015

2011

2007

2003

1999

1995

48
29
22
22
16
15
13
13
13
13
12
12
11
11
10
10
9
8
8
7
7
6
4
4
4
4
3
3
3
2
2
2
1
1
1
1
1
1
0

42 
27
24
19 

40 
24 
18 
20
13 
10 
14
6 
8 
11
11
9 
6 
14
4 

32 
25 
17 
17 

33 
26
15 
17 

29 
27
16 
19 

29 

74
63
63
54

66 
63
53 
57

60 
61
52 
50 

64 

11 
6 
8 

12
15

38 
41 
32 

41
32 
38

37 
41

8 

9 

33 

40

13
8 
17 

14
6 
15

19 
5 
17 

12
2 
15 

69 
60 
57 
57
53
40
48
33 
26 
35 
39
39
33 
44
19 

61 
60 
55 
54

10 
11
6 

46
36 
48 

46
34 
48 

53 
22 
45 

44
14 
43 

10
2 

13 
0 
7

7

11
7

77
64
63
56
50
43
48
41
38
43
38
42
43
38
30
40
33
29
30
34
25
28
20
26
19
19
22
18
22
15
13
15
13
5
9
10
5
6
3

45 
17 

58 
6 
35

40 

38
33

23
20

26
21

8 
28 

14 
24 

Singapore
Chinese Taipei
Japan
Korea, Rep. of
FinlandUnited States
Russian Federation
SwedenTurkeyAustralia
IsraelHungary
Lithuania
EnglandUnited Arab Emirates
IrelandHong Kong SAR
Bahrain
New ZealandPortugal
Qatar
Norway (9)Kazakhstan
Italy
Romania
Oman
CyprusMalaysia
FranceKuwaitIran, Islamic Rep. of
JordanChile
South Africa (9)Saudi Arabia
Georgia
Lebanon
Egypt
Morocco

12 
14
10 
8 
7 
12
12
8 
14
7 
10
12
6 
10 
6
6

9
3 
9

18 
17 
11 
11
19 
10

10

9
2 

3 

3 

4
4
3 
2 

3

1 

4

4
2 
1 
1 
3

4
4
0 
4

6
5
2 
5 

5
2 
2

2
3
1
1
1
1
1
1
0
0

5 
2
1
1
1
0
1

2
5 

0 
1
1

1 
3 
1 

1
4 
1

1

0
1 

0

43
49
40
29 
34 
37
42
36 
45 
26 
43
51 
22 
36 
21
31

47 
17 
34

38
38 
52 
36 

35

34
15 

14 

17 

23
27
16
11 

21 

11 

26

54 
50 

24
16
8 
12 
18

22
15 
19

10 
15
9 
12
5
6 
10
7
5
3

21 
15
12
4
8
6 
7

14
26 

9 
21 
5 

5 
8 
7

4
10 

27 
27 
37

39
41

11
17
7 

11

43
34

30 
26 

2 

Benchmarking Participants
Dubai, UAE
Quebec, Canada
Ontario, Canada
Abu Dhabi, UAE

23
10
9
6

14 
7
7
5

7 
5 
6 
4 

6 
4 
7

6 
7

10
7

7
5 

54
44
36
19

43 
39
37
20

28 
34 
35
17

 2019 percent significantly higher 2019 percent significantly lower

An empty cell indicates a country did not participate in that year's assessment or did not have comparable data.
See Appendix A for country participation in previous TIMSS assessments.
Results for Lithuania before 2015 do not include students taught in Polish or Russian.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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243

Exhibit 4.9: Percentages of Students Reaching International Benchmarks of Science Achievement AcrossAssessment Years(Continued)

Country

Intermediate
International Benchmark
(475)

Low
International Benchmark(400)

Percent of Students

Percent of Students

2019

2015

2011

2007

2003

1999

1995

2019

2015

2011

2007

2003

1999

1995

91
88
90
86
80
70
82
71
66
74
67
75
78
69
53
73
64
57
63
73
51
61
51
65
49
46
57
47
59
39
39
45
45
15
33
38
19
24
17

90
86
89
85

87 
85 
86 
86
88 
73
81
68
54 
70
69
75
71 
76 
47 

80 
83 
85 
85

85 
88
86 
88 

84 
86
84 
81 

91

97
96
98
97

95 
98
98 
98 

95 
96
97 
96

99 

75
70 
75 

67
73 

92 
95 
91

93 
93 
95 

87
92 

70 

76

92

95 

80 
72 
79 

82 
74 
81 

83 
57 
76 

80 
45 
75 

96 
96
97 
97
99 
93 
96
91
79 
92
88
92
92 
93 
75

93 
95 
96 
97

71
76 
69

96 
93 
94 

97 
95
96 

96 
86 
94 

95 
79 
93 

77 
49 

89 
33 
73 

80 

70
70

98
97
99
96
94
88
97
89
88
92
87
93
95
89
72
92
85
79
85
95
76
86
82
91
78
72
83
74
87
68
72
72
78
36
64
72
41
49
48

92 
78

98 
70 
94 

96 

90
90

88

87 
78

86 
78

71 
95 

77 
87 

Singapore
Chinese Taipei
Japan
Korea, Rep. of
FinlandUnited States
Russian Federation
SwedenTurkeyAustralia
IsraelHungary
Lithuania
EnglandUnited Arab Emirates
IrelandHong Kong SAR
Bahrain
New ZealandPortugal
Qatar
Norway (9)Kazakhstan
Italy
Romania
Oman
CyprusMalaysia
FranceKuwaitIran, Islamic Rep. of
JordanChile
South Africa (9)Saudi Arabia
Georgia
Lebanon
Egypt
Morocco

75 
81
73
59 
69 
64
74
72 
77 
53
77 
85 
49 
67 
46 
68 

80 
44 
67

68
71 
83 
69 

66

67
49 

34 

45

58 
65
47
34 

52 

34 

64

85 
81 

62
46
32 
42 
50

59 
49
35 
71 

59 
50
45 
59 

51
43 
58

29 
42
34 
40 
14
22 
38
24 
20 
17

50 
45
43
11 
33
28 
25 

41
56 

27 
28 
27

38
53 
24 

38
42
27 

43

20
33 

13 

93 
96
92 
83 
91
84
92
93 
95 
76 
94
96 
73 
88 
70 
91 

95 
70 
90 

87
92 
97 
89

89 
84 

58 

72

86 
90
78
59 

77

62 

89

97 
95

88
77
61 
74 
80 

77
72 
89

55 
73
63 
75
32
49 
70
50 
42 
47

79 
72
79
25 
68
62 
54 

76 
79 

77 
80 
56 

61 
55 
55 

48 
59 

82 
94 
96 

98
97 

72
69
60 

81 

98
95

92
88 

39 

Benchmarking Participants
Dubai, UAE
Quebec, Canada
Ontario, Canada
Abu Dhabi, UAE

78
82
73
38

72 
79
77
44 

57 
76 
76
45 

58 
68 
77

82
81 

83
72

69 
61 

91
97
93
56

89 
97
95
69 

79 
96
96 
74 

 2019 percent significantly higher 2019 percent significantly lower

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

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Low Benchmark: Full Description
Exhibit 4.10 presents the description of eighth grade students’ achievement at the Low International
Benchmark. The very few items that anchored at the Low level indicated students had limited
understanding of scientific principles and concepts and limited knowledge of science facts.

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Exhibit 4.10: Description of the TIMSS 2019 Low International Benchmark (400) of Science Achievement

Low International Benchmark
400

Summary
Students show limited understanding of scientific principles and concepts and limited knowledge of science facts.
Students at this level can read a food web, identify some materials that are attracted to magnets, and know that salt must be removed fromclean ocean water to make it safe to drink.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
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Intermediate Benchmark: Full Description and Example Items
Exhibit 4.11 provides the description of students’ achievement at the Intermediate International
Benchmark. At this level, the eighth grade students showed and applied some knowledge of biology
and physical science.
Exhibit 4.11.1 presents an item from the biology content domain about the advantages of acrocodile’s field of vision. On average, 55 percent of the eighth grade students could provide an
explanation. The highest achievement was in Japan and Singapore with 84–85 percent correct.
Exhibit 4.11.2 presents an item from the chemistry content domain asking students to distinguishbetween elements and compounds. Finland and Lithuania had the highest performance—88–89
percent correct. The international average was 61 percent.
Exhibit 4.11.3 shows an example item from physics. Students were able to identify the differencein gravitational attraction as the reason why a rover weighs a different amount on Mars than it doeson Earth. With 90 percent correct, the Singaporean eighth graders had the highest achievement. Theinternational average was 69 percent.

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Exhibit 4.11: Description of the TIMSS 2019 Intermediate International Benchmark (475) of Science
Achievement
Intermediate International Benchmark
475

Summary
Students show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics
of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few
physics concepts.
Students demonstrate limited knowledge of characteristics of animals and of animals’ adaptations to their environment. They can apply
knowledge of ecosystems and the interaction of living things with their environment.
Students show some knowledge of the structure and properties of matter and chemical changes.
Students can separate conductors from insulators based on differences in electric current, recognize energy change in an everyday object
moving downhill, and recognize that the gravity on Earth is different than on another planet.
Students can interpret information from graphs and pictorial diagrams.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
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Exhibit 4.11.1: Intermediate International Benchmark of Science Achievement – Example Item 1
Content Domain: Biology

Percent
Full Credit

CountryJapan
2 Singapore
Portugal
Ireland
Korea, Rep. ofTurkey3 Israel
FinlandFranceAustralia
Lithuania
2 SwedenEngland† United States
2 Russian Federation
Hungary
Chinese Taipei† New Zealand
Italy† Norway (9)CyprusInternational Average
2 Kazakhstan
BahrainRomania
Chile
Qatar
JordanUnited Arab Emirates
Iran, Islamic Rep. of† Hong Kong SAR
Oman
Kuwait1 Georgia
2 Saudi Arabia
Malaysia
MoroccoLebanon2 Egypt
South Africa (9)85 (1.6)
84 (1.5)
79 (1.9)76 (2.2)
75 (2.1)
75 (2.0)72 (1.9)72 (1.8)
69 (2.2)
68 (1.9)68 (2.4)
68 (2.2)
67 (2.7)
66 (1.5)
65 (2.3)
63 (2.4)
63 (1.8)
62 (2.5)
62 (2.1)
62 (2.7)
56 (2.3)
55 (0.3)
54 (2.9)54 (1.6)
49 (2.8)
48 (2.5)
44 (1.8)
44 (2.3)
44 (1.0)44 (2.1)
40 (2.7)
38 (2.0)36 (2.0)35 (3.1)
35 (1.9)27 (1.5)
24 (1.5)
22 (2.2)
18 (1.5)
14 (0.8)

Cognitive Domain: Reasoning
Description: Reasons how a crocodile’s angle of vision helps it to survive in the environment































The answer shown illustrates the type of response that would receive full credit (1 point).









Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada‡ Quebec, Canada
2 Dubai, UAE
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)80 (2.2)
73 (2.0)73 (2.6)
65 (1.6)
36 (2.3)
34 (1.8)
24 (1.8)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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249

Exhibit 4.11.2: Intermediate International Benchmark of Science Achievement – Example Item 2
Content Domain: Chemistry
Percent
Full Credit

Country

FinlandLithuania
2 Russian Federation
2 Singapore
Chinese TaipeiJapan
2 Kazakhstan
1 Georgia
England
Korea, Rep. of
3 Israel
Hungary
Portugal† Norway (9)CyprusRomania
TurkeyItaly
Qatar† United States
International Average
Australia
LebanonJordan2 Sweden
IrelandUnited Arab Emirates
BahrainOman
Chile† New Zealand
KuwaitMoroccoFrance2 Egypt
South Africa (9)Malaysia† Hong Kong SAR
2 Saudi Arabia
Iran, Islamic Rep. of

89 (1.6)
88 (1.7)
83 (1.9)78 (1.8)78 (1.5)
77 (1.9)75 (2.1)
74 (2.9)74 (2.5)
73 (2.2)
73 (2.2)
72 (1.8)
71 (2.2)
71 (2.9)70 (2.3)
67 (2.3)
65 (2.1)
64 (3.0)64 (2.6)
63 (2.0)61 (0.4)
61 (2.3)
61 (2.8)60 (2.5)
59 (2.1)
58 (2.6)
58 (1.0)56 (2.0)
54 (1.8)
49 (2.5)
48 (3.0)47 (2.4)
45 (1.9)45 (2.6)
42 (2.3)
41 (1.2)
40 (1.7)
39 (2.9)31 (1.6)
29 (1.8)

Cognitive Domain: Applying
Description: From a list of symbols and formulas, recognizes which are elements and which arecompounds

















The answer shown illustrates the type of response that would receive full credit (1 point).
















Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Ontario, Canada

90 (1.5)
79 (2.1)
73 (1.7)
56 (2.5)
50 (1.8)47 (1.7)
32 (2.6)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

250

Exhibit 4.11.3: Intermediate International Benchmark of Science Achievement – Example Item 3
Content Domain: Physics

Percent
Correct

Country
2 Singapore

Korea, Rep. of
Hungary
Ireland2 Russian Federation
Australia
Italy
England† Norway (9)CyprusLithuania† New Zealand† United States
Chinese Taipei
Finland
Portugal
2 Sweden
Malaysia
3 Israel
Oman
BahrainRomaniaInternational AverageJapan
Iran, Islamic Rep. of
Chile
FranceTurkeyQatar
JordanKuwaitUnited Arab Emirates† Hong Kong SAR
2 Saudi Arabia
2 Egypt
South Africa (9)2 Kazakhstan
Morocco1 Georgia
Lebanon90 (1.2)
86 (1.5)
84 (1.4)
84 (1.7)
81 (2.1)
80 (1.6)80 (2.0)80 (2.0)79 (1.9)77 (1.9)77 (2.1)
76 (1.8)
74 (2.4)
74 (1.7)
73 (1.8)
73 (2.6)
72 (2.1)
72 (1.9)71 (2.1)
71 (1.9)70 (1.9)69 (2.2)
69 (0.3)
68 (1.7)
67 (1.9)67 (2.6)
67 (2.3)
67 (2.1)
66 (2.2)
65 (2.1)
65 (2.5)65 (1.1)
61 (2.7)
59 (1.8)
54 (1.8)
53 (1.5)
48 (2.2)
47 (1.9)46 (2.7)
39 (2.6)

Cognitive Domain: Knowing
Description: Recognizes why a vehicle has a different weight on Mars than it does on Earth
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
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

Benchmarking Participants‡ Quebec, Canada

Moscow City, Russian Fed.
Ontario, Canada
2 Dubai, UAE
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE

85 (2.1)
84 (2.0)84 (1.8)
81 (1.7)
69 (1.6)
68 (1.5)
53 (1.8)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

251

High Benchmark: Full Description and Example Items
Exhibit 4.12 presents the description of science achievement at the High International Benchmark.
Eighth grade students reaching this level demonstrated conceptual understanding of topics related
to biology, chemistry, physics, and Earth science.
Exhibit 4.12.1 provides an example from the biology domain. Forty-eight percent of theeighth grade students, on average, were able to explain why increasing the number of gardens
reduces the amount of carbon dioxide in the air. With 85 percent success, Singapore had thehighest percentage correct.
Exhibit 4.12.2 provides an example from the chemistry domain. In this item, students were asked
to interpret the results of a science experiment shown in a diagram and provide evidence. Students
in the Russian Federation were the most successful—69 percent correct. The international average
was 39 percent.
A physics example is shown in Exhibit 4.12.3. Seventy-eight percent of the students in Chinese
Taipei—by far the highest percentage correct—explained that you cannot hear a phone ring in a
vacuum because there is no air. The international average was 38 percent.
Exhibit 4.12.4 provides an example from Earth science asking students to identify the shrinking
size of polar ice caps as evidence that the Earth is becoming warmer. Chinese Taipei had the highest
achievement with 87 percent correct, and 57 percent of eighth grade students internationally answered
correctly, on average.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

252

Exhibit 4.12: Description of the TIMSS 2019 High International Benchmark (550) of Science Achievement

High International Benchmark
550

Summary
Students apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of thecharacteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition.
Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply
basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply
knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use.
Students apply knowledge of the characteristics of groups of animals and life processes in humans. They apply knowledge of cells andtheir functions, recognizing, for example, what happens to an animal’s cells as it grows, and distinguishing between plant and animal cells.
Students have a basic understanding of genetic inheritance in plants and animals. They can communicate understanding of ecosystems
and the interaction of organisms with their environment. Students can apply some knowledge of human health related to nutrition.
Students show some knowledge and understanding of the composition and properties of matter, including identifying structural models of
simple substances. Students show some knowledge of chemical reactions.
Students apply basic knowledge of energy transformation and transfer. They demonstrate understanding of parallel electrical circuits aswell as properties of magnets. Students demonstrate understanding of light and sound in practical situations. They can identify the forces
acting on objects at rest, predict whether an object will float or sink, and analyze force diagrams.
Students apply knowledge of Earth’s physical features, processes, cycles, and history. They can interpret weather pattern data to identify
climate types and have some understanding of Earth's resources and their use. They can recognize that the planets are visible because
they reflect the Sun’s light.
Students can combine and interpret information from various types of diagrams, graphs, and tables to draw conclusions.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

253

Exhibit 4.12.1: High International Benchmark of Science Achievement – Example Item 1
Content Domain: Biology

Percent
Full Credit

Country
2 Singapore

Chinese Taipei
2 Kazakhstan

Turkey2 Russian Federation
2 Sweden† Hong Kong SAR
Korea, Rep. ofAustralia
Qatar
3 Israel
IrelandLithuania
Cyprus† United States
BahrainRomania
United Arab Emirates
Finland
KuwaitInternational Average
JordanPortugal
Italy
England
Hungary
Oman
Japan
2 Saudi Arabia
Iran, Islamic Rep. ofFrance2 Egypt† Norway (9)1 Georgia
MoroccoMalaysia† New Zealand
Lebanon
Chile
South Africa (9)85 (1.5)
69 (2.0)68 (2.3)
67 (2.4)
65 (2.5)
63 (2.6)
60 (2.9)58 (2.5)
57 (2.0)
57 (2.0)
57 (2.2)
56 (2.3)
53 (2.7)
52 (2.3)
51 (2.5)
50 (2.1)
49 (2.5)
49 (1.2)
49 (1.8)
49 (2.8)48 (0.4)
48 (2.6)
47 (3.0)44 (2.4)
44 (2.7)
43 (3.0)42 (2.2)
42 (1.9)40 (2.0)40 (2.1)
39 (2.2)
37 (1.9)37 (2.3)
36 (2.7)
34 (1.6)
33 (1.7)30 (1.9)29 (2.0)24 (1.8)
20 (1.1)

Cognitive Domain: Reasoning
Description: Explains how roof gardens in cities help reduce the amount of carbon dioxide in the air

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









The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Ontario, Canada‡ Quebec, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)79 (1.7)
66 (2.0)49 (2.5)42 (2.7)
37 (1.5)
33 (1.8)
32 (1.7)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

254

Exhibit 4.12.2: High International Benchmark of Science Achievement – Example Item 2
Content Domain: Chemistry

Percent
Full Credit

Country
2 Russian Federation

Japan
2 Singapore

Korea, Rep. of
Lithuania† United States† New ZealandChinese Taipei
Portugal
Hungary
Australia
TurkeyIreland
3 Israel
Finland2 Sweden† Hong Kong SAR
2 Kazakhstan
BahrainInternational Average
FranceChile
Qatar
CyprusItaly
Romania† Norway (9)England
MoroccoMalaysia
Iran, Islamic Rep. of
1 Georgia
Oman
KuwaitUnited Arab Emirates
2 Saudi Arabia
South Africa (9)JordanLebanon2 Egypt

69 (1.8)
67 (2.0)64 (1.9)63 (2.4)
59 (2.4)
55 (1.9)52 (1.8)
52 (2.0)51 (2.8)
51 (2.2)
49 (2.0)49 (2.4)
49 (2.4)
48 (2.5)
48 (1.7)
45 (2.6)40 (2.4)
40 (2.8)
39 (1.9)39 (0.3)
38 (2.3)
35 (2.3)
35 (2.6)
34 (2.4)
33 (2.4)
32 (2.4)
32 (2.1)
31 (2.5)
29 (1.6)
27 (1.5)
27 (2.1)
27 (2.9)26 (1.7)
23 (1.7)
21 (0.9)20 (1.4)
20 (0.9)15 (1.4)
13 (1.5)5 (0.7)

Cognitive Domain: Reasoning
Description: Explains the effect of temperature on diffusion in the context of an investigation
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

Benchmarking Participants‡ Quebec, Canada

Moscow City, Russian Fed.
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)2 Dubai, UAE
Abu Dhabi, UAE

63 (2.5)
59 (2.3)
56 (2.5)
37 (1.8)
36 (1.7)
35 (2.0)
15 (1.1)The answer shown illustrates the type of response that would receive full credit (1 point).
 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

255

Exhibit 4.12.3: High International Benchmark of Science Achievement – Example Item 3
Content Domain: Physics
Percent
Full Credit

Country

Chinese Taipei
Turkey2 Singapore
Japan
Lithuania
Korea, Rep. of
Malaysia† Hong Kong SAR
Qatar
Jordan2 SwedenFranceFinland
Hungary
2 Russian Federation
2 Kazakhstan
2 Saudi Arabia
1 Georgia
United Arab Emirates
International Average
Portugal† United States
CyprusEnglandOman
Australia
KuwaitIreland2 Egypt† New Zealand
Romania
MoroccoBahrain3 Israel† Norway (9)Italy
LebanonIran, Islamic Rep. ofSouth Africa (9)Chile

78 (1.8)
61 (2.1)
59 (2.5)
56 (2.2)
56 (2.8)
53 (2.6)
52 (2.0)51 (3.3)
50 (2.8)
46 (2.3)
46 (2.3)
44 (2.5)
44 (2.1)
43 (2.2)
42 (2.8)42 (2.0)41 (2.2)
40 (2.8)
39 (1.1)
38 (0.4)
38 (2.7)
37 (2.3)
36 (2.4)
35 (2.8)
33 (1.9)33 (2.1)
33 (2.8)
33 (2.3)
32 (2.0)31 (2.1)
30 (2.3)
29 (1.7)
29 (1.8)
26 (2.1)
26 (2.0)22 (2.3)
19 (1.7)
15 (1.4)
11 (0.7)
7 (1.3)

Cognitive Domain: Applying
Description: Applies knowledge of sound transmission to explain whether a ringing cell phone in a
vacuum can be heard outside the vacuum chamber

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





















The answer shown illustrates the type of response that would receive full credit (1 point).









Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Abu Dhabi, UAE‡ Quebec, Canada

Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)73 (2.2)
52 (2.0)32 (1.7)
28 (2.7)
23 (2.0)22 (1.6)
17 (1.9)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

256

Exhibit 4.12.4: High International Benchmark of Science Achievement – Example Item 4Content Domain: Earth Science

Percent
Correct

Country
Chinese Taipei
Finland
Ireland
Hungary
Lithuania
2 Singapore
Japan
Turkey† Norway (9)2 SwedenEngland† New Zealand
Korea, Rep. ofAustralia
Italy† United States
2 Russian Federation† Hong Kong SAR
CyprusChile
3 IsraelFranceInternational Average
Portugal
2 Kazakhstan
Romania
Qatar
United Arab Emirates
KuwaitBahrain
1 Georgia
Oman
Malaysia
2 Egypt
2 Saudi Arabia
JordanIran, Islamic Rep. of
MoroccoSouth Africa (9)Lebanon87 (1.3)
82 (1.8)
79 (1.9)77 (2.1)
76 (2.1)
76 (1.9)75 (1.8)
74 (2.0)70 (2.0)70 (2.0)69 (2.8)
68 (2.0)67 (2.6)
67 (1.5)
65 (2.4)
65 (2.4)
63 (2.7)
63 (2.8)
63 (2.3)
60 (2.2)
58 (2.8)
57 (2.5)
57 (0.4)
54 (2.8)
52 (2.5)
52 (2.7)
48 (2.5)
47 (1.1)
45 (2.5)
44 (2.6)
44 (2.9)43 (2.0)43 (1.7)40 (1.9)39 (2.3)
36 (1.8)
28 (1.5)
28 (1.6)
24 (1.1)
24 (2.1)

Cognitive Domain: Reasoning
Description: Identifies evidence that the Earth is becoming warmer over time
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


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











Benchmarking Participants‡ Quebec, Canada

Ontario, Canada
Moscow City, Russian Fed.
2 Dubai, UAE
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)78 (2.1)
75 (2.4)
72 (2.1)
65 (2.1)
39 (1.6)
35 (2.1)
25 (1.6)








 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

257

Advanced Benchmark: Full Description and Example Items
Exhibit 4.13 presents the description of eighth grade performance at the Advanced International
Benchmark. Students reaching the Advanced level communicated conceptual understanding ofconcepts related to biology, chemistry, physics, and Earth science in a variety of contexts.
Exhibit 4.13.1 shows an item from the biology domain asking students to correctly classify sevenanimals as mammals or non-mammals. On average, 30 percent of the eighth grade students weresuccessful. Japan was the highest achieving country with 75 percent correct.
Exhibit 4.13.2 presents an item from the chemistry domain about the periodic table of elements.
The international average was 29 percent correct, and top-achieving Singapore had 60 percent on
this item.
Exhibit 4.13.3 shows a physics item that asked what happens to gas molecules inside a balloon
when the balloon is heated. Singapore and Israel had the highest performance on this item with 68–69
percent correct. The international average was 41 percent.
The last example item is shown in Exhibit 4.13.4. From the Earth science content domain, theitem asked students to recognize what causes a weather balloon to expand as it rises above the ground.
On average, 42 percent of the eighth grade students correctly answered that the atmospheric pressure
decreases. The highest percentage correct, 68 percent, was posted by Japan.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

258

Exhibit 4.13: Description of the TIMSS 2019 Advanced International Benchmark (625) of Science Achievement

Advanced International Benchmark
625

Summary
Students communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts.
Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show someunderstanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an
ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physicalproperties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has
occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge ofenergy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understandingof forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They
demonstrate knowledge of the Earth’s resources and their conservation.
Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show someunderstanding of diversity, adaptation, and natural selection among organisms. They also recognize the interdependence of populations oforganisms in an ecosystem.
Students demonstrate knowledge of the composition of matter. They demonstrate understanding of how the elements are arranged in the
periodic table. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize
evidence that a chemical reaction has occurred.
Students communicate understanding of particle spacing and motion in different physical states. They can apply knowledge of energy
transfer in practical and abstract contexts. Students can relate the properties of light and sound to common phenomena. They can apply
knowledge of electricity. For example, they can recognize components in a circuit, indicate whether parts of a lightbulb are electricalconductors or insulators, and evaluate statements about battery life and bulb brightness in two circuits. Students demonstrateunderstanding of forces and motion and pressure in everyday contexts.
Students communicate understanding of Earth’s structure, physical features, and processes. They also demonstrate knowledge of the
Earth’s resources and their conservation.
Students can combine and compare information from several sources to draw conclusions. They can interpret information in diagrams,
graphs, and tables to identify and explain science concepts.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

259

Exhibit 4.13.1: Advanced International Benchmark of Science Achievement – Example Item 1
Content Domain: Biology

Percent
Full Credit

CountryJapan
Chinese Taipei
2 Singapore
Hungary† Hong Kong SAR
2 Russian Federation
1 Georgia
Italy
Romania
FinlandLithuania
2 Kazakhstan
Australia
Portugal
3 Israel
Korea, Rep. of† New Zealand† United States
International Average
England
CyprusUnited Arab Emirates
LebanonBahrain
Qatar
Malaysia
FranceTurkeyIrelandOman
Jordan2 Sweden† Norway (9)Chile
KuwaitMoroccoIran, Islamic Rep. of
2 Saudi Arabia
2 Egypt
South Africa (9)75 (1.9)63 (1.9)62 (2.0)53 (2.8)
46 (2.6)
44 (2.5)
42 (3.2)
41 (2.6)40 (2.4)
37 (1.7)
37 (2.7)
35 (2.6)35 (1.6)
35 (2.6)
33 (2.5)
31 (2.1)
30 (2.0)30 (1.9)30 (0.3)
27 (2.5)
27 (2.0)27 (1.2)
26 (2.3)
24 (2.3)
22 (1.7)
21 (1.5)
21 (1.8)
20 (2.0)
20 (1.9)20 (1.5)
18 (1.8)
17 (1.7)
16 (2.0)
16 (1.7)
16 (2.3)
16 (1.5)
12 (1.4)
10 (1.3)
7 (1.2)5 (0.4)

Cognitive Domain: Applying
Description: Classifies 7 of 7 animals as mammals or non-mammals
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











The answer shown illustrates the type of response that would receive full credit (1 point).











Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE

Ontario, Canada‡ Quebec, Canada

Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)55 (2.5)
37 (2.0)37 (3.0)27 (2.2)
23 (1.5)
14 (1.4)
10 (1.6)

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 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

260

Exhibit 4.13.2: Advanced International Benchmark of Science Achievement – Example Item 2
Content Domain: Chemistry
Percent
Full Credit

Country

2 Singapore

Korea, Rep. ofTurkey2 Russian Federation
Japan† Norway (9)Chinese Taipei
Lithuania
Hungary
2 Kazakhstan
Australia† New ZealandFinland† United States
Ireland
1 Georgia
England
3 Israel
2 SwedenInternational Average
United Arab Emirates
Romania
Bahrain
KuwaitLebanon
Italy
South Africa (9)Chile† Hong Kong SAR
Iran, Islamic Rep. of
Jordan2 Egypt
Portugal
Qatar
CyprusFranceMalaysiaOman
2 Saudi Arabia
Morocco60 (2.1)
56 (2.0)49 (2.2)
46 (2.4)
44 (2.3)
44 (2.5)
43 (2.2)
42 (2.8)
41 (2.7)
40 (2.7)
40 (2.1)
38 (2.2)
36 (2.0)35 (1.8)35 (2.3)
32 (3.2)
31 (2.7)
31 (2.4)
29 (2.6)
29 (0.3)
27 (1.1)
26 (2.7)
23 (2.0)23 (2.3)
23 (2.2)
21 (2.1)
21 (1.1)
21 (1.9)21 (2.1)
19 (2.3)
19 (2.1)
18 (1.9)
17 (1.6)
15 (2.3)
15 (1.8)
15 (1.5)
11 (1.1)
8 (1.0)7 (1.3)6 (1.1)

Cognitive Domain: Applying
Description: Uses a portion of the periodic table to order four elements from the smallest atomic
number to the largest atomic number
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The answer shown illustrates the type of response that would receive full credit (1 point).

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Benchmarking Participants‡ Quebec, Canada

Moscow City, Russian Fed.
2 Dubai, UAE
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Ontario, Canada

56 (2.7)
55 (2.3)
41 (2.0)32 (2.1)
31 (2.3)
23 (1.4)
23 (2.4)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

261

Exhibit 4.13.3: Advanced International Benchmark of Science Achievement – Example Item 3
Content Domain: Physics
Percent
Correct

Country

2 Singapore
3 IsraelPortugal
Korea, Rep. of
Bahrain
Australia
United Arab Emirates
2 Russian Federation
EnglandTurkeyChile
Qatar† United States
Japan
Oman
Lithuania
2 SwedenInternational Average
Italy† New ZealandChinese Taipei
KuwaitJordanFranceMalaysia
2 Saudi Arabia
1 Georgia† Hong Kong SAR
2 Kazakhstan
IrelandFinland† Norway (9)Iran, Islamic Rep. of
CyprusHungary
MoroccoRomania
Lebanon2 Egypt
South Africa (9)69 (2.2)
68 (2.1)
56 (2.6)
56 (2.3)
50 (2.1)
50 (2.5)
50 (1.0)49 (2.5)
49 (2.5)
49 (2.3)
47 (2.6)
47 (2.4)
47 (1.7)
46 (2.6)45 (1.8)
43 (2.4)
41 (2.4)
41 (0.4)
40 (2.5)40 (2.6)
38 (2.0)37 (2.3)
37 (2.5)
36 (2.2)
36 (2.1)
36 (1.6)
36 (3.0)35 (3.1)
35 (2.1)
34 (2.4)
34 (2.0)34 (2.1)
31 (2.0)31 (2.2)
31 (2.0)28 (1.8)
27 (2.4)
23 (2.4)
22 (2.0)
20 (0.9)

Cognitive Domain: Applying
Description: Recognizes a diagram of what happens to gas molecules inside a balloon when the balloon
expands
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Benchmarking Participants
2 Dubai, UAE

Ontario, Canada
Moscow City, Russian Fed.
‡ Quebec, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)63 (1.9)60 (2.6)
59 (2.5)
48 (2.8)
43 (1.9)28 (2.0)28 (2.0)

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
 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

262

Exhibit 4.13.4: Advanced International Benchmark of Science Achievement – Example Item 4Content Domain: Earth Science

Percent
Correct

CountryJapan
2 Russian Federation
Lithuania
Korea, Rep. ofChinese Taipei
Turkey2 Kazakhstan
Finland
Hungary
Bahrain† Hong Kong SAR
FranceItaly
2 Singapore
Romania
England
International Average
1 Georgia
2 Saudi Arabia
Australia† United States
Portugal
United Arab Emirates† Norway (9)Qatar
Ireland2 Sweden
3 Israel† New Zealand
Oman
CyprusKuwaitChile
Malaysia
MoroccoJordan2 Egypt
LebanonIran, Islamic Rep. ofSouth Africa (9)68 (1.9)66 (2.6)
65 (2.0)63 (2.2)
63 (2.0)62 (2.4)
57 (2.4)
55 (2.0)52 (2.3)
51 (2.0)50 (2.5)
49 (2.1)
45 (2.8)45 (2.1)
43 (2.3)
42 (2.6)42 (0.3)
42 (3.0)42 (2.0)41 (1.9)40 (1.8)40 (2.1)
39 (1.0)39 (2.4)
37 (2.0)36 (2.0)35 (2.2)
35 (2.7)
34 (2.5)
34 (1.8)
34 (2.2)
33 (1.8)
33 (2.2)
32 (1.7)30 (1.7)
29 (2.1)
28 (1.8)
25 (2.0)
18 (1.5)
12 (0.7)

Cognitive Domain: Knowing
Description: Recognizes why a balloon gets bigger as its height above the ground increases
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Benchmarking Participants
Moscow City, Russian Fed.
‡ Quebec, Canada
2 Dubai, UAE

Ontario, Canada
Abu Dhabi, UAE
Gauteng, RSA (9)Western Cape, RSA (9)74 (2.3)
51 (3.3)
47 (1.9)37 (2.9)37 (1.5)
18 (1.4)
18 (1.5)







 Percent significantly higher than international average Percent significantly lower than international average

See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

263

Average Achievement in Science Content andCognitive Domains
TIMSS 2019 Science Content and Cognitive Domains
TIMSS 2019 assessed four content areas in science at the eighth grade: biology, chemistry, physics,
and Earth science.
Thirty-five percent of the eighth grade science assessment was devoted to biology, including
characteristics and life processes of organisms; cells and their functions; life cycles, reproduction,and heredity; diversity, adaptation, and natural selection; ecosystems; and human health. Eighth
grade students were asked about how structure relates to function in organisms, cell structure andfunction, and the processes of photosynthesis and cellular respiration. Other areas assessed included
reproduction and heredity, molecular biology and molecular genetics, adaptation and natural
selection, and processes and interactions in ecosystems.
Twenty percent of the assessment covered three chemistry topics—composition of matter,properties of matter, and chemical change. Students were asked about elements, compounds, andmixtures; the use of the periodic table; physical and chemical properties of matter; as well as theproperties of mixtures and solutions and the properties of acids and bases. The chemical change
topic focused on the characteristics of chemical changes and the conservation of matter duringchemical changes.
Twenty-five percent of the assessment was devoted to physics, which consisted of five topics:
physical states and changes in matter, energy transformation and transfer, light and sound, electricity
and magnetism, and motion and forces. For example, eighth grade students were asked to describe
processes involved in changes in the state of matter, to identify different forms of energy and describe
simple energy transformations, to apply the principle of conservation of total energy in practicalsituations, and to understand the difference between thermal energy (heat) and temperature.
The remaining 20 percent of the assessment was devoted to Earth science topics. Students wereasked about the structure and physical features of Earth, including Earth’s structural layers, andthe atmosphere, as well as processes, cycles, and patterns, including geological processes that haveoccurred over Earth’s history, the water cycle, and patterns of weather and climate. Earth’s resources
and their use and conservation also were covered. The area of Earth in the Solar System included
identifying how observable phenomena relate to the movements of Earth and the Moon, anddescribing the features of Earth, the Moon, and other planets.
Eighth grade students also needed to draw on a range of cognitive skills across the content
domains already described above. There are three cognitive domains. Thirty-five percent of the eighth
grade assessment was devoted to the knowing cognitive domain, 35 percent to applying, and 30
percent to reasoning. The knowing domain covers the facts, concepts, and procedures students needto know, while the applying domain focuses on students’ ability to apply knowledge and conceptual
understanding to solve practical problems or answer questions. The reasoning domain goes beyond

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

264

the solution of familiar problems to encompass unfamiliar situations, complex contexts, and multistep
problems. Also, five science practices fundamental to scientific inquiry were assessed within thecontent areas and cognitive domains.

Average Achievement in Content Domains
Exhibit 4.14 shows countries’ average science achievement in each of the four content domains relative
to their overall average achievement (presented from highest to lowest overall average achievement).
Based on countries’ strengths and weaknesses, the TIMSS 2019 countries appear to be placing
relatively less instructional emphasis on the chemistry and physics domains. Of the 37 participating
countries for which cognitive domain scores were estimated, 11 had a relative strength in biology and8 had a relative weakness. In chemistry, 10 had a relative strength and 16 had a relative weakness; inphysics, 9 had a relative strength and 14 had a relative weakness. In most countries, Earth sciencetended to be either a relative strength (12 countries) or a relative weakness (19 countries). Englandand Hungary were the only two countries without at least one relative strength or relative weakness
compared with its overall achievement.

TIMSS & PIRLSInternational Study Center
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COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

265

Exhibit 4.14: Average Achievement in Science Content Domains

Overall
Science
Average
Scale Score

Country

2 Singapore

Chinese Taipei
Japan
Korea, Rep. of
2 Russian Federation
FinlandLithuania
Hungary
Australia
Ireland† United States
2 SwedenPortugal
EnglandTurkey3 Israel† Hong Kong SAR
Italy† New Zealand† Norway (9)FranceBahrain
Cyprus2 Kazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. of
1 Georgia
Kuwait2 Saudi Arabia
Morocco2 Egypt
Lebanonψ South Africa (9)Biology(75 Items)

Chemistry(42 Items)

Physics(52 Items)

Earth Science(42 Items)

Difference
Averagefrom Overall
Scale Score
Science
Score

Difference
Averagefrom Overall
Scale Score
Science
Score

Difference
Averagefrom Overall
Scale Score
Science
Score

Difference
Averagefrom Overall
Scale Score
ScienceScore

608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (4.2)
543 (3.1)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)

622 (4.2)
576 (2.2)
574 (2.3)
560 (2.2)
543 (4.5)
534 (3.3)
535 (3.0)
530 (2.7)
531 (3.3)
521 (3.2)
530 (4.8)519 (3.4)
527 (3.0)516 (5.2)
513 (3.4)512 (4.2)
501 (5.7)
508 (2.7)
498 (3.7)
486 (2.8)488 (2.9)492 (1.9)489 (2.4)476 (3.2)
476 (4.4)474 (2.5)479 (4.4)471 (3.0)463 (3.7)
466 (3.3)
457 (5.2)
448 (3.7)
447 (3.5)- - 387 (3.0)
381 (5.6)355 (5.1)
359 (3.0)

14 (1.9)
2 (1.2)4 (1.5)-1 (1.3)
0 (1.4)-9 (1.6)
1 (1.4)0 (1.2)3 (1.4)-2 (1.6)
7 (0.9)-3 (1.8)8 (1.6)-1 (2.0)-2 (1.2)-1 (1.1)-3 (1.3)
8 (1.0)-1 (1.5)-10 (1.6)
0 (1.8)6 (1.4)5 (1.7)-2 (1.4)
2 (1.2)1 (0.8)9 (1.4)9 (1.2)2 (1.4)9 (1.1)5 (1.3)-2 (1.2)0 (2.1)- - -7 (1.1)-8 (1.0)-22 (1.9)-11 (1.4)

567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)565 (3.1)
554 (2.2)
531 (3.8)534 (3.2)
432 (5.2)
416 (3.9)417 (3.9)-1 (1.2)
6 (0.9)-6 (1.5)
13 (1.9)-7 (2.6)-6 (2.1)-3 (1.2)

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616 (5.0)594 (2.4)
560 (2.7)551 (2.5)551 (4.2)
545 (3.8)530 (3.2)
527 (3.5)515 (3.8)512 (3.9)509 (5.2)
509 (3.7)512 (3.5)512 (6.0)
516 (4.8)518 (4.6)
485 (5.5)484 (3.0)
482 (3.8)
492 (3.7)
465 (3.2)
480 (2.4)478 (2.1)
494 (3.6)474 (4.4)475 (2.4)
466 (5.0)442 (2.9)434 (4.2)
443 (3.1)
454 (5.3)
450 (4.5)456 (4.3)- - 402 (3.0)
397 (5.9)412 (4.6)
372 (4.2)

8 (1.8)20 (1.2)-9 (2.1)-10 (1.6)
8 (1.5)3 (2.0)-4 (2.3)-2 (2.4)-14 (1.2)-11 (2.4)-13 (1.8)-13 (1.5)-6 (1.8)-5 (3.1)0 (2.6)5 (1.7)-19 (2.6)-17 (1.9)-17 (1.5)-3 (2.6)-24 (2.0)-6 (1.7)-5 (1.4)
16 (1.9)0 (1.5)2 (0.7)-3 (2.6)-20 (1.6)-26 (1.5)-14 (1.2)
2 (1.6)
1 (2.0)9 (2.1)- - 8 (1.7)
8 (1.6)36 (2.4)
2 (2.4)561 (2.9)554 (2.2)
548 (4.1)
492 (3.9)442 (7.2)
423 (4.2)
421 (4.1)-5 (1.1)
6 (1.4)12 (1.8)-30 (3.1)
2 (5.6)0 (1.8)1 (1.3)

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619 (4.1)
555 (2.7)
570 (2.5)569 (2.7)
540 (4.7)
539 (3.9)
529 (3.5)
528 (2.9)
529 (3.6)
519 (3.8)515 (5.0)
520 (3.8)
497 (3.5)
516 (5.1)
518 (4.0)
520 (4.9)510 (5.6)
487 (4.5)502 (3.8)493 (3.6)
491 (3.6)
480 (2.6)
480 (3.6)476 (3.9)
469 (4.4)
469 (2.3)
458 (4.3)
450 (3.7)475 (3.4)
449 (3.1)
449 (4.6)453 (4.2)
436 (5.0)- - 402 (2.9)
394 (5.0)378 (4.9)381 (3.0)

12 (1.0)-19 (2.3)
1 (1.7)9 (1.7)-2 (2.6)-3 (1.9)-5 (2.0)-2 (1.5)0 (1.1)-4 (1.9)-8 (1.1)-1 (2.1)-22 (1.9)
0 (1.2)3 (1.9)7 (1.6)6 (2.7)-14 (3.6)
3 (1.3)-3 (2.1)
2 (3.0)-6 (2.1)-4 (3.3)-3 (2.4)-5 (1.7)-4 (0.7)-12 (1.5)-12 (1.8)
15 (1.3)-8 (1.1)-3 (1.4)
4 (2.5)-11 (3.3)- - 8 (1.9)
5 (1.9)1 (2.2)
11 (1.3)

576 (3.6)
539 (2.6)
521 (4.2)
520 (3.5)
442 (6.2)
428 (4.5)
420 (3.8)

10 (2.1)-8 (1.9)-16 (2.5)-2 (2.5)
3 (4.2)6 (2.6)0 (1.0)

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562 (4.1)
579 (2.5)
572 (3.2)
562 (3.2)
533 (4.4)558 (3.5)
534 (3.3)
535 (3.9)533 (3.3)
536 (3.8)530 (5.1)
530 (3.2)
531 (3.4)
517 (5.5)509 (3.8)495 (4.7)512 (5.6)512 (3.5)510 (3.7)
519 (3.9)502 (4.3)
475 (2.8)473 (2.6)
448 (4.1)
465 (5.0)465 (2.4)453 (4.7)
464 (3.3)
452 (4.3)
449 (3.0)428 (4.7)
437 (4.0)
431 (3.6)- - 357 (3.3)
367 (5.5)337 (5.1)
366 (3.2)-46 (1.8)
5 (2.0)2 (2.1)1 (2.3)-10 (1.8)
16 (2.8)0 (2.8)5 (2.7)5 (1.9)13 (3.1)
7 (1.2)9 (1.4)12 (1.8)
1 (2.6)-6 (1.8)-18 (2.4)
8 (2.7)
11 (2.1)
11 (1.3)
23 (2.9)
14 (3.1)-11 (2.1)-11 (2.3)-30 (2.6)-10 (2.6)-8 (0.9)-16 (3.7)
2 (1.4)-9 (1.7)-9 (1.8)-24 (2.5)-13 (2.3)-16 (2.0)- - -37 (1.6)-22 (1.3)-40 (3.4)-4 (1.6)565 (3.6)
538 (2.3)
553 (4.5)
520 (3.0)442 (6.7)
419 (4.1)
413 (4.1)-2 (1.9)-9 (1.7)
16 (2.7)-2 (1.7)
3 (5.6)-3 (2.5)-7 (2.0)

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Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE‡ Quebec, Canada

Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE

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Subscale score significantly higher than overall science score
Subscale score significantly lower than overall science score

Numbers of items are based on the TIMSS 2019 eighth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

266

Trends in Average Achievement in Content Domains
Exhibit 4.15 presents trends in average achievement for the four science content domains assessedby TIMSS 2019—biology, chemistry, physics, and Earth science. The results are moderately positive,
showing more increases than decreases in all four content areas, especially most recently in biology.
Thirty-one TIMSS 2019 countries also participated in TIMSS 2015 and have comparable data in thecontent domains. In the biology content area, 13 showed improvement and 5 showed declines; inchemistry, 8 showed improvement and 8 showed declines; in physics, 9 showed improvement and5 showed declines; and in Earth science, 10 showed improvement and 5 showed declines.
TIMSS began providing scaled results in the content domains in 2007, with 23 countries
having trends between 2007 and 2019. Compared with 2007, in TIMSS 2019, 11 countries showed
improvement and 5 showed declines in biology, 8 countries showed improvement and 6 showeddeclines in chemistry, 11 showed improvement and 6 showed declines in physics, and 12 showed
improvement and 6 showed declines in Earth science.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

267

Exhibit 4.15: Differences in Achievement for Science Content Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Biology
Country

Average
Scale Score

Australia
2019
2015
2011
2007
yyy Bahrain
y
2019
2015
2011
2007
yyy Chile
y
2019
2015
2011
yyy Chinese Taipei
y
2019
2015
2011
2007
yyy Cyprus
y
2019
2007
yyy Egypty2 20192015
2007
yyy England
y
2019
2015
‡ 2011† 2007yyy Finland
y
2019
2011
yyy Georgiay1 20191 2 2015
1 2011
1 2007yyy Hong Kong SAR† 201920152011† 2007yyy Hungary
y
2019
2015
2011
2007
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
yyy Ireland
y
2019
2015
yyy Israely
3 20193 20153 2011531 (3.3)
522 (2.8)527 (4.8)519 (3.8)
yyy yyy492 (1.9)
469 (2.6)
449 (2.0)
470 (2.1)
yyy yyy471 (3.0)459 (3.6)
462 (2.6)
yyy yyy576 (2.2)565 (2.2)557 (2.5)554 (3.7)
yyy yyy489 (2.4)
444 (2.3)
yyy yyy381 (5.6)
348 (5.0)400 (3.7)
yyy yyy516 (5.2)
542 (4.0)533 (4.8)
544 (4.7)
yyy yyy534 (3.3)
548 (2.8)
yyy yyy447 (3.5)
447 (3.1)
435 (3.2)
419 (4.1)
yyy
501 (5.7)
549 (4.7)
535 (3.6)
529 (5.0)
yyy yyy530 (2.7)
521 (3.3)
520 (3.0)535 (2.9)448 (3.7)
448 (3.8)
466 (3.9)445 (3.7)
yyy yyy521 (3.2)
534 (2.9)
yyy yyy512 (4.2)
504 (4.2)
523 (4.2)

Chemistry

Differences
Between Years20152011 2007

9 

4 
-5 

12 
3 
8 

yyyyyyyyyy24  44  22 
20  -1 -22 yyyyyyyyyy12  10 -3 yyyyyyyyyy11  19  22 
8  11 
3 yyyyyyyyyy45 yyyyyyyyyy
33 
-19 
-52 
yyyyyyyyyy-26  -17  -28 
9  -2 -11 yyyyyyyyyy-14 yyyyyyyyyy0  12  28 
12  28 
16 yyyyyyyyyy-48  -35  -29 
13  19 
6 yyyyyyyyyy
9  11  -5 
1  -14 -15 yyyyyyyyyy-1  -18 
3 
-18 
3 
21 
yyyyyyyyyy-13 yyyyyyyyyy8  -11 -19 

Average
Scale Score
515 (3.8)493 (3.3)
501 (5.0)504 (4.0)
yyy yyy480 (2.4)
462 (2.8)
448 (2.6)
467 (2.9)
yyy yyy442 (2.9)438 (3.6)
447 (3.0)
yyy yyy594 (2.4)
579 (2.7)
585 (3.8)585 (4.7)
yyy yyy478 (2.1)
448 (3.1)
yyy yyy397 (5.9)395 (5.0)404 (4.7)
yyy yyy512 (6.0)
529 (4.5)
529 (5.2)
539 (4.7)
yyy yyy545 (3.8)554 (2.6)
yyy yyy456 (4.3)
456 (3.7)
395 (3.2)
408 (5.4)
yyy yyy
485 (5.5)
536 (4.1)
526 (3.6)
521 (5.3)
yyy yyy527 (3.5)
534 (3.6)
534 (3.3)
540 (4.0)
yyy yyy450 (4.5)458 (4.6)
469 (4.4)457 (4.1)
yyy yyy512 (3.9)517 (3.6)
yyy yyy518 (4.6)
516 (4.6)
514 (5.0)

Physics

Differences
Between Years
2015

2011

2007

22 

13  10 -8  -12 -3 yyyyyyyyyy18  33  14 
15  -4 -19 yyyyyyyyyy4  -5 -9 yyyyyyyyyy16 
9  10 -7  -6 
1 yyyyyyyyyy30 yyyyyyyyyy
2 
-7 
-9 
yyyyyyyyyy-17  -17  -27 
0  -11 -11 yyyyyyyyyy-8 yyyyyyyyyy0  61  48 
61  48 -13 yyyyyyyyyy-51  -41  -36 
10  15 
5 yyyyyyyyyy-7  -7  -13 
0  -6 -6 yyyyyyyyyy-8  -19  -7 
-12 
1 
12 
yyyyyyyyyy-5 yyyyyyyyyy
3 
5 
2 

Average
Scale Score
529 (3.6)505 (2.7)
511 (5.1)
509 (4.3)
yyy yyy480 (2.6)
461 (2.6)457 (1.7)
463 (1.6)
yyy yyy450 (3.7)
439 (3.8)453 (2.6)
yyy yyy555 (2.7)560 (3.0)552 (3.3)
559 (4.2)
yyy yyy480 (3.6)454 (3.6)
yyy yyy394 (5.0)378 (4.7)
406 (3.8)
yyy yyy516 (5.1)
535 (3.9)533 (4.7)
549 (4.5)
yyy yyy539 (3.9)
540 (2.9)
yyy yyy436 (5.0)429 (4.6)
401 (4.2)
411 (5.9)
yyy yyy510 (5.6)
540 (4.1)
539 (3.6)
530 (5.4)
yyy yyy528 (2.9)
531 (4.0)525 (3.7)
544 (3.7)
yyy yyy453 (4.2)
475 (4.4)483 (4.1)
467 (4.1)
yyy yyy519 (3.8)525 (3.2)
yyy yyy520 (4.9)508 (4.0)514 (4.1)

Earth Science

Differences
Between Years
2015

2011

2007

24 

18 
-6 

20 
-4 
2 

yyyyyyyyyy19  23  17 
5  -2 -7 yyyyyyyyyy11  -3 -14 yyyyyyyyyy-5 
3  -4 
8 
1 
-6 
yyyyyyyyyy25 yyyyyyyyyy
16 
-12 
-28 
yyyyyyyyyy-19  -17  -32 
2  -14 -15 yyyyyyyyyy-1 yyyyyyyyyy6  35  25 
28  19 -9 yyyyyyyyyy-30  -29  -20 
2  10 
9 yyyyyyyyyy-3 
3  -16 
6  -13 -19 yyyyyyyyyy-22  -30  -14 
-8 
8 
16 
yyyyyyyyyy-6 yyyyyyyyyy
11 
6 
-5 

Average
Scale Score
533 (3.3)
522 (2.9)533 (5.5)
521 (4.4)
yyy yyy475 (2.8)
461 (3.5)451 (1.8)
460 (2.8)
yyy yyy464 (3.3)
464 (3.2)
476 (2.8)
yyy yyy579 (2.5)
581 (2.7)
568 (2.8)552 (3.4)
yyy yyy473 (2.6)453 (2.6)
yyy yyy367 (5.5)351 (4.6)
417 (4.4)
yyy yyy517 (5.5)
536 (4.0)
536 (5.3)
531 (5.2)
yyy yyy558 (3.5)
574 (3.0)
yyy yyy431 (3.6)
420 (3.6)
417 (3.5)
416 (4.5)
yyy yyy512 (5.6)
558 (4.3)
539 (3.6)535 (5.1)
yyy yyy535 (3.9)
521 (3.9)
511 (3.3)
535 (3.3)
yyy yyy437 (4.0)
439 (4.5)477 (4.0)472 (4.3)
yyy yyy536 (3.8)
542 (3.1)
yyy yyy495 (4.7)
493 (4.0)504 (4.3)

Differences
Between Years
2015

2011

2007

11 

0 
-11 

13 
1 
13 

yyyyyyyyy
15  24  15 
0 
9 
-9 
yyyyyyyyy
0  -12 -12 yyyyyyyyy-2  11  27 
12  29 
16 yyyyyyyyy
20 
yyyyyyyyy
16 
-50 
-65 
yyyyyyyyy-18  -19  -14 
-1 
4 
5 
yyyyyyyyy-16 
yyyyyyyyy
11  13  15 
4 
2 
2 
yyyyyyyyy-46  -28  -24 
19  23 
4 yyyyyyyyy
13  24 
0 
10  -13 -24 yyyyyyyyy-2  -40  -35 -38  -33 
5 yyyyyyyyy-6 
yyyyyyyyy
2  -9 -12 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in content domains using current methodology began with TIMSS 2007.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

268

Exhibit 4.15: Differences in Achievement for Science Content Domains Across Assessment Years◊(Continued)
Biology
Country

Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Jordan
2019
2015
2011
2007
yyy Kazakhstan
2 20192011
yyy Korea, Rep. of
2019
2015
2011
2007
yyy Lebanon
2019
2015
2011
2007
yyy Lithuania
2019
2 2015
1 2011
1 2007yyy Malaysia
2019
2015
2011
2007
yyy Morocco
2019
2015
2011
yyy New Zealand† 2019† 20152011
yyy Norway (9)† 20192015
yyy Oman
2019
2015
2011
2007
yyy Qatar
2019
2015
2011
yyy Romania
2019
2011
2007

Average
Scale Score

y

y

y

y

y

y

y

y

y

y

y

y

y

508 (2.7)
496 (2.6)503 (3.0)502 (3.2)
yyy yyy574 (2.3)
570 (2.9)561 (2.3)
554 (2.0)
yyy yyy457 (5.2)
420 (3.9)
447 (4.4)476 (4.2)
yyy yyy476 (3.2)
483 (4.4)
yyy yyy560 (2.2)554 (2.2)
561 (2.3)
552 (2.0)
yyy yyy355 (5.1)
366 (6.2)
395 (5.2)
399 (6.7)
yyy yyy535 (3.0)
521 (3.1)
517 (2.7)
530 (2.7)
yyy yyy463 (3.7)
466 (4.4)427 (6.2)
466 (6.2)
yyy yyy387 (3.0)
380 (2.5)378 (3.1)
yyy yyy498 (3.7)
520 (3.5)514 (4.8)
yyy yyy
486 (2.8)502 (2.6)
yyy yyy466 (3.3)454 (2.7)
407 (3.5)
408 (3.2)
yyy yyy476 (4.4)454 (3.0)
411 (4.2)
yyy yyy479 (4.4)458 (3.7)457 (3.8)

Chemistry

Differences
Between Years20152011 2007

13 

5 
-8 

6 
-6 
1 

yyyyyyyyyy3  13  19 
10  16 
6 yyyyyyyyyy38  10  -19 -28  -57 -29 yyyyyyyyyy-7 yyyyyyyyyy6  -1 
8 
-7 
2 
9 
yyyyyyyyyy-11  -40  -44 -29  -33 -4 yyyyyyyyyy14  18 
5 
4  -9 -13 yyyyyyyyyy-4  36  -3 
1 
39 
-39 
yyyyyyyyyy
7 
9 
2 
yyyyyyyyyy-22  -16 
5 yyyyyyyyyy-16 yyyyyyyyyy12  59  59 
47  47 
0 yyyyyyyyyy22  65 
43 yyyyyyyyyy21  22 
2 

Average
Scale Score
484 (3.0)
487 (2.4)
491 (3.0)478 (3.5)
yyy yyy560 (2.7)
570 (2.4)
560 (2.7)
559 (2.4)
yyy yyy454 (5.3)
438 (3.8)463 (4.4)493 (4.7)
yyy yyy494 (3.6)
508 (4.7)
yyy yyy551 (2.5)550 (2.5)551 (2.1)
539 (3.0)
yyy yyy412 (4.6)
438 (6.2)
435 (5.2)
440 (6.5)
yyy yyy530 (3.2)
517 (3.2)
517 (2.3)
506 (2.6)
yyy yyy434 (4.2)
473 (4.0)426 (6.5)475 (5.9)
yyy yyy402 (3.0)400 (3.0)374 (2.3)
yyy yyy
482 (3.8)
498 (3.5)501 (5.3)
yyy yyy492 (3.7)503 (2.9)
yyy yyy443 (3.1)
452 (2.7)
408 (3.5)
408 (4.4)
yyy yyy474 (4.4)455 (3.6)
416 (4.0)
yyy yyy466 (5.0)469 (4.3)
458 (5.2)

Physics

Differences
Between Years
2015

2011

2007

-4 

-8 
-4 

6 
9 
13 

yyyyyyyyyy
-10 
0 
2 
10  11 
1 yyyyyyyyyy17  -8  -38 -25  -55 -30 yyyyyyyyyy-15 yyyyyyyyyy0 0  12 -1  11 
12 yyyyyyyyyy-25  -22  -27 
3  -2 -5 yyyyyyyyyy
13  13  23 
0  11 
11 yyyyyyyyyy-39 
8  -41 
47  -2 -49 yyyyyyyyyy3  28 
25 yyyyyyyyyy-16  -19 -3 yyyyyyyyyy-10 yyyyyyyyyy-9  35  35 
44  44 
0 yyyyyyyyyy19  59 
39 yyyyyyyyyy
-2 
9 
11 

Average
Scale Score
487 (4.5)
496 (2.5)490 (2.8)489 (3.5)
yyy yyy570 (2.5)570 (2.3)
558 (2.8)563 (2.2)
yyy yyy449 (4.6)424 (3.6)
446 (4.2)
478 (4.3)
yyy yyy476 (3.9)489 (4.3)
yyy yyy569 (2.7)564 (2.8)577 (2.7)
576 (2.6)
yyy yyy378 (4.9)412 (6.6)405 (5.4)
424 (5.7)
yyy yyy529 (3.5)513 (3.6)503 (3.2)
507 (3.1)
yyy yyy475 (3.4)
480 (3.9)435 (6.6)
482 (6.4)
yyy yyy402 (2.9)395 (2.9)349 (2.6)
yyy yyy502 (3.8)508 (3.2)
509 (4.6)
yyy yyy493 (3.6)512 (3.1)
yyy yyy449 (3.1)
449 (3.0)427 (3.3)
439 (3.1)
yyy yyy469 (4.4)459 (3.4)426 (3.8)
yyy yyy458 (4.3)
456 (3.9)454 (3.8)

Earth Science

Differences
Between Years
2015

2011

2007

-10 

-4 
6 

-2 
8 
2 

yyyyyyyyyy1  12 
7 
12 
6 
-5 
yyyyyyyyyy25 3  -28 -22  -53 -31 yyyyyyyyyy-13 yyyyyyyyyy5  -7  -7 
-12  -12 
0 yyyyyyyyyy-34  -27  -46 
7  -12 -19 yyyyyyyyyy16  26  22 
10 
6 
-4 
yyyyyyyyyy-5  40  -7 
45  -2 -47 yyyyyyyyyy7  53 
47 yyyyyyyyyy-7  -7 
0 yyyyyyyyyy-19 yyyyyyyyyy1  23  11 
22  10 -12 yyyyyyyyyy
10  43 
33 yyyyyyyyyy
2 
3 
2 

Average
Scale Score
512 (3.5)514 (2.8)513 (3.8)502 (3.5)
yyy yyy572 (3.2)
574 (2.0)
548 (2.8)536 (3.4)
yyy yyy428 (4.7)
416 (3.0)
436 (4.3)
481 (4.2)
yyy yyy448 (4.1)
472 (4.8)
yyy yyy562 (3.2)
554 (2.7)
548 (3.2)
543 (2.4)
yyy yyy337 (5.1)
365 (6.4)
365 (6.4)
378 (6.8)
yyy yyy534 (3.3)
518 (3.3)
517 (3.5)
517 (3.0)
yyy yyy452 (4.3)
460 (4.5)
401 (6.5)
457 (6.1)
yyy yyy357 (3.3)
395 (2.2)
377 (3.3)
yyy yyy510 (3.7)
517 (3.6)
523 (4.8)
yyy yyy519 (3.9)523 (3.3)
yyy yyy449 (3.0)456 (2.4)
431 (3.0)
432 (2.9)
yyy yyy465 (5.0)446 (3.7)
408 (3.8)
yyy yyy453 (4.7)
470 (3.6)
466 (4.0)

Differences
Between Years
2015

2011

2007

-2 

-1 
1 

10 
12 
11 

yyyyyyyyy-2  23  36 
26  38 
12 yyyyyyyyy
12  -8  -54 -20  -66 -46 yyyyyyyyy-24 
yyyyyyyyy
7  14  19 
7  12 
5 yyyyyyyyy-28  -28  -41 
1  -13 -14 yyyyyyyyy
16  18  17 
2 
1 
0 
yyyyyyyyy-9  50  -5 
59 
4 
-56 
yyyyyyyyy-38  -20 
18 yyyyyyyyy-7  -13 -6 yyyyyyyyy-4 yyyyyyyyy-8  17  17 
25  24 -1 yyyyyyyyy
19  57 
38 yyyyyyyyy-17  -13 
4 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

269

Exhibit 4.15: Differences in Achievement for Science Content Domains Across Assessment Years◊(Continued)
Biology
Country

Average
Scale Score

Russian Federation
2 2019543 (4.5)
2015
539 (4.4)
2 2011537 (3.3)
2007
527 (3.9)
yyy Singapore
y yyy yyy
2 2019622 (4.2)
2 2015609 (3.5)
2 2011594 (4.8)
2007
567 (4.5)
yyy South Africa (9)y yyy yyy
ψ 2019359 (3.0)
2015
356 (5.9)
ψ 2011318 (3.5)
yyy Sweden
y yyy yyy
2 2019519 (3.4)
2015
520 (3.6)
2011
513 (2.9)
2007
515 (2.6)
yyy Turkey
y yyy yyy
2019
513 (3.4)
2015
491 (4.1)
2011
484 (3.7)
yyy United Arab Emiratesyyy
2019
474 (2.5)
2015
475 (2.4)
2011
463 (2.4)
yyy United Statesy yyy yyy
† 2019530 (4.8)† 2015540 (2.9)
2 2011530 (2.5)
2 † 2007
531 (3.0)

Chemistry

Differences
Between Years20152011 2007

4 

6 
2 

16 
12 
10 

yyyyyyyyyy
13  27  55 
15  42 
27 yyyyyyyyyy3  41 
38 yyyyyyyyyy
-1 
6 
3 
7 
5 
-3 
yyyyyyyyyy22  29 
7 yyyyyyyyyy0  11 
12 yyyyyyyyyy-11 
0  -1 
10  10 
0 

Average
Scale Score
551 (4.2)
558 (4.9)554 (3.5)
540 (4.2)
yyy yyy616 (5.0)593 (3.6)
590 (4.7)
566 (4.8)
yyy yyy372 (4.2)
369 (6.1)
336 (3.8)
yyy yyy509 (3.7)512 (3.6)502 (2.6)
499 (2.8)
yyy yyy516 (4.8)493 (4.7)
477 (4.0)
yyy yyy475 (2.4)
481 (3.2)
464 (2.3)
yyy yyy509 (5.2)
519 (3.2)
520 (2.6)510 (3.1)

Physics

Differences
Between Years
2015

2011

2007

-7 

-3 
4 

11 
18 
13 

yyyyyyyyyy22  25  49 
3  27 
24 yyyyyyyyyy3  36 
33 yyyyyyyyyy-4 
7  10 
10  13 
3 yyyyyyyyyy22  39 
16 yyyyyyyyyy-6  12 
17 yyyyyyyyyy-10  -11  -1 
-1 
9 
10 

Average
Scale Score
540 (4.7)
548 (4.2)
547 (3.6)
521 (4.3)
yyy yyy619 (4.1)
608 (3.1)
602 (4.2)
582 (4.3)
yyy yyy381 (3.0)359 (5.5)351 (3.6)
yyy yyy520 (3.8)524 (3.7)
498 (3.2)
507 (3.0)
yyy yyy518 (4.0)
506 (4.2)
494 (3.6)
yyy yyy469 (2.3)475 (2.5)
461 (2.3)
yyy yyy515 (5.0)516 (2.9)513 (2.5)503 (3.0)

Earth Science

Differences
Between Years
2015

2011

2007

-7 

-7 
1 

20 
27 
26 

yyyyyyyyyy11  17  37 
7  26 
19 yyyyyyyyyy22  30 
8 yyyyyyyyyy-4  22  13 
26  17 -9 yyyyyyyyyy
13  24 
12 yyyyyyyyyy
8 
-5 
13 
yyyyyyyyyy-1 
1  11 
3  13 
10 

Average
Scale Score
533 (4.4)
532 (4.7)
535 (3.6)
528 (4.2)
yyy yyy562 (4.1)
565 (3.6)
566 (4.5)
547 (4.9)
yyy yyy366 (3.2)
330 (6.4)
294 (3.7)
yyy yyy530 (3.2)
532 (4.5)
520 (2.7)
511 (3.3)
yyy yyy509 (3.8)477 (3.9)
468 (3.4)
yyy yyy465 (2.4)475 (2.4)
466 (2.5)
yyy yyy530 (5.1)
535 (3.1)
533 (2.7)
526 (3.7)

Differences
Between Years
2015

2011

2007

1 

-2 
-3 

5 
4 
7 

yyyyyyyyy-3  -4  15 
-1  17 
19 yyyyyyyyy
36  72 
36 yyyyyyyyy-2  10  19 
12  20 
8 yyyyyyyyy
32  41 
9 yyyyyyyyy-10  -1 
8 yyyyyyyyy-5  -4 
3 
2 
9 
7 

Benchmarking Participants
Ontario, Canada
2019
2015
2 2011
2 2007yyy Quebec, Canada‡ 2019≡ 20152011
3 2007yyy Abu Dhabi, UAE
2019
2015
2011
yyy Dubai, UAE
2 201920152011‡ 2007534 (3.2)
538 (2.9)
531 (2.6)
537 (4.1)
yyy
531 (3.8)
527 (4.3)
525 (2.8)512 (3.2)
yyy
417 (3.9)452 (6.1)
459 (4.2)
yyy
554 (2.2)525 (2.4)
485 (2.7)483 (3.3)

-3 

3 
7 

-3 
0 
-6 

yyyyyyyyyy4 
6  18 
2  15 
12 yyyyyyyyyy-35  -43 -7 yyyyyyyyyy29  69  71 
40  42 
2 

492 (3.9)503 (2.7)
495 (2.4)504 (4.1)
yyy yyy548 (4.1)
531 (4.6)515 (3.0)495 (3.4)
yyy yyy421 (4.1)
459 (6.7)
461 (4.1)
yyy yyy554 (2.2)
528 (2.5)487 (2.4)
492 (3.9)-11 -3  -12 
8  -1 -9 yyyyyyyyyy18  33  53 
15  35 
20 yyyyyyyyyy-38  -40 -2 yyyyyyyyyy26  67  62 
41  36 -5 

520 (3.5)
521 (2.9)
521 (2.8)523 (4.6)
yyy yyy521 (4.2)
520 (4.7)502 (3.1)
492 (3.5)
yyy yyy420 (3.8)454 (5.4)
459 (3.9)
yyy yyy539 (2.6)525 (2.4)482 (2.1)
489 (3.5)

-2 

-2 
0 

-3 
-1 
-1 

yyyyyyyyyy1  19  29 
18  28 
10 yyyyyyyyyy-34  -39 -5 yyyyyyyyyy15  58  50 
43  36 -7 

520 (3.0)526 (3.2)
528 (3.4)
533 (4.8)
yyy yyy553 (4.5)
542 (4.2)
536 (2.9)514 (4.3)
yyy yyy413 (4.1)
453 (5.8)
461 (4.6)
yyy yyy538 (2.3)
518 (2.3)
487 (3.1)
488 (3.7)-6 -8  -13 -2  -7 -5 yyyyyyyyy
10  17  38 
7  28 
21 yyyyyyyyy-41  -48 -8 yyyyyyyyy
20  52  50 
31  30 -1 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

270

Average Achievement in Content Domains by Gender
Exhibit 4.16 shows the differences in average achievement between girls and boys in the four science
content domains. Across the TIMSS 2019 countries, girls had a substantial advantage in biology
and chemistry whereas boys had the edge in physics and Earth science. In the biology content
domain, girls had higher average achievement than boys in 17 countries, and boys had higher
average achievement in 3 countries. In chemistry, girls had higher average achievement than boys
in 21 countries, and boys had higher average achievement in only 1 country. In physics, girls had
higher average achievement than boys in 6 countries, and boys had higher average achievement in 13
countries. In Earth science, girls had higher average achievement than boys in 4 countries, and boys
had higher average achievement in 15 countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

271

Exhibit 4.16: Average Achievement in Science Content Domains by Gender
Biology(75 Items)

Country
Australia
Bahrain
Chile
Chinese Taipei
Cyprus2 Egypt
EnglandFinlandFrance1 Georgia† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
3 Israel
Italy
Japan
Jordan2 Kazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
Morocco† New Zealand† Norway (9)Oman
Portugal
Qatar
Romania
2 Russian Federation
2 Saudi Arabia
2 Singapore
ψ South Africa (9)2 SwedenTurkeyUnited Arab Emirates† United States

International Average

Chemistry(42 Items)

Physics(52 Items)

Earth Science(42 Items)

Girls

Boys

Girls

Boys

Girls

Boys

Girls

Boys

533 (3.2)
522 (2.8)
468 (3.6)
577 (3.1)
500 (3.3)
393 (6.3)
518 (5.9)
549 (3.4)
488 (2.8)451 (3.8)502 (6.3)
523 (3.3)
459 (4.4)523 (3.2)
511 (4.5)506 (3.2)
571 (2.2)
488 (4.4)482 (3.7)554 (3.0)- 362 (6.2)
540 (3.1)
468 (3.9)387 (3.5)500 (3.7)
489 (3.1)
497 (3.6)
524 (3.7)
491 (5.3)
486 (5.0)545 (4.7)- 621 (4.7)
366 (3.2)
523 (3.9)519 (3.9)489 (4.1)
536 (4.0)529 (4.8)464 (2.7)475 (4.0)575 (2.7)479 (2.8)366 (8.7)
513 (6.7)
520 (4.1)
488 (3.8)444 (4.2)
499 (6.8)
537 (3.2)
438 (5.8)
520 (4.4)513 (5.4)510 (3.2)
577 (3.2)
429 (7.1)
471 (3.7)565 (2.8)- 348 (5.3)
529 (3.7)457 (4.4)386 (3.8)
496 (5.0)482 (3.8)
437 (4.8)530 (3.7)
462 (6.4)
472 (4.8)
542 (4.9)- 623 (5.2)
352 (3.4)515 (4.1)
507 (4.8)
461 (4.3)
524 (6.2)

519 (3.5)514 (3.0)440 (3.7)
598 (3.3)
491 (2.7)415 (6.2)
521 (7.5)
561 (4.0)
467 (3.7)
462 (4.7)
492 (6.1)
521 (3.9)
467 (5.5)525 (4.6)
527 (5.0)484 (3.4)
560 (2.5)488 (4.4)
501 (4.0)553 (4.0)- 420 (4.9)
536 (3.2)
440 (4.6)
408 (3.4)483 (3.8)
499 (4.8)
480 (3.3)
514 (3.5)
497 (5.8)476 (5.3)
550 (4.6)- 617 (5.8)
383 (4.2)
521 (4.4)
530 (4.7)
494 (4.1)
515 (4.6)510 (5.3)
448 (3.5)443 (3.8)
591 (3.1)
466 (3.3)
376 (9.1)
502 (7.9)
530 (4.7)
463 (4.8)451 (5.8)479 (7.5)
534 (4.4)435 (6.8)500 (5.0)510 (5.6)483 (3.4)
560 (3.6)423 (7.5)
487 (4.3)
549 (3.7)- 405 (5.9)
524 (3.9)428 (5.1)
396 (3.6)
481 (6.1)
486 (4.7)
409 (4.9)
511 (4.9)452 (6.5)
457 (5.8)552 (4.6)- 614 (5.7)
359 (4.9)
497 (4.4)
501 (6.7)
458 (4.4)503 (7.0)

524 (3.6)500 (3.8)
442 (3.6)
550 (3.3)
482 (4.9)405 (5.8)517 (5.9)
542 (4.0)
486 (3.5)
431 (6.0)
511 (6.1)
514 (3.4)
460 (5.2)
517 (4.1)
514 (5.3)
483 (4.8)563 (2.8)471 (4.3)
479 (4.4)563 (3.7)- 375 (6.0)
523 (2.9)475 (4.1)
403 (3.0)496 (3.9)486 (3.5)473 (3.6)
493 (4.0)
480 (5.6)
460 (4.6)
532 (5.0)- 614 (5.0)
383 (3.3)
524 (4.5)
519 (4.3)
479 (3.8)514 (4.2)

533 (5.0)
461 (2.8)458 (5.3)
560 (3.3)
477 (3.7)
380 (7.8)515 (7.2)
537 (5.1)
495 (4.6)
441 (5.4)
509 (7.1)
542 (3.5)
448 (6.0)
520 (4.7)
526 (5.9)
491 (4.8)
578 (3.4)
429 (6.8)
472 (4.4)575 (3.2)- 380 (5.4)
534 (4.6)475 (4.4)
401 (3.3)
507 (5.4)
500 (4.6)427 (5.3)
500 (4.2)
459 (5.7)455 (4.9)
549 (5.1)- 624 (4.8)
379 (3.6)
516 (4.5)
517 (5.7)
460 (3.9)515 (6.6)

531 (3.3)
499 (3.2)
451 (4.6)
572 (3.4)473 (3.4)375 (6.4)
513 (6.8)
562 (4.4)495 (5.9)425 (4.0)
506 (6.8)
517 (4.2)
438 (5.7)
536 (4.5)487 (6.1)
503 (4.1)
563 (3.5)450 (4.6)
449 (5.6)
549 (4.3)- 337 (6.2)
530 (3.2)
449 (4.7)352 (4.1)
502 (3.5)513 (5.1)
472 (4.2)
523 (5.1)
472 (5.7)452 (4.6)
522 (5.0)- 551 (5.4)
370 (3.6)
533 (4.3)
508 (4.3)
474 (4.0)
527 (4.5)

536 (4.6)453 (3.7)
476 (4.8)
586 (2.8)473 (3.1)
357 (8.6)
523 (7.0)555 (4.0)510 (4.5)
436 (4.7)
516 (6.7)
552 (4.6)
436 (6.0)
536 (4.2)
503 (5.4)
521 (4.8)
581 (4.9)
407 (6.7)
447 (4.7)
574 (3.7)- 337 (5.9)
539 (4.2)
454 (4.9)362 (4.1)
517 (5.4)525 (4.1)
427 (5.4)
539 (4.0)458 (7.2)
455 (5.8)
543 (5.0)- 572 (4.3)
362 (4.2)
528 (4.1)
510 (5.4)
458 (4.1)
532 (6.8)

487 (0.8)499 (0.7)533 (3.8)
528 (4.1)
567 (3.5)
409 (4.4)
438 (6.6)
401 (6.0)
549 (7.0)

493 (4.3)
553 (4.6)
561 (3.7)
433 (4.8)
441 (7.2)
443 (7.0)
563 (5.8)

499 (0.7)



























































































































480 (0.9)491 (0.7)490 (0.8)486 (0.8)489 (0.8)516 (4.4)
517 (5.1)
565 (4.3)
429 (4.8)434 (7.0)
433 (6.6)
541 (5.6)

523 (3.7)
525 (4.7)
586 (4.7)
426 (4.9)451 (7.2)
409 (5.6)
538 (6.7)

513 (4.7)
549 (5.0)550 (4.3)
422 (4.7)
435 (7.3)
423 (7.1)
537 (5.4)

527 (4.3)
556 (5.1)
578 (4.4)414 (5.2)
450 (8.1)
403 (6.3)
540 (6.7)

490 (4.4)
544 (4.7)
562 (4.2)
410 (4.7)
443 (9.4)
401 (6.2)
545 (7.2)

Benchmarking Participants
Ontario, Canada‡ Quebec, Canada

Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
2 Dubai, UAE

536 (3.4)
533 (4.6)564 (3.8)421 (4.4)427 (6.1)
434 (7.5)
558 (5.5)















Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 eighth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

272

Average Achievement in Cognitive Domains
Exhibit 4.17 shows countries’ average achievement in the knowing, applying, and reasoning
cognitive domains relative to their overall average achievement (from highest to lowest overall
average achievement). Interestingly, in the knowing and reasoning domains, about the same numberof countries had relative strengths as had relative weaknesses, but in the applying domain, fewer
countries had strengths than weaknesses. Eleven countries had a relative strength in the knowing
cognitive domain, and 12 had a relative weakness. Only 6 countries had a relative strength in theapplying domain, although 14 had a relative weakness. Thirteen countries had a relative strength in
the reasoning cognitive domain, and 16 had a relative weakness. The Russian Federation and Hong
Kong SAR were well balanced, with no relative strengths or weaknesses in the cognitive domains.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

273

Exhibit 4.17: Average Achievement in Science Cognitive Domains

Country

2 Singapore

Chinese Taipei
Japan
Korea, Rep. of
2 Russian Federation
FinlandLithuania
Hungary
Australia
Ireland† United States
2 SwedenPortugal
EnglandTurkey3 Israel† Hong Kong SAR
Italy† New Zealand† Norway (9)FranceBahrain
Cyprus2 Kazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. of
1 Georgia
Kuwait2 Saudi Arabia
Morocco2 Egypt
Lebanonψ South Africa (9)Knowing(75 Items)

Applying(80 Items)

Overall
Science
Average
Scale Score

Average
Scale Score

Difference
from Overall
Science Score

608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (4.2)
543 (3.1)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)

621 (4.2)
600 (2.4)563 (2.4)
558 (2.6)
543 (4.7)
545 (3.2)
527 (3.1)
537 (3.0)515 (3.5)513 (3.0)515 (4.6)
521 (3.2)
520 (3.1)
520 (5.0)506 (4.2)
514 (4.6)
501 (5.7)
507 (2.6)
480 (3.6)
497 (2.5)
480 (2.9)493 (2.0)482 (3.0)463 (3.7)
487 (4.2)
482 (2.7)475 (4.4)463 (3.3)
442 (3.9)
461 (3.3)455 (5.3)
449 (4.1)
459 (4.1)- - 380 (3.1)
396 (5.9)388 (4.4)361 (3.2)

13 (1.7)
26 (1.5)-7 (1.4)-3 (1.5)
1 (2.4)2 (1.4)-6 (1.3)
8 (1.4)-14 (1.4)-10 (1.7)-8 (1.1)0 (1.1)2 (1.7)3 (1.5)-9 (1.6)0 (1.6)-2 (1.8)
7 (1.5)-19 (1.6)
2 (1.6)-8 (1.7)
7 (1.2)-1 (2.9)-15 (1.6)
12 (1.6)
9 (0.9)5 (2.6)
1 (1.7)-18 (1.1)
4 (2.0)3 (1.7)-1 (1.6)
12 (1.7)- - -14 (1.1)
7 (1.5)
11 (2.9)-9 (1.1)

567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)

570 (3.0)
560 (2.3)
529 (3.6)505 (3.3)
427 (6.0)
413 (4.9)422 (4.3)

4 (0.9)13 (1.0)-8 (2.0)-17 (1.1)-12 (2.6)-9 (2.2)
1 (1.2)































Average
Scale Score

Difference
from Overall
Science Score

608 (4.1)
567 (2.1)
576 (2.3)
560 (2.4)
543 (4.5)
537 (3.3)
530 (3.0)
528 (3.1)
532 (3.4)
521 (3.4)
523 (4.8)518 (3.3)
514 (3.1)
515 (5.1)
515 (3.9)509 (4.3)
501 (5.2)
499 (3.4)503 (3.8)493 (3.5)482 (2.8)481 (2.6)477 (1.9)
481 (3.4)
469 (4.5)472 (2.2)
467 (4.2)
462 (3.0)473 (3.4)456 (3.4)453 (4.9)452 (3.5)
440 (3.7)- - 393 (2.9)
384 (5.7)375 (5.2)
377 (2.9)

1 (1.6)-8 (1.2)
6 (0.8)-1 (1.9)0 (1.2)-6 (1.1)-4 (1.3)-2 (1.8)
4 (0.9)-2 (1.8)
1 (0.9)-3 (1.2)-4 (1.3)-2 (1.8)-1 (2.5)-4 (1.5)-2 (1.4)-2 (1.8)
4 (1.4)-3 (1.3)-7 (1.6)-5 (2.0)-6 (1.1)
3 (1.5)-5 (1.3)-1 (0.6)-3 (1.4)
0 (2.1)13 (0.9)-1 (2.2)
1 (1.4)2 (0.9)-7 (2.8)- - -1 (1.4)-6 (2.0)-1 (1.9)
7 (0.7)562 (3.7)
545 (2.5)
538 (4.2)
523 (3.5)
446 (5.0)428 (3.7)
421 (3.5)-5 (2.4)-3 (1.2)
1 (2.2)1 (2.3)7 (1.5)6 (2.3)0 (1.4)

Reasoning(56 Items)




























Average
Scale Score

Difference
from Overall
Science Score

595 (4.0)559 (2.1)
570 (2.5)564 (2.3)
543 (4.5)
548 (3.4)
541 (3.2)
524 (3.1)
536 (3.1)
534 (3.4)
528 (4.7)
524 (3.8)519 (3.5)513 (5.0)524 (4.0)
518 (4.6)504 (5.2)
495 (4.0)510 (3.5)
494 (3.6)502 (3.0)
482 (2.4)
488 (2.3)
482 (3.5)
464 (4.6)
461 (2.2)
464 (4.4)458 (3.1)
459 (3.7)
450 (3.0)443 (4.8)444 (4.4)
436 (4.2)- - 398 (2.8)
378 (5.7)
346 (5.2)
362 (3.0)-13 (0.8)-16 (1.0)
1 (1.2)3 (1.7)0 (2.9)5 (1.4)7 (1.5)-5 (1.4)
7 (1.0)11 (1.6)6 (1.4)2 (2.3)1 (2.2)-3 (1.1)
8 (2.1)5 (1.9)0 (1.3)-5 (2.7)
11 (1.1)-1 (1.3)
14 (2.2)-4 (1.5)
4 (1.1)4 (1.8)-11 (1.7)-12 (0.8)-6 (1.9)-5 (2.0)-2 (1.5)-7 (1.1)-9 (1.7)-5 (2.3)-10 (2.8)- - 4 (1.2)-11 (1.7)-31 (3.1)-8 (0.9)568 (3.1)
538 (2.3)
540 (4.1)
533 (3.7)
438 (5.8)
417 (3.8)412 (3.6)

2 (1.0)-10 (1.6)
4 (1.5)
11 (3.3)-1 (4.1)-5 (1.3)-8 (1.4)


































Benchmarking Participants
Moscow City, Russian Fed.
2 Dubai, UAE‡ Quebec, Canada

Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE























Subscale score significantly higher than overall science score
Subscale score significantly lower than overall science score

Numbers of items are based on the TIMSS 2019 eighth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

274

Trends in Average Achievement in Cognitive Domains
Exhibit 4.18 presents differences in average achievement for the three cognitive domains across four
assessment cycles back to 2007, when TIMSS first began providing scaled results in the cognitive
domains. Trends show more countries have had increases than decreases in average achievement ineach of cognitive domains, particularly in the knowing domain. Thirty-one countries participatedin both the TIMSS 2015 and TIMSS 2019 assessments and have comparable data in the cognitive
domains. The recent trends in the knowing cognitive domain showed increases in 10 countries anddecreases in 8 countries. In the applying and reasoning domains, 7 countries showed increases, and6 showed decreases.
Between 2007 and 2019, in the knowing domain, there were increases in 13 countries comparedwith declines in 6 countries. In the applying domain, there were increases in 11 countries and declines
in 6 countries. In the reasoning domain, 9 countries had increases and 6 had decreases.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

275

Exhibit 4.18: Differences in Achievement for Science Cognitive Domains Across Assessment Years◊
Read across the row to determine if the performance in the row year is significantly higher () or significantly lower () than the performance in the column year.
Knowing
Country

Average
Scale Score

Australia
2019
2015
2011
2007
yyy Bahrain
2019
2015
2011
2007
yyy Chile
2019
2015
2011
yyy Chinese Taipei
2019
2015
2011
2007
yyy Cyprus
2019
2007
yyy Egypt
2 20192015
2007
yyy England
2019
2015
‡ 2011† 2007yyy Finland
2019
2011
yyy Georgia
1 20191 2 2015
1 2011
1 2007yyy Hong Kong SAR† 201920152011† 2007yyy Hungary
2019
2015
2011
2007
yyy Iran, Islamic Rep. of
2019
2015
2011
2007
yyy Ireland
2019
2015
yyy Israel
3 20193 20153 2011

y

y

y

y

y

y

y

y

y

y

y

y

y

515 (3.5)510 (2.7)
514 (5.1)
505 (3.7)
yyy yyy493 (2.0)462 (2.5)457 (3.7)
468 (2.2)
yyy yyy463 (3.3)
466 (3.2)
476 (3.1)
yyy yyy600 (2.4)
589 (2.3)
569 (2.6)
574 (3.9)
yyy yyy
482 (3.0)
438 (3.1)
yyy yyy396 (5.9)372 (5.2)
429 (4.1)
yyy yyy520 (5.0)523 (4.1)
533 (5.1)
536 (5.2)
yyy yyy545 (3.2)
564 (3.0)
yyy yyy459 (4.1)
452 (3.3)
428 (3.9)
438 (5.3)
yyy yyy501 (5.7)
547 (3.7)
544 (3.2)
537 (4.8)
yyy yyy537 (3.0)525 (3.5)
511 (3.2)
530 (3.2)
yyy yyy449 (4.1)
455 (4.8)479 (4.6)
468 (4.1)
yyy yyy513 (3.0)523 (3.2)
yyy yyy514 (4.6)503 (4.3)
518 (4.2)

Applying

Differences
Between Years
2015

2011

2007

4 

1 
-4 

10 
6 
9 

yyy  yyy  yyy y
31 
25 
35 
4 
-6 
-10 
yyy  yyy  yyy y
-3 
-12 
-10 
yyy  yyy  yyy y
11 
26 
31 
20 
15 
-5 
yyy  yyy  yyy y44 
yyy  yyy  yyy y
24 
-33 
-57 
yyy  yyy  yyy y
-3 
-14 
-17 
-11 
-14 
-3 
yyy  yyy  yyy y-20 
yyy  yyy  yyy y
6 
31 
21 
25 
15 
-10 
yyy  yyy  yyy y
-46 
-43 
-36 
3 
10 
7 
yyy  yyy  yyy y
12 
27 
8 
14 
-5 
-19 
yyy  yyy  yyy y
-7 
-30 
-19 
-24 
-13 
11 
yyy  yyy  yyy y-10 
yyy  yyy  yyy y
11 
-4 
-15 

Average
Scale Score
532 (3.4)512 (2.9)517 (4.5)
511 (3.7)
yyy yyy
481 (2.6)464 (2.4)
450 (2.1)
465 (2.2)
yyy yyy462 (3.0)446 (3.0)454 (2.3)
yyy yyy567 (2.1)
565 (2.0)570 (2.6)564 (3.7)
yyy yyy477 (1.9)454 (2.4)
yyy yyy384 (5.7)
371 (4.4)
398 (3.8)
yyy yyy515 (5.1)
538 (3.9)
531 (4.7)
540 (4.3)
yyy yyy537 (3.3)
549 (2.5)
yyy yyy440 (3.7)
442 (3.1)
418 (3.8)418 (4.6)
yyy yyy501 (5.2)
541 (4.3)
529 (3.4)
522 (5.1)
yyy yyy528 (3.1)
528 (3.4)
532 (3.5)551 (3.2)
yyy yyy452 (3.5)457 (4.0)
470 (3.9)452 (4.0)
yyy yyy521 (3.4)
533 (3.0)
yyy yyy509 (4.3)
504 (3.8)512 (4.0)

Reasoning

Differences
Between Years
2015

2011

2007

20 

15 
-5 

21 
1 
6 

Average
Scale Score

yyy  yyy  yyy y
17 
31 
15 
15 
-1 
-16 
yyy  yyy  yyy y
16 
8 
-7 
yyy  yyy  yyy y
1 
-3 
3 
-5 
2 
6 
yyy  yyy  yyy y24 
yyy  yyy  yyy y
13 
-14 
-27 
yyy  yyy  yyy y
-24 
-17 
-25 
7 
-1 
-8 
yyy  yyy  yyy y-12 
yyy  yyy  yyy y
-2 
22 
22 
24 
24 
0 
yyy  yyy  yyy y
-39 
-27 
-21 
12 
18 
6 
yyy  yyy  yyy y
0 
-4 
-23 
-4 
-23 
-19 
yyy  yyy  yyy y
-6 
-18 
0 
-13 
6 
18 
yyy  yyy  yyy y-12 
yyy  yyy  yyy y
5 
-3 
-8 

536 (3.1)
513 (2.8)526 (5.0)
530 (4.1)
yyy yyy
482 (2.4)
466 (2.8)
449 (2.0)464 (2.4)
yyy yyy458 (3.1)
448 (3.6)459 (2.7)
yyy yyy559 (2.1)
560 (2.0)551 (2.9)544 (4.0)
yyy yyy
488 (2.3)453 (2.7)
yyy yyy378 (5.7)
359 (4.8)385 (3.7)
yyy yyy513 (5.0)545 (4.0)
537 (4.9)
548 (4.6)
yyy yyy548 (3.4)
547 (3.4)
yyy yyy436 (4.2)
432 (3.5)
412 (3.7)385 (5.0)
yyy yyy504 (5.2)
550 (4.4)
538 (4.0)535 (5.6)
yyy yyy524 (3.1)
524 (3.8)518 (3.3)
530 (3.4)
yyy yyy444 (4.4)454 (4.0)475 (3.8)456 (4.0)
yyy yyy534 (3.4)
532 (3.0)
yyy yyy518 (4.6)
511 (4.4)
519 (4.4)

Differences
Between Years
2015

2011

2007

23 

9 
-14 

5 
-18 
-4 

yyy  yyy  yyy
16 
33 
18 
18 
3 
-15 
yyy  yyy  yyy
9 
-2 
-11 
yyy  yyy  yyy
-2 
8 
15 
9 
16 
7 
yyy  yyy  yyy
35 
yyy  yyy  yyy
19 
-7 
-26 
yyy  yyy  yyy
-31 
-24 
-35 
8 
-4 
-12 
yyy  yyy  yyy
0 
yyy  yyy  yyy
4 
24 
51 
20 
47 
27 
yyy  yyy  yyy
-47 
-34 
-31 
12 
15 
3 
yyy  yyy  yyy
0 
6 
-6 
6 
-6 
-12 
yyy  yyy  yyy
-10 
-31 
-12 
-22 
-2 
19 
yyy  yyy  yyy
2 
yyy  yyy  yyy
7 
-1 
-8 

 Average from more recent year significantly higher
 Average from more recent year significantly lower◊ Trend reporting in cognitive domains using current methodology began with TIMSS 2007.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

276

Exhibit 4.18: Differences in Achievement for Science Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Italy
2019
2 20152011
2007
yyy Japan
2019
2015
2011
2007
yyy Jordan
2019
2015
2011
2007
yyy Kazakhstan
2 20192011
yyy Korea, Rep. of
2019
2015
2011
2007
yyy Lebanon
2019
2015
2011
2007
yyy Lithuania
2019
2 2015
1 2011
1 2007yyy Malaysia
2019
2015
2011
2007
yyy Morocco
2019
2015
2011
yyy New Zealand† 2019† 20152011
yyy Norway (9)† 20192015
yyy Oman
2019
2015
2011
2007
yyy Qatar
2019
2015
2011
yyy Romania
2019
2011
2007

Average
Scale Score

y

y

y

y

y

y

y

y

y

y

y

y

y

507 (2.6)505 (2.6)512 (2.7)
496 (3.6)
yyy yyy563 (2.4)
567 (2.2)
541 (2.7)
542 (2.4)
yyy yyy455 (5.3)
430 (3.3)453 (4.4)492 (4.8)
yyy yyy463 (3.7)
483 (4.9)
yyy yyy558 (2.6)555 (2.9)554 (3.0)550 (2.3)
yyy yyy388 (4.4)403 (5.9)381 (5.7)
401 (6.3)
yyy yyy527 (3.1)
513 (3.1)
516 (2.4)
517 (2.5)
yyy yyy442 (3.9)
466 (5.1)
403 (7.1)
458 (6.8)
yyy yyy380 (3.1)
395 (2.3)
363 (2.8)
yyy yyy480 (3.6)503 (3.2)
511 (5.0)
yyy yyy497 (2.5)500 (3.1)
yyy yyy461 (3.3)455 (2.9)416 (3.4)425 (3.5)
yyy yyy
487 (4.2)
448 (3.6)
418 (4.5)
yyy yyy475 (4.4)457 (4.3)
451 (4.3)

Applying

Differences
Between Years
2015

2011

2007

3 

-5 
-8 

11 
8 
16 

yyy  yyy  yyy y
-5 
21 
22 
27 
26 
-1 
yyy  yyy  yyy y
25 
2 
-36 
-62 
-23 
-39 
yyy  yyy  yyy y-19 
yyy  yyy  yyy y
3 
8 
4 
2 
6 
4 
yyy  yyy  yyy y
-15 
7 
-13 
22 
2 
-20 
yyy  yyy  yyy y
14 
12 
10 
-2 
-4 
-1 
yyy  yyy  yyy y
-23 
39 
-16 
8 
63 
-55 
yyy  yyy  yyy y
-15 
17 
32 
yyy  yyy  yyy y
-23 
-32 
-8 
yyy  yyy  yyy y-3 
yyy  yyy  yyy y
7 
45 
36 
38 
30 
-8 
yyy  yyy  yyy y
39 
69 
30 
yyy  yyy  yyy y
18 
24 
6 

Average
Scale Score
499 (3.4)
496 (2.4)500 (2.3)
497 (2.9)
yyy yyy576 (2.3)
575 (1.9)
561 (2.6)556 (2.1)
yyy yyy453 (4.9)425 (3.3)
451 (4.0)484 (4.3)
yyy yyy
481 (3.4)
491 (4.1)
yyy yyy560 (2.4)552 (2.2)
561 (2.1)
550 (2.4)
yyy yyy375 (5.2)
398 (5.3)
408 (5.2)
418 (6.1)
yyy yyy530 (3.0)517 (3.4)512 (2.3)
513 (2.4)
yyy yyy473 (3.4)
476 (4.2)
424 (6.2)
470 (6.2)
yyy yyy393 (2.9)391 (2.8)381 (2.0)
yyy yyy503 (3.8)513 (3.5)509 (4.4)
yyy yyy493 (3.5)507 (2.9)
yyy yyy456 (3.4)454 (2.9)419 (3.4)
419 (3.6)
yyy yyy469 (4.5)
460 (3.6)
420 (3.7)
yyy yyy467 (4.2)
468 (3.6)
468 (3.7)

Reasoning

Differences
Between Years
2015

2011

2007

2 

-1 
-4 

2 
-1 
3 

yyy  yyy  yyy y
1 
15 
19 
14 
18 
4 
yyy  yyy  yyy y
28 
2 
-31 
-26 
-59 
-33 
yyy  yyy  yyy y-10 
yyy  yyy  yyy y
8 
-1 
10 
-9 
2 
11 
yyy  yyy  yyy y
-33 
-43 
-23 
-10 
-20 
-10 
yyy  yyy  yyy y
14 
18 
17 
4 
4 
-1 
yyy  yyy  yyy y
-3 
49 
3 
52 
6 
-46 
yyy  yyy  yyy y
2 
13 
11 
yyy  yyy  yyy y
-11 
-7 
4 
yyy  yyy  yyy y-14 
yyy  yyy  yyy y
3 
37 
37 
34 
34 
0 
yyy  yyy  yyy y
10 
49 
40 
yyy  yyy  yyy y
-1 
-1 
0 

Average
Scale Score
495 (4.0)493 (2.8)489 (2.6)
489 (3.1)
yyy yyy570 (2.5)570 (2.1)
568 (2.4)564 (2.3)
yyy yyy443 (4.8)
419 (3.6)
441 (4.3)
466 (4.2)
yyy yyy
482 (3.5)487 (4.4)
yyy yyy564 (2.3)
560 (2.8)564 (2.3)
561 (2.3)
yyy yyy346 (5.2)
381 (6.3)
408 (5.7)
410 (6.6)
yyy yyy541 (3.2)
525 (3.2)
513 (2.8)527 (2.7)
yyy yyy459 (3.7)
467 (3.9)439 (6.0)
483 (5.5)
yyy yyy398 (2.8)385 (2.6)366 (2.3)
yyy yyy510 (3.5)
520 (3.3)
515 (4.7)
yyy yyy494 (3.6)
518 (3.0)
yyy yyy450 (3.0)454 (2.4)
417 (3.0)419 (3.8)
yyy yyy464 (4.6)454 (3.2)
409 (4.6)
yyy yyy464 (4.4)
460 (3.7)453 (3.8)

Differences
Between Years
2015

2011

2007

2 

7 
4 

6 
4 
-1 

yyy  yyy  yyy
0 
3 
7 
3 
7 
4 
yyy  yyy  yyy
23 
1 
-24 
-22 
-47 
-25 
yyy  yyy  yyy-5 
yyy  yyy  yyy
4 
0 
3 
-3 
-1 
2 
yyy  yyy  yyy
-62 
-64 
-36 
-27 
-29 
-2 
yyy  yyy  yyy
28 
14 
15 
-2 
13 
-14 
yyy  yyy  yyy
-8 
20 
-24 
-15 
28 
-44 
yyy  yyy  yyy
13 
31 
18 
yyy  yyy  yyy
-10 
-6 
4 
yyy  yyy  yyy-24 
yyy  yyy  yyy
-4 
33 
31 
37 
36 
-2 
yyy  yyy  yyy
10 
55 
45 
yyy  yyy  yyy
4 
11 
7 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

277

Exhibit 4.18: Differences in Achievement for Science Cognitive Domains Across Assessment Years◊(Continued)
Knowing
Country

Average
Scale Score

Russian Federation
2 20192015
2 20112007
yyy Singapore
2 20192 20152 20112007
yyy South Africa (9)ψ 20192015
ψ 2011yyy Sweden
2 2019
2015
2011
2007
yyy Turkey
2019
2015
2011
yyy United Arab Emirates
2019
2015
2011
yyy United States† 2019† 20152 20112 † 2007

y

y

y

y

y

y

543 (4.7)
558 (5.2)
557 (3.8)
541 (4.4)
yyy yyy621 (4.2)
594 (3.4)
588 (4.9)
561 (4.9)
yyy yyy361 (3.2)
337 (6.7)
282 (4.1)
yyy yyy521 (3.2)
519 (3.2)512 (2.5)508 (2.6)
yyy yyy506 (4.2)
489 (4.5)490 (3.7)
yyy yyy
482 (2.7)478 (2.5)471 (2.4)
yyy yyy515 (4.6)
532 (3.4)
527 (2.8)516 (3.2)

Applying

Differences
Between Years
2015

2011

2007

-14 

-14 
1 

3 
17 
16 

yyy  yyy  yyy y
27 
59 
33 
6 
32 
26 
yyy  yyy  yyy y
79 
24 
55 
yyy  yyy  yyy y
2 
10 
14 
8 
12 
4 
yyy  yyy  yyy y
17 
16 
-1 
yyy  yyy  yyy y
4 
11 
7 
yyy  yyy  yyy y
-17 
-12 
-1 
5 
16 
11 

Average
Scale Score
543 (4.5)
538 (4.6)
539 (3.3)
527 (4.0)
yyy yyy608 (4.1)
600 (3.4)
589 (4.4)570 (4.5)
yyy yyy377 (2.9)368 (5.9)335 (3.5)
yyy yyy518 (3.3)
518 (3.5)508 (2.7)509 (2.8)
yyy yyy515 (3.9)
492 (3.9)478 (3.4)
yyy yyy472 (2.2)
478 (2.4)
464 (2.1)
yyy yyy523 (4.8)
531 (2.8)522 (2.3)
517 (2.9)

Reasoning

Differences
Between Years
2015

2011

2007

4 

4 
0 

15 
11 
12 

yyy  yyy  yyy y
8 
19 
38 
11 
30 
19 
yyy  yyy  yyy y
9 
42 
33 
yyy  yyy  yyy y
0 
10 
9 
10 
9 
-1 
yyy  yyy  yyy y
22 
37 
15 
yyy  yyy  yyy y
8 
-6 
14 
yyy  yyy  yyy y
-8 
1 
6 
14 
9 
5 

Average
Scale Score
543 (4.5)
538 (3.9)533 (3.2)
519 (4.0)
yyy yyy595 (4.0)595 (3.2)
592 (4.4)568 (4.5)
yyy yyy362 (3.0)350 (5.6)
338 (5.0)
yyy yyy524 (3.8)526 (4.0)510 (3.0)516 (2.9)
yyy yyy524 (4.0)495 (4.2)
483 (3.3)
yyy yyy461 (2.2)473 (2.4)456 (2.5)
yyy yyy528 (4.7)
526 (2.8)524 (2.5)
529 (3.0)

Differences
Between Years
2015

2011

2007

5 

10 
5 

24 
18 
13 

yyy  yyy  yyy
0 
2 
26 
2 
26 
24 
yyy  yyy  yyy
11 
23 
12 
yyy  yyy  yyy
-3 
14 
7 
17 
10 
-6 
yyy  yyy  yyy
29 
41 
12 
yyy  yyy  yyy
5 
-12 
17 
yyy  yyy  yyy
2 
5 
0 
3 
-2 
-5 

Benchmarking Participants
Ontario, Canada
2019
2015
2 2011
2 2007yyy Quebec, Canada‡ 2019≡ 20152011
3 2007yyy Abu Dhabi, UAE
2019
2015
2011
yyy Dubai, UAE
2 201920152011‡ 2007yyy505 (3.3)
514 (2.6)513 (2.8)515 (3.6)
yyy yyy529 (3.6)
527 (5.1)
519 (2.8)
499 (3.3)
yyy yyy422 (4.3)
453 (6.1)
466 (4.2)
yyy yyy560 (2.3)
527 (2.5)
492 (2.9)496 (3.5)

-9 

-8 
1 

-10 
-1 
-2 

yyy  yyy  yyy y
2 
9 
30 
7 
28 
20 
yyy  yyy  yyy y
-31 
-44 
-13 
yyy  yyy  yyy y
33 
68 
65 
35 
32 
-4 

523 (3.5)525 (2.4)
518 (2.4)
524 (3.8)
yyy yyy538 (4.2)
524 (4.6)
518 (2.9)500 (3.4)
yyy yyy421 (3.5)457 (5.9)
461 (3.9)
yyy yyy545 (2.5)525 (2.2)486 (2.8)488 (3.0)

-2 

5 
7 

-1 
1 
-6 

yyy  yyy  yyy y
13 
20 
37 
7 
24 
17 
yyy  yyy  yyy y
-36 
-40 
-4 
yyy  yyy  yyy y
19 
59 
57 
39 
37 
-2 

533 (3.7)
532 (2.6)
532 (3.0)
542 (4.2)
yyy yyy540 (4.1)
535 (4.5)
522 (3.1)
523 (3.3)
yyy yyy412 (3.6)454 (5.7)455 (4.3)
yyy yyy538 (2.3)
521 (2.0)479 (2.6)478 (3.5)

1 

0 
0 

-10 
-10 
-10 

yyy  yyy  yyy
5 
19 
18 
13 
13 
-1 
yyy  yyy  yyy
-42 
-43 
-1 
yyy  yyy  yyy
18 
59 
60 
41 
43 
1 

 Average from more recent year significantly higher
 Average from more recent year significantly lower

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

278

Average Achievement in Cognitive Domains by Gender
Exhibit 4.19 shows the differences between girls’ and boys’ average achievement in the cognitive
domains of knowing, applying, and reasoning. Reflecting the overall results where girls had higher
average achievement in more countries than the reverse, girls had higher average achievement thanboys in more countries than the reverse in all three cognitive domains, especially applying andreasoning. In the knowing domain, girls had higher average achievement than boys in 10 countries,
and boys had higher achievement than girls in 8 countries. In the applying domain, girls had higher
average achievement than boys in 13 countries, and boys had higher average achievement than girls in
4 countries. In reasoning, girls had higher average achievement than boys in 13 countries, comparedwith 2 countries where boys had higher average achievement.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

279

Exhibit 4.19: Average Achievement in Science Cognitive Domains by Gender
Knowing(75 Items)

Country
Australia
Bahrain
Chile
Chinese Taipei
Cyprus2 Egypt
EnglandFinlandFrance1 Georgia† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
3 Israel
Italy
Japan
Jordan2 Kazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
Morocco† New Zealand† Norway (9)Oman
Portugal
Qatar
Romania
2 Russian Federation
2 Saudi Arabia
2 Singapore
ψ South Africa (9)2 SwedenTurkeyUnited Arab Emirates† United States

International Average

Applying(80 Items)

Reasoning(56 Items)

Girls

Boys

Girls

Boys

Girls

Boys

511 (3.3)
520 (2.8)457 (4.1)
592 (2.9)487 (4.1)
406 (6.3)
519 (6.1)
553 (3.2)
473 (2.9)
460 (4.6)
493 (6.2)
526 (3.1)
457 (5.0)512 (3.6)
513 (5.2)
502 (3.1)
555 (3.3)
484 (5.0)
468 (4.6)
549 (3.8)- 392 (5.9)
526 (3.1)
447 (4.4)379 (3.5)475 (3.7)
495 (2.7)
488 (3.5)515 (3.5)
499 (4.9)477 (4.7)
539 (5.3)- 617 (4.9)
369 (3.2)
522 (4.3)
510 (4.7)
495 (4.4)515 (4.1)

518 (5.3)
466 (3.7)
469 (4.6)
608 (2.9)478 (3.1)
384 (9.2)
521 (6.9)
537 (4.2)
487 (4.7)457 (5.4)
508 (6.9)
549 (4.3)
442 (6.3)
514 (4.1)
514 (5.5)512 (4.2)
572 (2.7)
429 (7.4)
459 (4.2)
567 (3.0)- 385 (4.4)
528 (4.0)
437 (5.0)
381 (3.6)484 (5.3)
500 (3.4)
436 (5.1)
526 (3.6)474 (5.9)473 (5.0)
547 (5.0)- 624 (4.9)
352 (3.9)
521 (4.2)
502 (5.6)
470 (4.7)
514 (5.9)534 (3.2)
508 (2.6)458 (3.7)
567 (2.5)486 (2.5)397 (6.3)
517 (6.0)
547 (3.4)
480 (3.1)
441 (4.1)
505 (5.7)
516 (3.1)
462 (4.6)525 (4.1)
507 (4.8)495 (3.7)
571 (2.5)481 (4.6)
486 (4.0)554 (3.2)- 377 (6.2)
532 (3.0)475 (3.6)
393 (3.2)
500 (4.2)
493 (3.8)
485 (4.0)
512 (3.8)
485 (5.7)
471 (4.9)
539 (4.9)- 604 (4.6)
383 (3.0)526 (4.0)
521 (4.3)
486 (3.6)525 (4.2)

530 (4.9)454 (3.9)
466 (3.9)567 (2.9)
469 (2.9)367 (8.7)512 (6.8)
527 (4.0)484 (3.8)439 (4.9)
499 (6.7)
540 (3.8)443 (5.3)
518 (4.2)
511 (5.0)503 (3.8)
581 (2.7)
428 (6.5)
476 (4.1)
566 (2.8)- 374 (5.4)
529 (3.6)471 (4.2)
393 (3.3)505 (5.2)
493 (4.3)
429 (4.8)516 (4.0)454 (6.2)
462 (4.9)
546 (4.9)- 613 (5.0)
371 (3.5)510 (4.3)
508 (5.3)
460 (4.1)
521 (6.3)

538 (3.1)
508 (3.6)
450 (4.0)
560 (2.7)
497 (3.2)
392 (6.4)
516 (5.7)
559 (3.9)504 (3.2)
434 (4.5)510 (6.0)
517 (3.4)454 (4.9)
538 (3.6)
516 (4.7)
494 (4.5)
569 (2.5)470 (4.0)
486 (3.9)562 (3.4)- 351 (6.1)
542 (3.2)
460 (3.9)
401 (3.3)
510 (3.6)
494 (4.3)
478 (3.4)
517 (3.9)477 (5.8)
469 (4.6)
541 (5.2)- 591 (4.8)
365 (3.3)
530 (4.6)
529 (4.1)
473 (4.0)
530 (3.8)533 (4.7)457 (2.6)465 (3.8)558 (2.6)479 (2.9)361 (8.4)
510 (6.8)
537 (4.1)
501 (3.7)
438 (5.8)
498 (6.4)
532 (3.9)435 (6.9)
531 (4.6)
520 (5.9)496 (4.6)
571 (3.0)
417 (6.7)
478 (4.1)
566 (2.5)- 341 (6.0)
539 (3.8)457 (4.3)
394 (3.5)509 (5.0)495 (4.1)
424 (4.7)
522 (4.1)
451 (6.3)
458 (5.5)545 (4.6)- 598 (4.5)
358 (3.5)
517 (4.7)
519 (5.5)450 (3.8)526 (6.2)

495 (0.7)


















490 (0.8)511 (4.1)
531 (4.1)
576 (3.5)404 (5.4)
431 (7.1)
408 (6.4)
557 (7.5)














496 (0.7)





























487 (0.8)496 (0.7)524 (3.7)
538 (4.8)567 (4.0)423 (4.5)452 (6.4)
405 (5.7)
541 (6.8)

534 (4.4)
543 (4.7)
563 (3.6)
419 (4.2)
430 (6.8)
427 (6.6)
541 (5.7)

























486 (0.8)

Benchmarking Participants
Ontario, Canada‡ Quebec, Canada

Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
2 Dubai, UAE

499 (3.4)
527 (4.1)
564 (3.5)421 (5.0)424 (6.9)
437 (7.6)
564 (6.1)








522 (4.1)
537 (4.4)556 (4.2)
433 (3.9)
441 (5.8)
437 (6.7)
549 (5.3)

531 (4.1)
538 (4.7)
573 (3.6)
414 (4.4)
448 (7.0)
398 (5.6)535 (6.6)

Average significantly higher than other gender

Numbers of items are based on the TIMSS 2019 eighth grade science eAssessment items included in scaling.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix B.7 for target population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available because average achievement could not be accurately estimated.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

COUNTRIES’ MATHEMATICS & SCIENCE ACHIEVEMENT: SCIENCE GRADE 8
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

280

TIMSS 2019 INTERNATIONAL RESULTS IN
MATHEMATICS AND SCIENCEHOME & SCHOOL CONTEXTSTIMSS & PIRLSInternational Study Center
Lynch School of Education

Home Environment Support
Home ResourcesHome Resources for Learning
With information from both parents and students, the TIMSS 2019 results add to the alreadyextensive body of research showing a powerful positive relationship between students’ socioeconomic
environment and their educational achievement.
The Home Resources for Learning scale combines data reported by fourth grade students andtheir parents. The parents’ data were collected using the TIMSS 2019 Early Learning Survey (alsocalled the “Home Questionnaire”), which asked parents to provide information about their child’s
learning experiences before the child began primary school. As explained in Exhibit 5.1, students
provided information about the number of books in their homes and other study supports, whileparents provided information about the number of children’s books, the parents’ levels of education,and the parents’ occupations (see About the Scale). As also explained, students were assigned a scoreon the scale according to the availability of these five home resources for learning.
Exhibit 5.2 presents, for each country, the percentage of students in three categories of the scale,
together with average student achievement in mathematics. Countries are ordered by the percentage ofstudents in the “many resources” category, with an average percentage across countries of 17 percent.
The majority of students (75%, on average) were assigned to the “some resources” category, with just
8 percent in the “few resources” category. There was a 129-point difference in average mathematics
achievement of students in the “many resources” category compared with the “few resources” category(562 vs. 433). Average mathematics achievement for the students in the “some resources” category
was in between, at 498 points.
The second panel of Exhibit 5.2 presents a scatterplot showing a modest positive association
between countries’ average Home Resources for Learning and average mathematics achievement.
Exhibit 5.3 presents the same Home Resources for Learning data, but this time in conjunction
with average science achievement. The overall pattern of results is similar to mathematics, with anaverage science achievement gap of 143 score points between students in the “many resources” and“few resources” categories (557 vs. 414). Average science achievement for the students in the “someresources” category was again in between, at 488 points. Also similar to mathematics, the scatterplot in
the second panel of Exhibit 5.3 shows a modest positive relationship between average Home Resources
for Learning scores and average science achievement across countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

282

Exhibit 5.1: Home Resources for Learning
Students’ Results based on Students’ and Parents’ Reports

About the Scale
Students were scored according to their own and their parents’ reports regarding the availability of five resources on the Home Resources for Learning
scale. Cut scores divide the scale into three categories. Students with Many Resources had a score at or above the cut score corresponding to students
reporting they had more than 100 books and both home study supports in their home and their parents reporting they had more than 25 children’s books intheir home, that at least one parent finished university, and that at least one parent had a professional occupation, on average. Students with Few
Resources had a score at or below the cut score corresponding to students reporting they had 25 or fewer books and neither of the home study supports intheir home and their parents reporting they had 10 or fewer children’s books in the home, that neither parent had gone beyond upper secondary education,and that neither parent was a small business owner or worked in a clerical or professional occupation, on average. All other students had Some Resources.
Number of books in the home (students):
1) 0-102) 11-25
3) 26-100
4) 101-200
5) More than 200

Number of children’s books in the home (parents):
1) 0-102) 11-25
3) 26-50
4) 51-100
5) More than 100

Number of home study supports (students):
1) None2) Internet connection or own room3) Both internet connection and own room

Highest level of education of either parent (parents):
1) Finished some primary or lower
secondary or did not go to school2) Finished lower secondary3) Finished upper secondary4) Finished post-secondary education
5) Finished university or higher

Highest level of occupation of either parent (parents):
1) Has never worked outside home for pay, general laborer, or semi-professional (skilled agricultural or
fishery worker, craft or trade worker, plant or machine operator)
2) Clerical (clerk or service or sales worker)
3) Small business owner
4) Professional (corporate manager or senior official, professional, or technician or associate professional)

Some
Resources

Many
Resources
Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

11.8

Few
Resources
7.4

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

283

Exhibit 5.2: Home Resources for Learning
Students’ Results based on Students’ and Parents’ Reports
Many ResourcesCountry

Korea, Rep. of
SwedenDenmark
CanadaNorthern Ireland
Finland
Ireland
Norway (5)Singapore
CyprusFranceGermany
Hungary
Belgium (Flemish)Hong Kong SAR
MaltaCzech Republic
Austria
PolandSpain
Chinese Taipei
LatviaPortugal
Slovak Republic
Lithuania
Georgia
Russian Federation
Bulgaria
SerbiaJapan
Qatar
Croatia
Italy
Montenegro
Bahrain
North Macedonia
Kazakhstan
Turkey (5)Armenia
Albania
Bosnia and Herzegovina
Iran, Islamic Rep. of
Oman
Chile
KuwaitKosovoSaudi Arabia
Azerbaijan
South Africa (5)MoroccoPakistan
Philippines
Australia
EnglandNetherlands
United States
New ZealandUnited Arab Emirates

Some Resources

Few Resources

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

53 (1.6)
39 (1.9)37 (1.5)
36 (1.7)
35 (1.8)35 (1.1)
34 (1.4)
33 (1.5)
31 (1.0)29 (1.4)
28 (1.5)
27 (1.4)
27 (1.4)
27 (1.1)
27 (1.6)
27 (0.7)
24 (1.1)
22 (1.0)22 (1.1)
20 (1.2)
20 (1.1)
19 (1.0)19 (1.1)
19 (1.2)
16 (1.1)
15 (1.0)
14 (1.1)
13 (0.8)
13 (1.0)
12 (0.7)
11 (0.9)
10 (0.7)
10 (0.8)
9 (0.5)8 (0.5)7 (0.9)6 (1.0)6 (0.7)5 (0.6)5 (0.7)5 (0.5)5 (0.7)4 (0.4)4 (0.4)4 (0.5)4 (0.6)3 (0.3)2 (0.3)2 (0.3)1 (0.2)0 (0.2)0 (0.1)- - - - 42 (1.6)
12 (0.4)

624 (2.1)
562 (3.0)564 (2.9)546 (2.1)
626 (4.5)567 (2.5)
587 (2.6)
583 (3.9)665 (3.4)
570 (3.1)
538 (2.8)572 (3.1)
574 (3.0)
567 (2.5)
636 (4.3)
553 (2.8)582 (3.2)
584 (2.7)
568 (3.9)
547 (2.8)
637 (2.5)
578 (3.4)
574 (3.3)
560 (4.2)
592 (5.1)
513 (5.5)597 (3.8)
578 (3.1)
574 (3.9)
637 (3.8)512 (7.4)
549 (3.6)552 (4.4)507 (5.2)
520 (5.9)550 (7.6)
552 (9.5)625 (5.9)534 (5.4)
577 (6.4)
517 (6.0)
537 (8.7)505 (6.8)
516 (6.4)
447 (14.3)
503 (7.4)
466 (8.2)
~ ~
~ ~
~ ~
~ ~
~ ~
- - - - 549 (3.6)
557 (2.5)

47 (1.6)
60 (1.8)
62 (1.5)64 (1.7)
63 (1.7)
65 (1.1)
64 (1.5)
66 (1.5)
67 (1.0)70 (1.3)
69 (1.4)
72 (1.4)
68 (1.4)
71 (1.1)
67 (1.5)72 (0.7)75 (1.1)
75 (1.0)77 (1.0)75 (1.2)
74 (1.1)
79 (1.0)76 (1.1)
74 (1.4)
82 (1.0)82 (1.1)
84 (1.1)
69 (1.9)
83 (1.1)
87 (0.7)
87 (1.0)87 (1.0)
83 (0.9)87 (0.6)
88 (0.6)
78 (1.5)
90 (1.0)68 (1.6)
86 (0.8)
65 (1.7)
89 (0.7)70 (1.5)
86 (0.6)
86 (0.7)
93 (0.5)84 (0.8)
88 (0.7)
86 (0.8)
74 (1.0)39 (1.4)
62 (2.7)
66 (1.8)- - - - 57 (1.6)
87 (0.4)

574 (2.4)510 (2.8)526 (3.1)
511 (3.8)565 (3.6)
520 (2.5)535 (2.7)
540 (3.1)
612 (4.0)522 (2.7)471 (2.9)
521 (2.7)513 (2.5)525 (2.1)
595 (3.0)504 (1.7)
530 (2.7)
531 (2.0)509 (2.6)500 (2.8)593 (1.9)
541 (2.5)
521 (2.7)
507 (2.6)535 (2.8)478 (4.1)
564 (3.4)
526 (2.7)
506 (2.5)
589 (1.7)451 (3.6)
508 (2.2)515 (2.5)454 (2.1)
480 (2.7)
485 (4.7)
511 (2.4)
543 (3.8)500 (2.4)505 (3.3)453 (2.2)453 (3.4)
436 (4.0)444 (2.9)388 (4.9)
448 (2.7)
403 (3.5)525 (2.5)385 (3.7)
413 (6.5)
333 (14.5)
313 (6.8)- - - - 486 (4.1)
495 (2.3)

0 (0.1)2 (0.4)1 (0.2)0 (0.1)1 (0.3)1 (0.1)1 (0.3)1 (0.2)1 (0.2)1 (0.2)3 (0.3)1 (0.3)5 (0.8)3 (0.4)6 (0.6)
1 (0.2)1 (0.2)2 (0.3)1 (0.2)4 (0.6)5 (0.5)2 (0.3)5 (0.5)7 (1.3)2 (0.3)4 (0.6)3 (0.5)18 (2.1)
4 (0.6)
1 (0.2)2 (0.3)3 (0.9)7 (0.8)4 (0.3)4 (0.3)15 (1.6)
4 (0.5)26 (1.6)
9 (0.7)30 (1.9)
6 (0.5)25 (1.4)
10 (0.6)
10 (0.6)
2 (0.4)12 (0.8)
9 (0.7)12 (0.8)
24 (1.0)60 (1.4)
38 (2.8)
34 (1.8)- - - - 1 (0.2)
1 (0.1)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
419 (9.3)~ ~432 (7.6)
472 (6.9)
561 (7.4)
~ ~
~ ~
~ ~
~ ~
447 (9.4)
542 (8.2)~ ~466 (6.3)
416 (8.5)~ ~445 (15.7)
537 (12.2)
440 (12.5)
387 (13.9)~ ~~ ~448 (15.2)
491 (5.3)
384 (9.8)
461 (6.1)
406 (9.4)
491 (5.8)450 (6.1)
469 (6.1)
467 (6.0)
410 (6.7)
405 (7.2)
391 (7.4)
401 (4.6)~ ~415 (6.1)
383 (7.4)
495 (5.3)
349 (3.4)
369 (5.8)
325 (12.4)
270 (5.8)- - - - ~ ~~ ~17 (0.1)

562 (0.7)

75 (0.2)

498 (0.5)

8 (0.1)433 (1.5)

39 (1.3)
36 (3.1)
35 (2.0)32 (1.3)
19 (0.7)- -611 (2.3)
548 (3.9)562 (3.1)
550 (2.4)
594 (2.9)- -60 (1.3)
64 (3.1)
65 (1.9)66 (1.3)
81 (0.7)- -581 (2.4)512 (7.4)
525 (3.2)
510 (2.4)
549 (2.2)- -0 (0.1)0 (0.1)0 (0.2)3 (0.4)0 (0.1)
- -

~ ~
~ ~
~ ~
457 (10.1)
~ ~
- -

r
s
s
s

s

s

r
r

r

r

r

r

r
r

x
x

International Average

Average
Scale Score
11.9 (0.06)
11.2 (0.08)
11.3 (0.04)
11.3 (0.05)
11.1 (0.07)
11.2 (0.04)
11.1 (0.05)
11.5 (0.05)
11.0 (0.04)
10.9 (0.05)
10.8 (0.06)
10.8 (0.05)
10.6 (0.07)
10.7 (0.04)
10.5 (0.08)
10.8 (0.03)
10.8 (0.04)
10.6 (0.04)
10.6 (0.05)
10.4 (0.06)
10.4 (0.05)
10.6 (0.04)
10.2 (0.06)
10.2 (0.08)
10.4 (0.05)
10.3 (0.06)
10.3 (0.06)
9.6 (0.09)
10.0 (0.05)
10.3 (0.04)
10.2 (0.04)
9.9 (0.05)
9.8 (0.06)
10.0 (0.03)
9.9 (0.03)
9.3 (0.09)
9.8 (0.06)
8.7 (0.08)
9.5 (0.05)
8.6 (0.08)
9.3 (0.05)
8.7 (0.07)
9.4 (0.04)
9.3 (0.04)
9.8 (0.04)
9.1 (0.05)
9.4 (0.05)
9.1 (0.04)
8.5 (0.05)
6.9 (0.08)
8.0 (0.14)
8.1 (0.07)- - - - 11.4 (0.06)
10.4 (0.02)

Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada
Quebec, Canada
Madrid, Spain
Dubai, UAE
Abu Dhabi, UAE

s
s
s
y

11.4 (0.05)
11.3 (0.09)
11.2 (0.07)
10.9 (0.06)
10.8 (0.02)- -This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference for country
comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard deviation of
the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

284

Exhibit 5.2: Home Resources for Learning
Students’ Results based on Students’ and Parents’ Reports(Continued)
Average Mathematics Achievement by Home Resources for Learning
650

Singapore

Hong Kong SAR

600

Chinese Taipei

Japan

Korea, Rep. of

Moscow City, Russian Fed.
Russian Federation
Northern Ireland
Ireland
LatviaNorway (5)Austria
Dubai, UAE
Lithuania
Quebec,CanadaCyprusCzech Republic
Belgium (Flemish)
Finland
Hungary
Denmark
Germany
Portugal
Italy
PolandSwedenBulgaria
Croatia
Madrid, Spain
Malta
Kazakhstan
Canada Ontario, Canada
Slovak Republic
SerbiaArmenia
Spain
FranceNew ZealandGeorgia
Bahrain

550

Average Mathematics Scale Score

Turkey (5)Azerbaijan

500

Albania

North Macedonia
Bosnia and Herzegovina

450
Iran, Islamic Rep. of

400

Montenegro
Qatar

KosovoChile
Oman

Saudi Arabia
KuwaitMoroccoSouth Africa (5)350

Pakistan

300
6.0

6.5

7.0

7.5

8.0

8.5

9.0

9.5

10.0

10.5

11.0

11.5

12.0

Average Home Resources for Learning Scale Score
SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

285

Exhibit 5.3: Home Resources for Learning
Students’ Results based on Students’ and Parents’ Reports
Many ResourcesCountry

Korea, Rep. of
SwedenDenmark
CanadaNorthern Ireland
Finland
Ireland
Norway (5)Singapore
CyprusFranceGermany
Hungary
Belgium (Flemish)Hong Kong SAR
MaltaCzech Republic
Austria
PolandSpain
Chinese Taipei
LatviaPortugal
Slovak Republic
Lithuania
Georgia
Russian Federation
Bulgaria
SerbiaJapan
Qatar
Croatia
Italy
Montenegro
Bahrain
North Macedonia
Kazakhstan
Turkey (5)Armenia
Albania
Bosnia and Herzegovina
Iran, Islamic Rep. of
Oman
Chile
KuwaitKosovoSaudi Arabia
Azerbaijan
South Africa (5)MoroccoPakistan
Philippines
Australia
EnglandNetherlands
United States
New ZealandUnited Arab Emirates

Some Resources

Few Resources

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

53 (1.6)
39 (1.9)37 (1.5)
36 (1.7)
35 (1.8)35 (1.1)
34 (1.4)
33 (1.5)
31 (1.0)29 (1.4)
28 (1.5)
27 (1.4)
27 (1.4)
27 (1.1)
27 (1.6)
27 (0.7)
24 (1.1)
22 (1.0)22 (1.1)
20 (1.2)
20 (1.1)
19 (1.0)19 (1.1)
19 (1.2)
16 (1.1)
15 (1.0)
14 (1.1)
13 (0.8)
13 (1.0)
12 (0.7)
11 (0.9)
10 (0.7)
10 (0.8)
9 (0.5)8 (0.5)7 (0.9)6 (1.0)6 (0.7)5 (0.6)5 (0.7)5 (0.5)5 (0.7)4 (0.4)4 (0.4)4 (0.5)4 (0.6)3 (0.3)2 (0.3)2 (0.3)1 (0.2)0 (0.2)0 (0.1)- - - - 42 (1.6)
12 (0.4)

610 (1.9)580 (3.2)
560 (2.9)558 (2.2)565 (3.3)
585 (3.2)
567 (3.4)
579 (3.5)640 (3.1)
551 (3.8)
541 (2.8)577 (3.0)
579 (2.5)
540 (2.4)
570 (3.9)
547 (2.7)
578 (3.4)
578 (3.1)
577 (3.6)553 (2.9)
598 (2.7)
573 (2.7)
547 (3.3)
574 (3.6)
587 (5.5)487 (5.1)
599 (4.0)
602 (4.0)
576 (3.4)
606 (4.4)513 (7.6)
562 (3.5)551 (4.0)515 (5.2)
552 (6.4)
511 (7.6)
557 (12.0)
612 (5.1)
511 (6.4)
570 (6.3)
518 (6.1)
541 (6.4)
526 (7.9)
543 (5.9)
449 (17.7)
485 (8.3)
477 (9.6)
~ ~
~ ~
~ ~
~ ~
~ ~
- - - - 563 (3.3)
554 (3.2)

47 (1.6)
60 (1.8)
62 (1.5)64 (1.7)
63 (1.7)
65 (1.1)
64 (1.5)
66 (1.5)
67 (1.0)70 (1.3)
69 (1.4)
72 (1.4)
68 (1.4)
71 (1.1)
67 (1.5)72 (0.7)75 (1.1)
75 (1.0)77 (1.0)75 (1.2)
74 (1.1)
79 (1.0)76 (1.1)
74 (1.4)
82 (1.0)82 (1.1)
84 (1.1)
69 (1.9)
83 (1.1)
87 (0.7)
87 (1.0)87 (1.0)
83 (0.9)87 (0.6)
88 (0.6)
78 (1.5)
90 (1.0)68 (1.6)
86 (0.8)
65 (1.7)
89 (0.7)70 (1.5)
86 (0.6)
86 (0.7)
93 (0.5)84 (0.8)
88 (0.7)
86 (0.8)
74 (1.0)39 (1.4)
62 (2.7)
66 (1.8)- - - - 57 (1.6)
87 (0.4)

564 (2.7)
524 (3.3)
521 (3.1)
520 (3.1)
515 (2.6)
545 (2.6)514 (3.3)
534 (3.5)
579 (3.4)
501 (2.8)473 (2.9)519 (2.4)
519 (2.4)
493 (2.1)
521 (3.3)
488 (1.8)
531 (3.0)514 (2.8)520 (2.5)509 (2.2)552 (1.6)
537 (2.3)500 (2.6)
520 (2.6)
531 (2.5)
449 (4.5)564 (3.0)536 (3.5)
517 (2.9)558 (1.7)454 (4.4)522 (2.2)
511 (2.9)454 (2.7)
495 (3.4)
439 (5.6)
492 (2.9)546 (3.6)
467 (3.3)
499 (3.4)459 (2.9)453 (3.6)
443 (4.2)
473 (2.6)
402 (6.0)
417 (3.2)
409 (3.9)
438 (3.0)340 (5.2)
404 (7.3)
295 (15.3)
269 (7.8)- - - - 501 (3.6)
492 (2.9)

0 (0.1)2 (0.4)1 (0.2)0 (0.1)1 (0.3)1 (0.1)1 (0.3)1 (0.2)1 (0.2)1 (0.2)3 (0.3)1 (0.3)5 (0.8)3 (0.4)6 (0.6)
1 (0.2)1 (0.2)2 (0.3)1 (0.2)4 (0.6)5 (0.5)2 (0.3)5 (0.5)7 (1.3)2 (0.3)4 (0.6)3 (0.5)18 (2.1)
4 (0.6)
1 (0.2)2 (0.3)3 (0.9)7 (0.8)4 (0.3)4 (0.3)15 (1.6)
4 (0.5)26 (1.6)
9 (0.7)30 (1.9)
6 (0.5)25 (1.4)
10 (0.6)
10 (0.6)
2 (0.4)12 (0.8)
9 (0.7)12 (0.8)
24 (1.0)60 (1.4)
38 (2.8)
34 (1.8)- - - - 1 (0.2)
1 (0.1)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
417 (10.2)~ ~442 (10.3)
432 (6.3)
492 (8.0)
~ ~
~ ~
~ ~
~ ~
463 (8.8)496 (7.0)~ ~453 (5.3)
396 (11.9)~ ~432 (20.7)
522 (11.1)
420 (11.7)
389 (17.0)~ ~~ ~468 (11.6)
478 (5.8)
378 (11.6)
451 (8.4)
352 (10.1)
466 (6.2)
459 (6.4)
434 (7.3)
464 (5.7)
420 (8.3)
395 (7.1)
376 (6.5)
424 (3.9)~ ~383 (7.7)
382 (8.9)403 (5.6)
287 (4.7)
361 (7.4)
289 (14.4)
214 (7.2)- - - - ~ ~~ ~17 (0.1)

557 (0.8)75 (0.2)

488 (0.5)

8 (0.1)414 (1.7)

39 (1.3)
36 (3.1)
35 (2.0)32 (1.3)
19 (0.7)- -615 (2.7)560 (3.9)554 (3.1)
552 (2.3)
593 (3.8)- -60 (1.3)
64 (3.1)
65 (1.9)66 (1.3)
81 (0.7)- -582 (2.3)
523 (5.4)
514 (3.3)
514 (2.2)553 (2.4)- -0 (0.1)0 (0.1)0 (0.2)3 (0.4)0 (0.1)
- -

~ ~
~ ~
~ ~
472 (9.7)
~ ~
- -

r
s
s
s

s

s

r
r

r

r

r

r

r
r

x
x

International Average

Average
Scale Score
11.9 (0.06)
11.2 (0.08)
11.3 (0.04)
11.3 (0.05)
11.1 (0.07)
11.2 (0.04)
11.1 (0.05)
11.5 (0.05)
11.0 (0.04)
10.9 (0.05)
10.8 (0.06)
10.8 (0.05)
10.6 (0.07)
10.7 (0.04)
10.5 (0.08)
10.8 (0.03)
10.8 (0.04)
10.6 (0.04)
10.6 (0.05)
10.4 (0.06)
10.4 (0.05)
10.6 (0.04)
10.2 (0.06)
10.2 (0.08)
10.4 (0.05)
10.3 (0.06)
10.3 (0.06)
9.6 (0.09)
10.0 (0.05)
10.3 (0.04)
10.2 (0.04)
9.9 (0.05)
9.8 (0.06)
10.0 (0.03)
9.9 (0.03)
9.3 (0.09)
9.8 (0.06)
8.7 (0.08)
9.5 (0.05)
8.6 (0.08)
9.3 (0.05)
8.7 (0.07)
9.4 (0.04)
9.3 (0.04)
9.8 (0.04)
9.1 (0.05)
9.4 (0.05)
9.1 (0.04)
8.5 (0.05)
6.9 (0.08)
8.0 (0.14)
8.1 (0.07)- - - - 11.4 (0.06)
10.4 (0.02)

Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada
Quebec, Canada
Madrid, Spain
Dubai, UAE
Abu Dhabi, UAE

s
s
s
y

11.4 (0.05)
11.3 (0.09)
11.2 (0.07)
10.9 (0.06)
10.8 (0.02)- -This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference for country
comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard deviation of
the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

286

Exhibit 5.3: Home Resources for Learning
Students’ Results based on Students’ and Parents’ Reports(Continued)
Average Science Achievement by Home Resources for Learning
650

600

Singapore

Moscow City, Russian Fed.
Korea, Rep. of

Russian Federation
Japan

550

Average Science Scale Score

Turkey (5)500Albania

Chinese Taipei

Finland

Dubai, UAE Norway (5)Madrid, Spain Latvia
SwedenLithuania
Poland Czech RepublicHong Kong SAR
Ireland
Croatia
Hungary
Ontario, Canada
Bulgaria
CanadaSlovak Republic Serbia
Austria Germany
Denmark
Spain
Cyprus
Italy
Portugal
New Zealand
Belgium (Flemish)
Kazakhstan
Quebec, Canada
Malta
BahrainFranceNorthern Ireland
United Arab Emirates

Chile

Armenia

Bosnia and Herzegovina
Georgia
Qatar

Montenegro

450
Iran, Islamic Rep. of
Oman
Azerbaijan

North Macedonia

KosovoSaudi Arabia

400

KuwaitMorocco350

South Africa (5)

300
6.0

6.5

7.0

7.5

8.0

8.5

9.0

9.5

10.0

10.5

11.0

11.5

12.0

Average Home Resources for Learning Scale Score
SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

287

Home Educational Resources
The TIMSS 2019 results reinforce the already extensive body of research showing a powerful positive
relationship between students’ socioeconomic environment and their educational achievement. As
shown in Exhibit 5.4, the eighth grade Home Educational Resources scale is based on students’ reports
about the number of books and other study supports in their homes, as well as the highest level of
their parents’ education (see About the Scale). As also explained, students were assigned a score on
the scale according to the availability of these three home educational resources.
Exhibit 5.5 presents for each country the percentage of students in three categories of the scale,
together with average student achievement in mathematics. Countries are ordered by the percentage ofstudents in the “many resources” category, with an average percentage across countries of 14 percent.
Educational resource availability varied widely across countries, with the percentage of students in the“many resources” category ranging from 2 percent in South Africa and Morocco to 40 percent in the
Korea. The majority of students (73%, on average) were assigned to the “some resources” category,with 13 percent in the “few resources” category. There was a 113-point difference in the average
mathematics achievement of students in the “many resources” category compared with the “fewresources” category (546 vs. 433). Average mathematics achievement for the students in the “someresources” category was in between, at 488 points.
The second panel of Exhibit 5.5 presents a scatterplot showing the relationship between averageHome Educational Resources and average mathematics achievement across countries. There is a modest
positive association between Home Educational Resources and average mathematics achievement at
the country level.
Exhibit 5.6 presents the same Home Educational Resources data, but this time in conjunction
with average science achievement. The overall pattern of results is similar to mathematics, with anaverage science achievement gap of 118 score points between students in the “many resources” and“few resources” categories (549 vs. 431). Average science achievement for the students in the “someresources” category was again in between, at 489 points. Also similar to mathematics, the scatterplot
in the second panel of Exhibit 5.6 shows a modest positive relationship between average Home
Educational Resources scores and average science achievement across countries.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

288

Exhibit 5.4: Home Educational Resources
Students’ Reports

About the Scale
Students were scored according to their reports regarding the availability of three resources on the Home Educational Resources scale. Cut scores divide
the scale into three categories. Students with Many Resources had a score at or above the cut score corresponding to reporting they had more than 100
books and both home study supports in their home and that at least one parent finished university, on average. Students with Few Resources had a scoreat or below the cut score corresponding to reporting they had 25 or fewer books and neither of the home study supports in the home and that neither parent
had gone beyond upper secondary education, on average. All other students had Some Resources.
Number of books in the home:
1) 0-102) 11-25
3) 26-100
4) 101-200
5) More than 200

Highest level of education of either parent:
1) Finished some primary or lower
secondary or did not go to school2) Finished lower secondary3) Finished upper secondary4) Finished post-secondary education
5) Finished university or higher

Number of home study supports:
1) None2) Internet connection or own room3) Both internet connection and own room

Some
Resources

Many
Resources
Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

12.2

Few
Resources
8.4

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

289

Exhibit 5.5: Home Educational Resources
Students’ Reports
Many ResourcesCountry

Korea, Rep. of
Norway (9)Australia
Hungary
FinlandSwedenCyprusIrelandUnited States
GeorgiaJapan
New ZealandEnglandChinese Taipei
Lithuania
IsraelItaly
FranceSingapore
Portugal
Romania
Hong Kong SAR
Russian Federation
United Arab Emirates
Qatar
BahrainTurkeyIran, Islamic Rep. of
Kazakhstan
Oman
KuwaitLebanonChile
Saudi Arabia
Malaysia
Jordan
Egypt
South Africa (9)MoroccoSome Resources

Few Resources

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

40 (1.4)
31 (0.9)25 (1.1)
25 (1.3)
23 (1.0)23 (1.1)
22 (0.9)20 (1.0)
20 (0.9)20 (1.2)
18 (0.8)
17 (0.9)
17 (1.3)
16 (0.7)
16 (0.9)
16 (1.2)
15 (0.9)
15 (0.9)
14 (0.5)
14 (1.2)
14 (0.9)
13 (0.7)
13 (0.9)
12 (0.3)
11 (0.7)
9 (0.4)9 (0.7)8 (0.7)7 (0.6)7 (0.4)6 (0.4)6 (0.5)5 (0.4)4 (0.4)4 (0.3)4 (0.4)4 (0.4)2 (0.2)2 (0.3)643 (3.5)
538 (3.1)
564 (5.0)585 (4.6)
545 (2.9)554 (3.3)
549 (3.1)
572 (3.6)
583 (4.5)495 (6.1)
637 (4.9)
540 (4.0)575 (8.6)
671 (4.7)
580 (5.1)
583 (6.7)
536 (4.4)534 (4.2)
661 (3.8)553 (4.1)
559 (5.6)625 (7.8)
583 (6.9)
529 (3.3)
495 (8.5)507 (5.1)
605 (5.7)
530 (8.1)
519 (7.1)
466 (6.5)
432 (10.5)473 (6.0)
519 (6.6)
432 (7.2)
550 (4.9)455 (8.9)437 (10.2)~ ~~ ~58 (1.3)
68 (1.0)71 (1.0)70 (1.4)
75 (1.0)73 (1.1)
74 (0.9)74 (1.0)72 (0.9)74 (1.3)
79 (0.7)77 (0.8)78 (1.2)
70 (0.8)81 (0.9)82 (1.2)
72 (1.0)78 (0.8)78 (0.6)70 (1.2)
76 (1.1)
74 (0.9)81 (0.9)79 (0.3)
79 (0.8)79 (0.7)
59 (1.5)
61 (1.2)
83 (1.0)71 (0.8)80 (0.7)
73 (1.3)
79 (0.9)69 (1.0)75 (0.8)
74 (1.1)
71 (1.1)
63 (0.7)
43 (1.0)586 (2.9)
491 (2.6)507 (3.3)
500 (3.1)
500 (2.5)
491 (2.3)
492 (1.7)
517 (2.3)
506 (4.4)455 (4.3)
587 (2.3)475 (3.4)
508 (5.1)
612 (2.7)513 (3.0)523 (4.7)
498 (2.5)478 (2.3)
616 (3.9)
499 (3.2)
477 (3.9)
577 (4.1)
540 (4.6)473 (1.9)445 (4.1)
481 (2.0)510 (4.4)457 (3.8)490 (3.2)
420 (2.8)406 (4.9)436 (3.2)
444 (2.8)402 (2.3)
468 (2.9)428 (3.7)424 (4.8)
396 (2.4)
400 (3.0)

2 (0.2)2 (0.3)4 (0.3)5 (0.7)2 (0.3)4 (0.4)4 (0.4)6 (0.5)8 (0.5)6 (1.1)3 (0.4)6 (0.4)5 (0.5)13 (0.6)
3 (0.4)2 (0.3)13 (1.0)
7 (0.5)8 (0.6)16 (1.0)
10 (1.0)
13 (0.7)
6 (0.7)10 (0.3)
10 (0.7)
12 (0.5)
32 (1.7)
31 (1.3)
10 (0.8)22 (0.8)
14 (0.7)
22 (1.3)
16 (0.9)27 (1.1)
21 (0.8)
22 (1.2)
25 (1.3)
35 (0.7)
55 (1.0)~ ~~ ~424 (6.1)
411 (8.4)~ ~442 (6.8)425 (8.2)
451 (9.0)451 (6.9)
430 (15.4)
526 (10.2)
414 (7.2)
453 (11.3)
543 (4.1)
437 (8.2)~ ~452 (5.3)
432 (4.7)
536 (8.4)
460 (4.3)
401 (7.1)
540 (7.0)503 (8.1)
426 (4.2)
380 (5.5)
461 (4.3)
439 (5.3)
403 (3.4)451 (6.5)
372 (4.2)
380 (6.6)
396 (3.9)399 (4.8)369 (3.9)415 (4.9)394 (7.1)
388 (7.0)
373 (2.5)376 (2.3)

14 (0.1)

546 (1.0)

73 (0.2)

488 (0.5)

13 (0.1)

433 (1.2)

29 (1.4)
25 (1.3)
18 (1.1)
17 (0.5)
10 (0.4)
6 (0.8)4 (0.5)602 (6.0)
567 (5.6)
581 (4.8)
578 (4.2)
497 (5.2)
571 (9.0)
497 (10.3)

69 (1.3)
73 (1.3)
80 (1.1)
77 (0.6)
79 (0.5)60 (0.9)72 (0.9)566 (3.7)
520 (4.0)
537 (3.8)
532 (2.0)
438 (3.0)
448 (4.7)424 (3.2)

2 (0.3)1 (0.3)2 (0.3)6 (0.3)12 (0.5)
34 (1.1)
24 (0.9)

~ ~
~ ~
~ ~
478 (4.6)
388 (7.3)
407 (3.5)
399 (3.1)

rInternational Average

Average
Scale Score
11.6 (0.04)
11.4 (0.04)
11.1 (0.04)
10.9 (0.04)
11.2 (0.04)
11.0 (0.05)
10.9 (0.03)
10.8 (0.04)
10.7 (0.04)
10.8 (0.06)
10.9 (0.03)
10.8 (0.04)
10.7 (0.05)
10.4 (0.03)
10.8 (0.03)
11.1 (0.05)
10.3 (0.05)
10.6 (0.04)
10.6 (0.03)
10.2 (0.06)
10.3 (0.06)
10.3 (0.04)
10.6 (0.05)
10.4 (0.02)
10.3 (0.05)
10.2 (0.02)
9.5 (0.07)
9.5 (0.05)
10.2 (0.04)
9.7 (0.03)
9.9 (0.03)
9.7 (0.05)
9.9 (0.04)
9.5 (0.05)
9.6 (0.04)
9.6 (0.05)
9.4 (0.06)
9.1 (0.03)
8.3 (0.05)

Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada
Quebec, Canada
Dubai, UAE
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)11.3 (0.04)
11.2 (0.04)
10.9 (0.05)
10.8 (0.02)
10.2 (0.03)
9.3 (0.06)
9.5 (0.05)

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference for country
comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard deviation of
the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

290

Exhibit 5.5: Home Educational Resources
Students’ Reports(Continued)
Average Mathematics Achievement by Home Educational Resources
650

Singapore
Korea, Rep. ofChinese Taipei

600

Japan
Hong Kong SAR

550

Moscow City, Russian Fed.

Russian Federation

Quebec, Canada
Dubai, UAE

Average Mathematics Scale Score

IrelandLithuania
United States
England
Portugal

500

Finland
Norway (9)SwedenCyprus
Italy

TurkeyKazakhstan
BahrainRomania
Malaysia

450

Hungary

Ontario, Canada
IsraelAustralia

FranceNew ZealandUnited Arab Emirates
Georgia

Iran, Islamic Rep. of

Qatar

Chile

Western Cape, RSA (9)Abu Dhabi, UAE

LebanonJordanGauteng, RSA (9)

Oman

Egypt

Kuwait400

Saudi Arabia
MoroccoSouth Africa (9)

350

300
6.0

6.5

7.0

7.5

8.0

8.5

9.0

9.5

10.0

10.5

11.0

11.5

12.0

Average Home Educational Resources Scale Score
SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

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Exhibit 5.6: Home Educational Resources
Students’ Reports
Many ResourcesCountry

Korea, Rep. of
Norway (9)Australia
Hungary
FinlandSwedenCyprusIrelandUnited States
GeorgiaJapan
New ZealandEnglandChinese Taipei
Lithuania
IsraelItaly
FranceSingapore
Portugal
Romania
Hong Kong SAR
Russian Federation
United Arab Emirates
Qatar
BahrainTurkeyIran, Islamic Rep. of
Kazakhstan
Oman
KuwaitLebanonChile
Saudi Arabia
Malaysia
Jordan
Egypt
South Africa (9)MoroccoSome Resources

Few Resources

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

40 (1.4)
31 (0.9)25 (1.1)
25 (1.3)
23 (1.0)23 (1.1)
22 (0.9)20 (1.0)
20 (0.9)20 (1.2)
18 (0.8)
17 (0.9)
17 (1.3)
16 (0.7)
16 (0.9)
16 (1.2)
15 (0.9)
15 (0.9)
14 (0.5)
14 (1.2)
14 (0.9)
13 (0.7)
13 (0.9)
12 (0.3)
11 (0.7)
9 (0.4)9 (0.7)8 (0.7)7 (0.6)7 (0.4)6 (0.4)6 (0.5)5 (0.4)4 (0.4)4 (0.3)4 (0.4)4 (0.4)2 (0.2)2 (0.3)588 (2.8)536 (2.9)580 (3.8)
589 (4.0)
587 (3.1)
587 (4.2)
531 (3.0)
581 (3.6)
588 (4.3)
478 (5.7)
607 (3.8)570 (3.5)
582 (7.6)
623 (3.3)
589 (4.2)
572 (6.3)
546 (3.4)
547 (4.0)659 (3.5)568 (3.7)
537 (5.7)553 (9.1)
576 (5.3)
538 (3.3)
524 (7.8)
531 (5.0)
612 (5.7)
535 (7.4)
512 (6.9)
513 (5.9)474 (9.4)
449 (8.9)537 (6.0)
471 (7.9)
549 (4.9)489 (11.1)
422 (9.4)~ ~~ ~58 (1.3)
68 (1.0)71 (1.0)70 (1.4)
75 (1.0)73 (1.1)
74 (0.9)74 (1.0)72 (0.9)74 (1.3)
79 (0.7)77 (0.8)78 (1.2)
70 (0.8)81 (0.9)82 (1.2)
72 (1.0)78 (0.8)78 (0.6)70 (1.2)
76 (1.1)
74 (0.9)81 (0.9)79 (0.3)
79 (0.8)79 (0.7)
59 (1.5)
61 (1.2)
83 (1.0)71 (0.8)80 (0.7)
73 (1.3)
79 (0.9)69 (1.0)75 (0.8)
74 (1.1)
71 (1.1)
63 (0.7)
43 (1.0)545 (2.2)
480 (3.5)
517 (2.8)516 (2.7)
532 (3.1)
509 (3.1)
475 (2.2)
514 (2.6)513 (4.4)
442 (3.8)563 (1.8)
490 (3.3)
509 (4.8)574 (1.9)
527 (3.2)
519 (4.3)
501 (2.4)483 (2.5)
607 (3.7)
518 (2.9)
468 (4.0)500 (5.2)
541 (4.3)
474 (2.3)
477 (4.5)490 (2.0)527 (3.6)459 (3.5)
480 (3.0)466 (2.9)448 (5.5)389 (4.8)
466 (2.9)441 (2.7)
469 (3.1)
462 (4.2)
402 (4.9)381 (3.2)
401 (3.2)

2 (0.2)2 (0.3)4 (0.3)5 (0.7)2 (0.3)4 (0.4)4 (0.4)6 (0.5)8 (0.5)6 (1.1)3 (0.4)6 (0.4)5 (0.5)13 (0.6)
3 (0.4)2 (0.3)13 (1.0)
7 (0.5)8 (0.6)16 (1.0)
10 (1.0)
13 (0.7)
6 (0.7)10 (0.3)
10 (0.7)
12 (0.5)
32 (1.7)
31 (1.3)
10 (0.8)22 (0.8)
14 (0.7)
22 (1.3)
16 (0.9)27 (1.1)
21 (0.8)
22 (1.2)
25 (1.3)
35 (0.7)
55 (1.0)~ ~~ ~430 (6.5)
431 (8.7)~ ~423 (10.2)
409 (8.5)
442 (11.6)
455 (7.2)
415 (16.2)
515 (8.4)
418 (9.4)
444 (10.7)
515 (3.6)457 (7.9)~ ~449 (5.5)422 (5.6)525 (8.4)
481 (4.6)
404 (6.6)473 (8.1)
504 (8.6)
409 (5.6)
411 (6.3)
433 (5.4)
467 (5.1)
409 (3.8)
441 (5.8)421 (4.5)
420 (7.9)
322 (6.4)
420 (4.8)405 (3.6)
413 (5.4)
420 (6.2)
361 (7.8)345 (3.6)
386 (3.1)

14 (0.1)

549 (1.0)

73 (0.2)

489 (0.6)

13 (0.1)

431 (1.2)

29 (1.4)
25 (1.3)
18 (1.1)
17 (0.5)
10 (0.4)
6 (0.8)4 (0.5)589 (3.6)563 (4.4)
581 (5.0)
592 (4.0)499 (6.2)
598 (10.0)516 (10.8)

69 (1.3)
73 (1.3)
80 (1.1)
77 (0.6)
79 (0.5)60 (0.9)72 (0.9)559 (2.7)510 (2.7)
528 (3.6)
544 (2.2)
423 (3.7)
450 (5.4)
428 (4.2)

2 (0.3)1 (0.3)2 (0.3)6 (0.3)12 (0.5)
34 (1.1)
24 (0.9)

~ ~
~ ~
~ ~
477 (5.7)353 (9.7)
393 (4.0)
391 (4.2)

rInternational Average

Average
Scale Score
11.6 (0.04)
11.4 (0.04)
11.1 (0.04)
10.9 (0.04)
11.2 (0.04)
11.0 (0.05)
10.9 (0.03)
10.8 (0.04)
10.7 (0.04)
10.8 (0.06)
10.9 (0.03)
10.8 (0.04)
10.7 (0.05)
10.4 (0.03)
10.8 (0.03)
11.1 (0.05)
10.3 (0.05)
10.6 (0.04)
10.6 (0.03)
10.2 (0.06)
10.3 (0.06)
10.3 (0.04)
10.6 (0.05)
10.4 (0.02)
10.3 (0.05)
10.2 (0.02)
9.5 (0.07)
9.5 (0.05)
10.2 (0.04)
9.7 (0.03)
9.9 (0.03)
9.7 (0.05)
9.9 (0.04)
9.5 (0.05)
9.6 (0.04)
9.6 (0.05)
9.4 (0.06)
9.1 (0.03)
8.3 (0.05)

Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada
Quebec, Canada
Dubai, UAE
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)11.3 (0.04)
11.2 (0.04)
10.9 (0.05)
10.8 (0.02)
10.2 (0.03)
9.3 (0.06)
9.5 (0.05)

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference for country
comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard deviation of
the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

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292

Exhibit 5.6: Home Educational Resources
Students’ Reports(Continued)
Average Science Achievement by Home Educational Resources
650

Singapore600

Chinese Taipei
Japan

Moscow City, Russian Fed.
Korea, Rep. of

Average Science Scale Score

550

Dubai, UAE

Finland
Russian Federation
Lithuania
Quebec, Canada
Hungary
Australia
IrelandUnited States
Ontario, Canada
Portugal
SwedenEnglandIsraelHong Kong SAR
New Zealand
Italy
Norway (9)FranceTurkey500

BahrainKazakhstan
Qatar
Malaysia
Oman

450

Iran, Islamic Rep. of

Chile

CyprusUnited Arab Emirates
Romania

JordanGeorgia

KuwaitWestern Cape, RSA (9)Saudi Arabia
Gauteng, RSA (9)Abu Dhabi, UAE

400
MoroccoEgypt
LebanonSouth Africa (9)

350

300
6.0

6.5

7.0

7.5

8.0

8.5

9.0

9.5

10.0

10.5

11.0

11.5

12.0

Average Home Educational Resources Scale Score
SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

293

Students Speak the Language of Test
Exhibits 5.7 and 5.8 show the percentages of fourth grade students that “always,” “almost always,”“sometimes,” or “never” speak the language of the TIMSS test at home, together with averageachievement in mathematics (Exhibit 5.7) and science (Exhibit 5.8). Exhibits 5.9 and 5.10 provide
comparable information for eighth grade students.
About two-thirds of students (63% at fourth grade and 66% at eighth grade), on average, reported“always” speaking the language of the test at home, and most of the remaining students (32% at fourth
grade and 30% at eighth grade) reported speaking it “almost always” or “sometimes.” There wasrelatively little variation in average achievement across these categories. However, the few students(5% at fourth grade and 4% at eighth grade, on average) who “never” spoke the language of the test
at home had much lower average achievement in both mathematics (442 for both fourth and eighth
grades) and science (418 and 428, respectively).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

294

Exhibit 5.7: Students Speak the Language of the Test at Home
Students’ Reports
AlwaysCountry

Almost Always

Sometimes

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

87 (1.0)74 (1.0)67 (1.5)
63 (1.2)
69 (1.5)
52 (1.1)
63 (1.1)
84 (0.9)69 (1.9)56 (1.6)
82 (0.8)51 (1.1)
68 (1.2)
56 (1.2)75 (0.9)65 (1.1)
70 (1.7)
74 (1.2)
68 (1.3)
78 (1.1)
62 (1.2)
56 (0.9)75 (1.0)58 (2.0)68 (1.3)
74 (1.1)
92 (0.5)
66 (1.0)68 (1.2)
87 (0.8)47 (1.9)64 (1.0)68 (1.1)
15 (0.6)
71 (0.9)32 (2.3)
64 (1.5)
69 (1.0)79 (1.5)
83 (1.1)
64 (1.0)58 (1.6)
22 (2.9)9 (0.7)77 (0.9)78 (0.6)
37 (1.8)81 (0.9)63 (1.2)
85 (0.9)36 (0.6)
68 (1.4)
22 (1.1)
62 (1.1)
63 (1.8)
74 (1.5)
36 (0.4)
65 (1.1)

496 (3.7)
497 (2.6)514 (2.8)
549 (2.4)
520 (2.8)481 (3.0)
544 (1.8)450 (2.3)
528 (4.3)
503 (2.3)
441 (2.7)601 (2.1)
510 (2.3)
534 (2.6)
533 (2.6)
530 (2.2)553 (3.7)
538 (2.2)
490 (3.4)
480 (4.0)532 (2.5)604 (3.2)
522 (2.8)
448 (3.6)556 (2.7)
519 (2.4)595 (1.8)512 (2.8)
597 (2.3)
447 (2.7)375 (5.7)
545 (3.0)
540 (3.1)
497 (3.4)454 (2.3)
370 (7.0)
542 (2.4)486 (2.8)478 (5.3)
565 (2.9)550 (2.4)
436 (4.3)
313 (15.0)
253 (7.4)
515 (2.8)526 (2.6)
429 (3.6)
566 (3.7)
402 (3.6)509 (3.1)
625 (4.1)
514 (3.2)
406 (6.3)
505 (2.7)
532 (2.9)
538 (3.7)
467 (2.4)
541 (2.9)

6 (0.6)26 (1.0)
13 (0.7)
12 (0.7)
14 (0.9)
12 (0.6)
11 (0.6)
8 (0.5)10 (0.8)
19 (0.5)
9 (0.5)17 (0.6)
20 (0.8)
15 (0.7)
15 (0.8)22 (0.9)
13 (0.7)
14 (0.7)
13 (0.6)
10 (0.7)
17 (0.7)
14 (0.6)
16 (0.7)
10 (0.7)
14 (0.9)
13 (0.7)
6 (0.4)18 (0.8)
17 (0.8)
6 (0.5)13 (0.9)22 (0.8)
21 (0.8)
18 (0.7)
12 (0.6)
15 (1.0)
17 (0.9)
13 (0.6)
8 (0.7)8 (0.6)25 (0.9)
15 (0.7)
10 (1.4)
16 (0.9)19 (0.8)
12 (0.5)
15 (0.8)
11 (0.6)
12 (0.6)
10 (0.8)23 (0.5)
17 (0.8)
13 (0.7)
13 (0.6)
18 (0.8)
12 (0.6)
16 (0.5)
13 (0.5)508 (8.4)
502 (4.0)
530 (5.0)534 (3.2)
524 (4.1)
484 (5.2)
530 (3.2)
474 (6.0)
536 (9.5)
528 (2.5)
469 (4.8)
611 (3.4)
519 (3.4)
542 (4.7)
542 (4.2)
528 (3.4)
568 (5.9)533 (3.9)500 (4.4)
501 (6.4)
531 (4.3)
590 (6.0)
544 (4.4)458 (6.9)
539 (5.2)
514 (5.4)
572 (4.8)512 (4.1)
620 (3.7)
461 (7.7)
396 (8.7)
560 (3.3)
556 (3.9)514 (2.9)
469 (4.7)
381 (8.4)
544 (3.5)504 (5.5)
501 (8.5)
586 (5.0)
541 (4.0)422 (5.6)
330 (21.6)
263 (7.3)
546 (3.7)
537 (5.0)465 (4.6)575 (5.0)387 (5.9)524 (6.4)
643 (3.7)
528 (3.7)
409 (8.4)
521 (3.3)
524 (4.2)
540 (6.7)
502 (2.7)
544 (3.7)

6 (0.5)0 (0.0)18 (1.2)
21 (0.9)
16 (1.0)31 (0.8)22 (0.9)
6 (0.5)15 (1.5)
22 (1.2)
8 (0.5)31 (1.0)
10 (0.7)
25 (1.0)9 (0.5)12 (0.8)
15 (1.3)
10 (0.8)
18 (1.0)
11 (0.7)
18 (0.9)29 (0.8)8 (0.6)20 (1.2)
15 (0.8)
11 (0.8)
1 (0.2)15 (0.9)
14 (0.8)
6 (0.5)29 (1.3)
13 (0.7)
11 (0.8)51 (0.7)
11 (0.4)
23 (1.5)
16 (1.2)
17 (0.8)
10 (0.9)
8 (0.8)8 (0.6)20 (1.0)32 (2.9)41 (1.4)
5 (0.4)9 (0.6)39 (1.4)
7 (0.5)19 (0.9)
5 (0.4)39 (0.7)
12 (1.0)53 (1.0)
17 (0.8)
17 (1.3)
11 (1.1)
41 (0.6)
20 (0.8)507 (6.7)~ ~515 (6.8)
519 (3.3)
527 (4.1)
482 (3.1)
503 (3.4)
462 (5.5)483 (7.3)
518 (5.0)440 (6.3)
595 (2.5)504 (5.7)
528 (4.7)
520 (5.0)500 (4.4)560 (5.6)
501 (5.7)
461 (5.0)
487 (5.4)
497 (4.1)
607 (3.6)509 (5.2)
446 (6.5)
540 (3.7)
496 (4.7)~ ~515 (3.7)
590 (3.9)
466 (6.9)
414 (6.3)
535 (4.0)
528 (4.4)
519 (1.9)457 (4.0)
416 (7.3)
518 (4.1)
491 (5.3)
460 (10.8)563 (7.1)
517 (5.0)
439 (4.8)347 (14.7)
337 (6.7)
524 (7.6)
515 (5.4)473 (4.7)
567 (5.1)
410 (5.9)
480 (10.5)
620 (4.5)477 (7.1)
369 (3.1)
498 (3.2)
491 (4.9)445 (9.3)
494 (2.1)
521 (4.0)

1 (0.7)0 (0.0)1 (0.2)4 (0.4)1 (0.3)5 (0.4)4 (0.3)1 (0.2)6 (1.0)2 (0.3)1 (0.2)1 (0.1)1 (0.7)5 (0.4)1 (0.2)1 (0.2)2 (0.5)2 (0.3)1 (0.2)1 (0.6)2 (0.3)2 (0.3)0 (0.1)
11 (1.3)
4 (0.4)2 (0.4)0 (0.1)1 (0.1)0 (0.0)0 (0.1)
11 (1.2)
2 (0.3)0 (0.1)
16 (0.6)
6 (0.4)30 (2.4)
3 (0.4)2 (0.2)3 (0.7)2 (0.3)2 (0.3)8 (1.0)36 (3.2)
33 (1.4)
0 (0.1)1 (0.2)9 (0.6)
1 (0.2)7 (0.6)
1 (0.2)3 (0.2)3 (0.6)
12 (0.8)
9 (0.6)2 (0.4)3 (0.4)8 (0.2)3 (0.2)

~ ~
~ ~
~ ~
517 (6.5)~ ~468 (7.8)515 (6.4)~ ~419 (12.4)
~ ~
~ ~
~ ~
~ ~
510 (9.8)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
413 (12.5)500 (7.5)
~ ~
~ ~
~ ~
~ ~
~ ~
381 (9.3)~ ~~ ~490 (4.3)
465 (6.7)
382 (5.7)
535 (10.2)~ ~433 (23.9)~ ~~ ~429 (12.4)
321 (13.4)
284 (6.9)~ ~~ ~444 (6.4)~ ~398 (7.6)~ ~578 (11.4)
438 (20.9)
315 (4.0)478 (4.9)~ ~
401 (11.4)
467 (3.3)
484 (8.0)

International Average

63 (0.2)502 (0.5)

14 (0.1)

511 (0.8)

18 (0.1)

495 (0.8)

5 (0.1)442 (2.1)

55 (3.0)53 (1.8)78 (0.8)
72 (1.0)39 (0.6)
29 (0.6)

501 (4.2)
529 (3.0)
592 (2.3)
517 (2.2)
415 (3.4)535 (2.3)

21 (1.1)
21 (0.9)
15 (0.7)
15 (0.8)
14 (0.4)
21 (0.7)533 (4.3)
536 (3.4)601 (3.6)
533 (3.3)455 (3.5)555 (2.9)

23 (2.1)
23 (1.8)
7 (0.4)12 (0.6)
39 (0.7)43 (0.7)523 (8.6)
530 (3.7)
586 (4.7)
516 (4.2)
467 (2.6)
547 (2.6)

2 (0.4)3 (0.4)1 (0.1)1 (0.3)9 (0.5)7 (0.4)~ ~549 (10.8)~ ~~ ~437 (5.0)
530 (5.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

295

Exhibit 5.8: Students Speak the Language of the Test at Home
Students’ Reports
AlwaysCountry

Almost Always

Sometimes

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

87 (1.0)74 (1.0)67 (1.5)
63 (1.2)
69 (1.5)
52 (1.1)
63 (1.1)
84 (0.9)69 (1.9)56 (1.6)
82 (0.8)51 (1.1)
68 (1.2)
56 (1.2)75 (0.9)65 (1.1)
70 (1.7)
74 (1.2)
68 (1.3)
78 (1.1)
62 (1.2)
56 (0.9)75 (1.0)58 (2.0)68 (1.3)
74 (1.1)
92 (0.5)
66 (1.0)68 (1.2)
87 (0.8)47 (1.9)64 (1.0)68 (1.1)
15 (0.6)
71 (0.9)32 (2.3)
64 (1.5)
69 (1.0)79 (1.5)
83 (1.1)
64 (1.0)58 (1.6)
22 (2.9)9 (0.7)77 (0.9)78 (0.6)
37 (1.8)81 (0.9)63 (1.2)
85 (0.9)36 (0.6)
68 (1.4)
22 (1.1)
62 (1.1)
63 (1.8)
74 (1.5)
36 (0.4)
65 (1.1)

491 (3.8)465 (3.6)
536 (2.5)
543 (2.5)
430 (3.5)
496 (4.0)515 (1.9)457 (2.8)
542 (4.8)523 (2.3)
469 (2.6)559 (2.4)525 (2.0)516 (2.6)534 (2.6)
529 (2.4)
537 (3.3)
563 (2.3)
494 (3.3)
452 (4.3)
536 (2.4)
531 (3.2)
529 (2.9)452 (3.5)
536 (3.2)
514 (2.9)564 (1.8)
497 (3.5)585 (2.4)
417 (3.4)
388 (7.0)
542 (2.7)
538 (2.9)
498 (4.0)455 (2.8)362 (9.0)525 (3.0)506 (2.4)
434 (6.5)
518 (2.5)
548 (2.5)443 (4.7)
280 (16.6)
196 (8.0)
527 (2.7)503 (2.5)
431 (4.2)
568 (3.3)
409 (4.1)
519 (3.3)
598 (3.8)530 (2.9)383 (8.6)
516 (2.5)552 (2.7)
543 (3.4)
460 (3.1)
547 (3.2)

6 (0.6)26 (1.0)
13 (0.7)
12 (0.7)
14 (0.9)
12 (0.6)
11 (0.6)
8 (0.5)10 (0.8)
19 (0.5)
9 (0.5)17 (0.6)
20 (0.8)
15 (0.7)
15 (0.8)22 (0.9)
13 (0.7)
14 (0.7)
13 (0.6)
10 (0.7)
17 (0.7)
14 (0.6)
16 (0.7)
10 (0.7)
14 (0.9)
13 (0.7)
6 (0.4)18 (0.8)
17 (0.8)
6 (0.5)13 (0.9)22 (0.8)
21 (0.8)
18 (0.7)
12 (0.6)
15 (1.0)
17 (0.9)
13 (0.6)
8 (0.7)8 (0.6)25 (0.9)
15 (0.7)
10 (1.4)
16 (0.9)19 (0.8)
12 (0.5)
15 (0.8)
11 (0.6)
12 (0.6)
10 (0.8)23 (0.5)
17 (0.8)
13 (0.7)
13 (0.6)
18 (0.8)
12 (0.6)
16 (0.5)
13 (0.5)504 (8.6)
471 (4.4)
540 (4.4)
511 (3.9)444 (4.4)502 (6.3)
501 (4.1)
483 (7.0)
543 (11.4)
537 (2.4)
493 (5.8)
574 (3.5)
528 (4.6)
517 (5.0)
543 (4.3)
522 (3.5)552 (4.9)556 (4.3)
498 (4.3)
478 (6.4)
529 (3.7)
519 (6.3)
549 (4.4)457 (7.9)
513 (7.4)
510 (6.1)
547 (5.8)489 (4.4)
606 (3.3)
434 (9.8)
411 (9.1)
554 (3.5)
548 (3.6)505 (3.4)
467 (5.4)375 (9.8)524 (4.2)
512 (5.3)
453 (10.1)
534 (4.9)535 (4.0)426 (7.7)
282 (23.7)
219 (9.4)
551 (3.7)
521 (5.0)
468 (5.4)
571 (5.1)
391 (6.3)
532 (6.5)
611 (3.7)
535 (3.9)374 (11.0)
529 (4.0)
536 (4.9)
541 (5.8)
498 (3.3)
547 (3.6)

6 (0.5)0 (0.0)18 (1.2)
21 (0.9)
16 (1.0)31 (0.8)22 (0.9)
6 (0.5)15 (1.5)
22 (1.2)
8 (0.5)31 (1.0)
10 (0.7)
25 (1.0)9 (0.5)12 (0.8)
15 (1.3)
10 (0.8)
18 (1.0)
11 (0.7)
18 (0.9)29 (0.8)8 (0.6)20 (1.2)
15 (0.8)
11 (0.8)
1 (0.2)15 (0.9)
14 (0.8)
6 (0.5)29 (1.3)
13 (0.7)
11 (0.8)51 (0.7)
11 (0.4)
23 (1.5)
16 (1.2)
17 (0.8)
10 (0.9)
8 (0.8)8 (0.6)20 (1.0)32 (2.9)41 (1.4)
5 (0.4)9 (0.6)39 (1.4)
7 (0.5)19 (0.9)
5 (0.4)39 (0.7)
12 (1.0)53 (1.0)
17 (0.8)
17 (1.3)
11 (1.1)
41 (0.6)
20 (0.8)503 (6.9)~ ~519 (5.0)479 (4.1)
445 (4.6)
497 (3.3)
464 (3.4)474 (6.4)
474 (8.8)516 (4.5)475 (5.1)
552 (2.4)
524 (4.7)504 (4.6)
520 (5.5)495 (5.3)
529 (5.1)
507 (6.0)
466 (5.4)
460 (5.8)478 (4.7)
542 (4.1)
512 (5.4)
434 (7.1)
521 (4.2)
492 (4.9)~ ~493 (4.0)579 (4.0)
430 (6.1)
418 (7.9)
530 (4.5)
522 (5.0)504 (2.2)
459 (4.6)
416 (7.6)495 (4.7)
495 (4.7)
408 (10.8)
519 (5.8)509 (5.2)
450 (4.7)
314 (17.3)
294 (8.1)
530 (8.2)
500 (4.2)
475 (4.8)559 (4.5)
411 (7.2)
482 (12.4)
586 (4.0)477 (9.4)
315 (4.1)
503 (3.3)
496 (5.6)445 (8.3)
486 (2.6)
518 (3.9)

1 (0.7)0 (0.0)1 (0.2)4 (0.4)1 (0.3)5 (0.4)4 (0.3)1 (0.2)6 (1.0)2 (0.3)1 (0.2)1 (0.1)1 (0.7)5 (0.4)1 (0.2)1 (0.2)2 (0.5)2 (0.3)1 (0.2)1 (0.6)2 (0.3)2 (0.3)0 (0.1)
11 (1.3)
4 (0.4)2 (0.4)0 (0.1)1 (0.1)0 (0.0)0 (0.1)
11 (1.2)
2 (0.3)0 (0.1)
16 (0.6)
6 (0.4)30 (2.4)
3 (0.4)2 (0.2)3 (0.7)2 (0.3)2 (0.3)8 (1.0)36 (3.2)
33 (1.4)
0 (0.1)1 (0.2)9 (0.6)
1 (0.2)7 (0.6)
1 (0.2)3 (0.2)3 (0.6)
12 (0.8)
9 (0.6)2 (0.4)3 (0.4)8 (0.2)3 (0.2)

~ ~
~ ~
~ ~
477 (8.0)~ ~463 (7.6)
469 (6.8)~ ~383 (14.6)
~ ~
~ ~
~ ~
~ ~
481 (9.7)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
395 (13.5)
481 (8.6)
~ ~
~ ~
~ ~
~ ~
~ ~
382 (11.5)~ ~~ ~463 (4.1)
467 (6.7)
365 (7.8)
501 (11.8)~ ~399 (23.4)~ ~~ ~412 (10.4)
280 (17.6)
231 (8.7)~ ~~ ~433 (7.8)~ ~391 (9.0)~ ~542 (11.2)
402 (27.1)
230 (5.2)
480 (5.1)~ ~411 (12.6)
444 (4.0)477 (7.9)

International Average

63 (0.2)

494 (0.6)

14 (0.1)

500 (0.9)

18 (0.1)

482 (0.8)

5 (0.1)418 (2.4)

55 (3.0)53 (1.8)78 (0.8)
72 (1.0)39 (0.6)
29 (0.6)522 (3.7)
522 (3.2)
595 (2.2)
522 (2.2)
386 (4.6)
538 (2.5)

21 (1.1)
21 (0.9)
15 (0.7)
15 (0.8)
14 (0.4)
21 (0.7)

541 (4.0)529 (3.8)
599 (4.0)
536 (3.0)
441 (4.1)
556 (3.2)

23 (2.1)
23 (1.8)
7 (0.4)12 (0.6)
39 (0.7)43 (0.7)

520 (7.3)
513 (3.8)
586 (4.9)
519 (3.9)452 (3.4)
547 (2.7)

2 (0.4)3 (0.4)1 (0.1)1 (0.3)9 (0.5)7 (0.4)~ ~531 (10.6)~ ~~ ~405 (5.3)
521 (5.6)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

296

Exhibit 5.9: Students Speak the Language of the Test at Home
Students’ Reports
AlwaysCountry

Almost Always

Sometimes

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

77 (1.6)55 (0.8)87 (0.5)
66 (1.0)63 (0.9)66 (1.9)81 (1.6)
83 (0.8)75 (1.2)
83 (1.3)
73 (1.4)
76 (1.0)53 (2.0)
83 (0.8)78 (1.1)
76 (1.1)
96 (0.3)
77 (1.4)
76 (1.0)
88 (0.6)
51 (1.4)
7 (0.6)77 (1.1)
44 (1.5)
17 (1.3)
74 (2.0)76 (1.2)
50 (1.5)
88 (0.6)45 (1.2)
87 (1.0)79 (2.2)
69 (1.2)
44 (0.9)
14 (0.7)
71 (1.4)
77 (1.5)35 (0.4)
72 (1.1)

512 (3.2)
480 (2.2)
439 (2.9)615 (3.1)
501 (1.9)408 (5.6)
516 (5.8)
511 (2.6)
489 (2.5)
461 (4.6)
574 (4.1)
513 (3.3)
461 (4.4)
526 (2.6)
518 (4.3)
505 (2.6)
596 (2.7)
420 (4.4)488 (3.5)
606 (2.8)391 (5.8)436 (5.9)523 (2.8)477 (3.1)
382 (4.9)483 (3.2)
508 (2.3)
409 (3.1)
501 (3.1)
416 (4.8)
480 (4.4)
547 (4.1)
393 (2.7)
627 (3.7)
432 (4.4)513 (2.4)508 (4.3)
466 (2.8)521 (4.9)

14 (0.9)19 (0.5)
11 (0.5)27 (0.9)
17 (0.7)
13 (1.0)
12 (1.1)
12 (0.6)
17 (0.9)
12 (0.8)
11 (0.8)
18 (0.8)
15 (0.7)
7 (0.5)16 (0.8)
16 (0.7)
3 (0.2)
12 (1.0)
17 (0.8)
12 (0.6)
11 (0.7)
12 (0.7)
20 (0.9)
16 (0.7)
15 (0.6)
16 (1.0)
14 (0.8)
19 (0.7)
9 (0.6)20 (0.8)
9 (0.7)14 (1.0)
11 (0.6)
31 (0.8)
13 (0.4)
16 (0.9)
11 (0.7)
24 (0.6)
18 (0.7)534 (6.8)
494 (3.4)
461 (4.8)624 (3.7)
498 (4.5)
437 (9.5)
523 (8.4)505 (3.7)472 (3.5)478 (6.8)
584 (8.0)
539 (4.7)
466 (5.7)
524 (6.5)
528 (6.6)
482 (4.1)
568 (10.4)
442 (7.0)
498 (4.7)
616 (5.3)
417 (7.4)
454 (4.7)
521 (4.5)465 (4.0)
388 (3.2)
481 (4.6)
496 (5.8)424 (4.1)
510 (4.8)
480 (5.1)
504 (7.3)
546 (6.5)
416 (3.8)
617 (4.4)
430 (3.2)
489 (4.3)
499 (7.2)
510 (3.3)
516 (5.1)

8 (0.7)21 (0.6)
2 (0.3)7 (0.4)15 (0.6)
16 (1.2)
6 (0.6)4 (0.4)6 (0.6)5 (0.9)12 (1.0)
6 (0.5)20 (1.5)
7 (0.6)5 (0.5)7 (0.6)
1 (0.2)8 (0.6)7 (0.5)0 (0.1)29 (1.0)58 (1.2)
3 (0.6)32 (1.1)
48 (1.2)
8 (1.2)8 (0.6)25 (1.0)
2 (0.3)28 (1.3)
3 (0.5)6 (1.3)14 (0.7)
22 (0.7)65 (0.8)
9 (0.7)10 (1.1)
34 (0.5)
9 (0.5)542 (11.3)
477 (3.6)~ ~552 (6.1)
511 (4.2)
429 (6.4)
516 (10.8)
491 (7.1)
442 (7.4)
436 (15.9)
597 (8.9)499 (8.2)
419 (6.6)
513 (6.1)
516 (10.7)
464 (7.2)~ ~412 (7.7)
460 (6.4)~ ~418 (5.6)
432 (3.3)
486 (9.7)
442 (4.6)
390 (2.4)
481 (11.3)
487 (5.6)
414 (4.1)~ ~466 (5.7)
446 (10.9)500 (16.3)
393 (4.9)593 (5.8)377 (2.5)464 (6.7)
411 (10.5)
468 (2.1)
493 (7.4)

1 (0.2)4 (0.4)1 (0.2)0 (0.1)5 (0.4)5 (0.8)1 (0.2)1 (0.1)1 (0.2)1 (0.2)3 (0.5)0 (0.1)
12 (1.2)
3 (0.3)2 (0.2)1 (0.4)0 (0.1)3 (0.5)1 (0.1)0 (0.1)9 (1.0)23 (1.2)
0 (0.1)8 (0.9)20 (1.0)
1 (0.2)3 (0.4)7 (0.7)0 (0.1)7 (0.5)1 (0.4)1 (0.4)6 (0.6)3 (0.2)8 (0.4)3 (0.3)2 (0.3)7 (0.3)1 (0.2)~ ~
460 (9.2)~ ~~ ~492 (7.6)
398 (9.5)
~ ~
~ ~
~ ~
~ ~
595 (12.5)~ ~404 (9.0)495 (8.1)
~ ~
~ ~
~ ~
387 (12.9)~ ~~ ~408 (6.7)
408 (4.4)~ ~437 (7.7)
389 (3.5)~ ~483 (14.7)
389 (8.2)~ ~427 (7.7)~ ~~ ~371 (5.9)603 (10.9)354 (4.0)469 (10.5)~ ~431 (5.1)~ ~International Average

66 (0.2)

491 (0.6)

15 (0.1)

498 (0.9)

15 (0.1)

470 (1.4)

4 (0.1)442 (2.0)64 (1.9)64 (2.3)80 (0.8)
17 (1.4)
47 (2.8)
20 (0.6)35 (0.9)522 (4.3)
540 (3.9)574 (4.3)
470 (7.0)454 (6.7)
457 (5.9)517 (3.7)

21 (1.1)
22 (1.0)
18 (0.7)
22 (0.8)
18 (0.7)
23 (0.7)
32 (0.8)547 (5.3)
547 (4.3)
585 (5.4)
444 (3.6)473 (5.9)465 (3.8)559 (4.0)

12 (0.9)
11 (1.2)
2 (0.2)55 (1.4)
32 (2.3)
46 (0.8)
29 (1.0)546 (5.5)554 (6.3)~ ~400 (3.0)
409 (3.8)426 (3.5)
538 (3.3)

2 (0.3)4 (0.7)0 (0.2)6 (0.4)3 (0.4)11 (0.6)
4 (0.4)~ ~566 (11.1)~ ~391 (4.7)
397 (8.6)
391 (6.3)
520 (8.7)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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Exhibit 5.10: Students Speak the Language of the Test at Home
Students’ Reports
AlwaysCountry

Almost Always

Sometimes

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

77 (1.6)55 (0.8)87 (0.5)
66 (1.0)63 (0.9)66 (1.9)81 (1.6)
83 (0.8)75 (1.2)
83 (1.3)
73 (1.4)
76 (1.0)53 (2.0)
83 (0.8)78 (1.1)
76 (1.1)
96 (0.3)
77 (1.4)
76 (1.0)
88 (0.6)
51 (1.4)
7 (0.6)77 (1.1)
44 (1.5)
17 (1.3)
74 (2.0)76 (1.2)
50 (1.5)
88 (0.6)45 (1.2)
87 (1.0)79 (2.2)
69 (1.2)
44 (0.9)
14 (0.7)
71 (1.4)
77 (1.5)35 (0.4)
72 (1.1)

530 (2.8)478 (2.0)
460 (2.8)576 (2.4)
485 (2.3)
385 (6.0)
520 (5.3)
548 (3.0)496 (2.7)
445 (4.1)
496 (5.5)526 (3.0)465 (4.0)
526 (3.0)
512 (4.2)
510 (2.4)
571 (2.2)452 (4.6)478 (3.3)
561 (2.2)
433 (6.4)
397 (8.0)535 (2.9)
491 (3.3)
398 (4.7)
506 (3.1)
502 (2.9)
460 (3.3)
518 (2.8)459 (4.8)471 (4.2)
548 (3.5)
431 (2.7)
623 (3.4)
436 (5.5)
540 (2.8)527 (3.8)473 (3.0)
530 (4.8)

14 (0.9)19 (0.5)
11 (0.5)27 (0.9)
17 (0.7)
13 (1.0)
12 (1.1)
12 (0.6)
17 (0.9)
12 (0.8)
11 (0.8)
18 (0.8)
15 (0.7)
7 (0.5)16 (0.8)
16 (0.7)
3 (0.2)
12 (1.0)
17 (0.8)
12 (0.6)
11 (0.7)
12 (0.7)
20 (0.9)
16 (0.7)
15 (0.6)
16 (1.0)
14 (0.8)
19 (0.7)
9 (0.6)20 (0.8)
9 (0.7)14 (1.0)
11 (0.6)
31 (0.8)
13 (0.4)
16 (0.9)
11 (0.7)
24 (0.6)
18 (0.7)534 (5.7)
517 (3.7)
489 (4.5)
586 (2.9)483 (4.4)415 (8.5)
519 (7.8)
532 (4.6)473 (3.8)
466 (6.0)525 (9.5)
550 (4.4)473 (5.4)
521 (7.6)
527 (7.1)
487 (4.3)
552 (8.4)
480 (7.3)
492 (4.4)564 (4.1)
465 (7.5)
424 (7.1)
538 (4.8)
468 (3.9)405 (3.6)
490 (4.4)488 (6.4)
473 (3.7)
536 (4.9)
511 (5.9)494 (7.9)
544 (5.8)
461 (4.4)
610 (4.5)
431 (3.7)
508 (5.7)
519 (5.5)
519 (3.9)523 (4.6)

8 (0.7)21 (0.6)
2 (0.3)7 (0.4)15 (0.6)
16 (1.2)
6 (0.6)4 (0.4)6 (0.6)5 (0.9)12 (1.0)
6 (0.5)20 (1.5)
7 (0.6)5 (0.5)7 (0.6)
1 (0.2)8 (0.6)7 (0.5)0 (0.1)29 (1.0)58 (1.2)
3 (0.6)32 (1.1)
48 (1.2)
8 (1.2)8 (0.6)25 (1.0)
2 (0.3)28 (1.3)
3 (0.5)6 (1.3)14 (0.7)
22 (0.7)65 (0.8)
9 (0.7)10 (1.1)
34 (0.5)
9 (0.5)522 (10.3)
491 (4.2)~ ~526 (5.0)483 (4.6)
406 (6.2)
504 (12.0)
494 (9.1)
439 (8.2)
434 (16.2)
526 (9.9)518 (7.5)
417 (6.1)
510 (7.0)
519 (10.4)
451 (7.7)~ ~438 (9.6)
447 (6.8)~ ~462 (6.5)
381 (5.2)
498 (10.3)
434 (4.2)
405 (3.0)464 (11.5)
460 (9.0)454 (4.4)~ ~482 (6.3)
428 (15.9)
486 (14.3)
429 (5.3)
578 (5.9)351 (3.3)
447 (8.7)
434 (9.2)
460 (2.7)
487 (7.1)

1 (0.2)4 (0.4)1 (0.2)0 (0.1)5 (0.4)5 (0.8)1 (0.2)1 (0.1)1 (0.2)1 (0.2)3 (0.5)0 (0.1)
12 (1.2)
3 (0.3)2 (0.2)1 (0.4)0 (0.1)3 (0.5)1 (0.1)0 (0.1)9 (1.0)23 (1.2)
0 (0.1)8 (0.9)20 (1.0)
1 (0.2)3 (0.4)7 (0.7)0 (0.1)7 (0.5)1 (0.4)1 (0.4)6 (0.6)3 (0.2)8 (0.4)3 (0.3)2 (0.3)7 (0.3)1 (0.2)~ ~445 (10.4)~ ~~ ~465 (7.6)
370 (10.5)
~ ~
~ ~
~ ~
~ ~
507 (12.8)~ ~403 (9.0)
498 (9.8)
~ ~
~ ~
~ ~
414 (15.5)~ ~~ ~438 (9.2)
337 (6.6)~ ~379 (9.2)
405 (3.2)~ ~
470 (18.9)
427 (8.8)~ ~448 (9.1)~ ~~ ~404 (6.9)
579 (11.8)
311 (5.9)443 (12.6)~ ~396 (7.0)~ ~International Average

66 (0.2)

495 (0.6)

15 (0.1)

502 (0.9)

15 (0.1)

465 (1.4)

4 (0.1)428 (2.4)

64 (1.9)64 (2.3)80 (0.8)
17 (1.4)
47 (2.8)
20 (0.6)35 (0.9)520 (3.4)535 (4.1)
566 (3.0)489 (7.3)
460 (7.6)
461 (7.4)
529 (4.0)

21 (1.1)
22 (1.0)
18 (0.7)
22 (0.8)
18 (0.7)
23 (0.7)
32 (0.8)534 (4.4)
540 (4.5)
571 (4.1)
459 (4.4)481 (6.9)
463 (5.2)
574 (4.3)

12 (0.9)
11 (1.2)
2 (0.2)55 (1.4)
32 (2.3)
46 (0.8)
29 (1.0)518 (5.1)
536 (6.5)~ ~394 (4.0)392 (5.0)404 (4.2)
547 (3.8)

2 (0.3)4 (0.7)0 (0.2)6 (0.4)3 (0.4)11 (0.6)
4 (0.4)~ ~543 (11.2)~ ~371 (6.1)
370 (12.7)
340 (8.4)512 (9.9)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

298

Emphasis on Early Literacy and Numeracy Development
Early Literacy and Numeracy Activities Before Primary School
Considerable research, including results from TIMSS and PIRLS, has documented the importance ofearly childhood learning activities for fostering student achievement during later school years. The
Early Literacy and Numeracy Activities scale focuses specifically on literacy and numeracy activities,
summarizing parents’ reports about how often they engaged with their child in nine literacy activities
and nine numeracy activities before their child began primary school (see About the Scale in
Exhibit 5.11).
Exhibit 5.12 presents the percentage of students whose parents reported “often,” “sometimes,”and “never or almost never” engaging them in early literacy and numeracy activities, together withaverage fourth grade mathematics achievement. Countries are ordered by the percentage of students
whose parents “often” engaged them in early literacy and numeracy activities. In general, parents
reported a good deal of early interaction with their children, with 42 percent of the students having
parents who “often” engaged them in such activities and an additional 55 percent with parents
who “sometimes” engaged them, on average. Just 3 percent of students had parents who reported“never or almost never” engaging them in early literacy or numeracy activities.
There was a modest positive relationship between the frequency of engagement reported andlater mathematics achievement, with the students in the “often” category having higher averageachievement than students in the “sometimes” category (516 vs. 495, respectively). In several countries,
a small percentage of students (3%, on average) had parents who “never or almost never” engaged
them in early literacy and numeracy activities, and these students typically had lower average
mathematics achievement (456).
Exhibit 5.13 shows the same student percentages for the Early Literacy and Numeracy Activities
scale as Exhibit 5.12, but this time together with average fourth grade science achievement. The
activities-science achievement relationship was similar to the activities-mathematics achievement
relationship, with highest achievement for those whose parents “often” engaged them (507), next for
those who were “sometimes” engaged (484), and lowest for those who were “never or almost never”
engaged (421).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

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Exhibit 5.11: Home Early Literacy and Numeracy Activities Before Primary SchoolStudents’ Results based on Parents’ Reports

About the Scale
Students were scored according to their parents’ reports regarding the frequency they or someone in the home engaged their children in the eighteen
activities on the Early Literacy and Numeracy Activities scale. Cut scores divide the scale into three categories. Students Often engaged in early literacy
and numeracy activities before primary school had a score at or above the cut score corresponding to their parents reporting they “often” did nine of theeighteen activities and “sometimes” did the other nine, on average. Students Never or Almost Never engaged in early literacy and numeracy activities
before primary school had a score at or below the cut score corresponding to their parents reporting they “never or almost never” did nine of the eighteen
activities and “sometimes” did the other nine, on average. All other students Sometimes engaged in early literacy and numeracy activities.
Before your child began primary/elementary school, how often did you or someone
else in your home do the following activities with him/her?
Often

Sometimes

Often

Sometimes

Never oralmost never

1) Read books - - - - - - - - - - - - - - - - - - - - - - - 2) Tell stories - - - - - - - - - - - - - - - - - - - - - - - - 3) Sing songs - - - - - - - - - - - - - - - - - - - - - - - - 4) Play with alphabet toys (e.g., blocks
with letters of the alphabet) - - - - - - - - - - - - 5) Talk about things you had done - - - - - - - - - - 6) Talk about what you had read - - - - - - - - - - - 7) Play word games - - - - - - - - - - - - - - - - - - - - 8) Write letters or words - - - - - - - - - - - - - - - - - 9) Read aloud signs and labels - - - - - - - - - - - - 10) Say counting rhymes or sing counting songs 11) Play with number toys (e.g., blocks
with numbers) - - - - - - - - - - - - - - - - - - - - - 12) Count different things- - - - - - - - - - - - - - - - - 13) Play games involving shapes (e.g., shapesorting toys, puzzles) - - - - - - - - - - - - - - - - 14) Play with building blocks or construction
toys - - - - - - - - - - - - - - - - - - - - - - - - - - - - 15) Play board or card games - - - - - - - - - - - - - 16) Write numbers - - - - - - - - - - - - - - - - - - - - - 17) Draw shapes - - - - - - - - - - - - - - - - - - - - - - 18) Measure or weigh things (e.g., whencooking) - - - - - - - - - - - - - - - - - - - - - - - - - -Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

10.6

Never or
AlmostNever

6.5

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
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Exhibit 5.12: Home Early Literacy and Numeracy Activities Before Primary SchoolStudents’ Results based on Parents’ Reports
Often
Country

Russian Federation
Northern Ireland
SerbiaMalta
Montenegro
PolandAlbania
Ireland
Kazakhstan
CanadaCroatia
Hungary
Slovak Republic
North Macedonia
Bosnia and Herzegovina
Czech Republic
Cyprus
KosovoUnited Arab Emirates
LatviaKorea, Rep. of
Lithuania
Armenia
Georgia
Italy
FranceSpain
BahrainGermany
Portugal
Austria
Bulgaria
Chile
Denmark
Norway (5)Singapore
Qatar
KuwaitFinland
Azerbaijan
SwedenSaudi Arabia
Philippines
South Africa (5)Turkey (5)Belgium (Flemish)
Oman
Chinese Taipei
Iran, Islamic Rep. ofHong Kong SAR
Japan
MoroccoPakistan
Australia
EnglandNetherlands
United States
New Zealand

Sometimes

Never or Almost Never

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

67 (1.0)65 (1.4)
60 (1.2)
59 (0.9)59 (0.9)58 (0.9)58 (1.8)57 (0.9)56 (1.7)
56 (0.8)
56 (1.1)
55 (0.9)55 (1.3)
53 (1.4)
53 (0.8)51 (1.1)
50 (0.9)49 (1.2)
48 (0.6)
48 (1.1)
48 (1.1)
46 (1.0)46 (1.1)
46 (1.1)
45 (1.1)
44 (1.0)43 (0.8)42 (1.0)40 (1.4)40 (0.9)39 (0.9)39 (1.4)
38 (1.0)37 (1.3)
37 (1.0)34 (0.8)
34 (1.0)33 (1.2)
32 (0.8)
29 (1.4)
29 (0.9)28 (0.9)28 (1.0)28 (0.9)28 (1.4)
27 (0.8)
26 (0.8)25 (0.7)
23 (0.9)20 (1.2)
20 (0.7)
13 (0.7)
12 (1.5)- - - - 60 (1.6)

571 (3.1)
592 (4.0)523 (3.0)525 (1.9)464 (2.3)
525 (3.1)
508 (3.8)563 (2.6)
519 (3.1)
530 (2.1)
519 (2.3)
530 (2.9)519 (3.2)
488 (5.8)
460 (2.6)
546 (3.0)
547 (2.6)454 (3.2)512 (2.2)553 (2.8)613 (2.6)
550 (3.2)
504 (2.6)483 (4.2)
524 (3.1)
503 (3.5)
518 (2.7)
492 (3.5)
541 (3.1)
541 (3.0)550 (2.7)
545 (2.9)459 (3.1)
548 (3.0)563 (3.6)
641 (4.0)473 (4.0)405 (6.0)
547 (3.0)535 (3.6)
533 (3.7)
416 (4.7)
327 (7.4)
405 (5.1)
565 (4.5)
545 (2.5)
460 (6.0)
619 (3.3)
459 (5.1)
622 (4.5)
616 (3.1)
424 (8.3)
351 (15.9)- - - - 520 (4.1)

32 (1.0)34 (1.4)
39 (1.2)
40 (0.9)41 (0.9)42 (0.9)40 (1.7)42 (0.9)44 (1.7)43 (0.8)
44 (1.1)
44 (0.8)
44 (1.1)
45 (1.3)
46 (0.8)
48 (1.1)
49 (0.9)50 (1.2)
50 (0.6)
51 (1.0)50 (1.0)53 (1.0)52 (1.1)
53 (1.0)
54 (1.1)
55 (1.0)56 (0.8)
57 (1.0)59 (1.3)
59 (0.9)60 (0.9)52 (1.3)
60 (1.1)
62 (1.3)
62 (1.1)
62 (0.8)64 (1.0)64 (1.2)
68 (0.9)66 (1.4)
69 (0.9)68 (0.9)70 (1.0)
68 (0.9)56 (1.6)
71 (0.8)71 (0.8)71 (0.8)
71 (1.0)75 (1.2)
74 (0.7)
61 (1.7)
73 (3.2)- - - - 40 (1.6)

561 (4.4)
572 (5.3)
491 (4.3)
502 (2.3)
444 (2.8)517 (3.0)
481 (4.0)
537 (3.1)
504 (2.8)515 (2.6)
499 (2.9)522 (3.0)504 (3.8)
461 (6.1)
443 (2.9)536 (2.8)523 (3.7)
439 (3.7)
490 (2.5)
541 (2.9)589 (2.6)
537 (3.3)
495 (2.9)484 (3.8)510 (2.6)477 (3.4)
498 (3.0)473 (2.8)526 (2.9)519 (2.9)536 (2.3)512 (5.2)
433 (3.0)533 (3.0)
546 (2.8)620 (4.0)445 (4.0)379 (4.7)
530 (2.7)
519 (2.8)526 (3.1)
394 (4.0)
287 (6.4)
366 (3.2)
525 (4.8)530 (2.1)
424 (3.8)595 (1.9)443 (3.7)601 (3.7)
590 (1.9)387 (5.1)
333 (14.1)- - - - 499 (3.9)

1 (0.2)1 (0.2)1 (0.2)1 (0.2)1 (0.1)0 (0.1)2 (0.5)1 (0.1)0 (0.1)1 (0.2)1 (0.2)1 (0.5)2 (0.6)
1 (0.4)1 (0.1)0 (0.1)1 (0.2)1 (0.2)1 (0.1)1 (0.2)2 (0.2)1 (0.2)2 (0.4)2 (0.4)1 (0.2)1 (0.2)1 (0.1)1 (0.1)1 (0.2)1 (0.4)1 (0.2)10 (1.5)
2 (0.3)1 (0.2)1 (0.3)4 (0.2)2 (0.3)2 (0.2)1 (0.1)4 (0.5)2 (0.3)3 (0.5)2 (0.2)4 (0.5)16 (1.8)
2 (0.3)2 (0.3)5 (0.4)6 (1.1)4 (0.4)6 (0.4)27 (1.8)
16 (3.1)- - - - 0 (0.1)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
432 (12.7)
~ ~
~ ~
~ ~
605 (8.0)
~ ~
~ ~
~ ~
483 (7.5)~ ~388 (11.2)~ ~344 (8.5)
443 (9.9)~ ~~ ~572 (5.4)
396 (18.9)
569 (7.2)
577 (4.5)359 (7.1)
298 (14.1)- - - - ~ ~11.4 (0.05)
11.6 (0.07)
11.1 (0.05)
11.2 (0.04)
11.1 (0.04)
11.0 (0.03)
10.9 (0.09)
11.2 (0.04)
11.0 (0.07)
11.1 (0.04)
11.0 (0.05)
10.8 (0.05)
10.9 (0.07)
10.9 (0.07)
10.8 (0.04)
10.7 (0.04)
10.8 (0.05)
10.6 (0.05)
10.6 (0.03)
10.6 (0.04)
10.7 (0.05)
10.5 (0.04)
10.5 (0.05)
10.5 (0.05)
10.5 (0.04)
10.4 (0.03)
10.4 (0.03)
10.3 (0.03)
10.4 (0.05)
10.3 (0.04)
10.2 (0.03)
9.8 (0.11)
10.2 (0.04)
10.2 (0.05)
10.2 (0.04)
9.9 (0.04)
10.0 (0.04)
9.9 (0.04)
10.0 (0.03)
9.7 (0.06)
9.8 (0.04)
9.7 (0.05)
9.8 (0.05)
9.7 (0.05)
9.0 (0.14)
9.7 (0.04)
9.8 (0.05)
9.4 (0.03)
9.3 (0.08)
9.3 (0.05)
9.2 (0.03)
7.9 (0.12)
8.6 (0.16)- - - - 11.4 (0.07)

42 (0.1)

516 (0.6)55 (0.2)

495 (0.5)

3 (0.1)456 (3.0)###### ######

70 (1.1)
60 (1.4)
51 (0.9)48 (1.1)
48 (1.2)
46 (1.2)

596 (2.2)
530 (3.8)564 (2.4)
528 (2.9)547 (2.9)474 (3.7)

29 (1.1)
39 (1.3)
48 (0.9)51 (1.1)
51 (1.2)
53 (1.1)

587 (3.2)
514 (5.0)
548 (2.7)
514 (2.6)
531 (3.3)
449 (3.2)

1 (0.1)1 (0.3)1 (0.2)1 (0.2)1 (0.3)2 (0.2)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

11.7 (0.04)
11.3 (0.08)
10.8 (0.04)
10.6 (0.05)
10.6 (0.05)
10.5 (0.05)

s
r

s

r

s

r

s

s
s
r
r

r

r

r

x

International Average
Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada
Dubai, UAE
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE

s
s
r
x

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

301

Exhibit 5.13: Home Early Literacy and Numeracy Activities Before Primary SchoolStudents’ Results based on Parents’ Reports
Often
Country

Russian Federation
Northern Ireland
SerbiaMalta
Montenegro
PolandAlbania
Ireland
Kazakhstan
CanadaCroatia
Hungary
Slovak Republic
North Macedonia
Bosnia and Herzegovina
Czech Republic
Cyprus
KosovoUnited Arab Emirates
LatviaKorea, Rep. of
Lithuania
Armenia
Georgia
Italy
FranceSpain
BahrainGermany
Portugal
Austria
Bulgaria
Chile
Denmark
Norway (5)Singapore
Qatar
KuwaitFinland
Azerbaijan
SwedenSaudi Arabia
Philippines
South Africa (5)Turkey (5)Belgium (Flemish)
Oman
Chinese Taipei
Iran, Islamic Rep. ofHong Kong SAR
Japan
MoroccoPakistan
Australia
EnglandNetherlands
United States
New Zealand

Sometimes

Never or Almost Never

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

67 (1.0)65 (1.4)
60 (1.2)
59 (0.9)59 (0.9)58 (0.9)58 (1.8)57 (0.9)56 (1.7)
56 (0.8)
56 (1.1)
55 (0.9)55 (1.3)
53 (1.4)
53 (0.8)51 (1.1)
50 (0.9)49 (1.2)
48 (0.6)
48 (1.1)
48 (1.1)
46 (1.0)46 (1.1)
46 (1.1)
45 (1.1)
44 (1.0)43 (0.8)42 (1.0)40 (1.4)40 (0.9)39 (0.9)39 (1.4)
38 (1.0)37 (1.3)
37 (1.0)34 (0.8)
34 (1.0)33 (1.2)
32 (0.8)
29 (1.4)
29 (0.9)28 (0.9)28 (1.0)28 (0.9)28 (1.4)
27 (0.8)
26 (0.8)25 (0.7)
23 (0.9)20 (1.2)
20 (0.7)
13 (0.7)
12 (1.5)- - - - 60 (1.6)

571 (2.9)
538 (2.9)533 (3.2)
511 (1.9)466 (2.7)535 (3.1)
503 (4.1)
542 (3.3)
506 (3.8)
541 (2.2)
533 (2.5)536 (2.8)531 (3.4)
444 (6.3)
468 (3.3)
544 (3.0)527 (2.8)427 (4.1)
512 (2.7)550 (2.5)
599 (2.7)
546 (2.8)474 (3.5)454 (4.1)
519 (3.4)
506 (3.1)
525 (2.4)514 (3.9)
538 (3.2)
518 (2.9)535 (3.3)
560 (3.6)
488 (3.1)
548 (3.2)
559 (3.3)
613 (3.4)
480 (4.8)422 (7.1)
566 (2.9)451 (4.1)
545 (4.4)426 (5.8)286 (9.0)366 (6.9)
568 (3.9)513 (2.6)471 (6.3)
577 (2.5)
462 (5.0)553 (5.1)
583 (2.8)421 (9.4)
329 (20.3)- - - - 535 (3.6)

32 (1.0)34 (1.4)
39 (1.2)
40 (0.9)41 (0.9)42 (0.9)40 (1.7)42 (0.9)44 (1.7)43 (0.8)
44 (1.1)
44 (0.8)
44 (1.1)
45 (1.3)
46 (0.8)
48 (1.1)
49 (0.9)50 (1.2)
50 (0.6)
51 (1.0)50 (1.0)53 (1.0)52 (1.1)
53 (1.0)
54 (1.1)
55 (1.0)56 (0.8)
57 (1.0)59 (1.3)
59 (0.9)60 (0.9)52 (1.3)
60 (1.1)
62 (1.3)
62 (1.1)
62 (0.8)64 (1.0)64 (1.2)
68 (0.9)66 (1.4)
69 (0.9)68 (0.9)70 (1.0)
68 (0.9)56 (1.6)
71 (0.8)71 (0.8)71 (0.8)
71 (1.0)75 (1.2)
74 (0.7)
61 (1.7)
73 (3.2)- - - - 40 (1.6)

560 (4.0)519 (4.3)
498 (4.6)
490 (2.6)
443 (3.5)
527 (2.7)477 (4.1)
516 (3.6)
481 (3.5)
522 (2.6)514 (2.7)
528 (3.1)
514 (4.0)
412 (7.2)
448 (3.2)
537 (2.8)502 (3.7)
403 (4.4)484 (3.0)536 (2.7)
579 (2.6)
532 (3.2)
461 (3.9)457 (4.5)505 (2.9)479 (3.6)
508 (2.6)483 (3.5)
526 (2.8)
498 (2.9)
520 (3.1)
518 (5.9)
460 (2.8)525 (2.9)
541 (3.2)
587 (3.6)
444 (4.6)
389 (6.0)554 (2.9)
430 (3.3)
542 (3.2)
397 (4.6)
236 (7.5)
312 (4.4)
529 (4.5)
499 (2.4)426 (4.2)
553 (2.2)
442 (4.0)529 (3.6)559 (2.0)379 (6.4)
289 (15.2)- - - - 512 (3.7)

1 (0.2)1 (0.2)1 (0.2)1 (0.2)1 (0.1)0 (0.1)2 (0.5)1 (0.1)0 (0.1)1 (0.2)1 (0.2)1 (0.5)2 (0.6)
1 (0.4)1 (0.1)0 (0.1)1 (0.2)1 (0.2)1 (0.1)1 (0.2)2 (0.2)1 (0.2)2 (0.4)2 (0.4)1 (0.2)1 (0.2)1 (0.1)1 (0.1)1 (0.2)1 (0.4)1 (0.2)10 (1.5)
2 (0.3)1 (0.2)1 (0.3)4 (0.2)2 (0.3)2 (0.2)1 (0.1)4 (0.5)2 (0.3)3 (0.5)2 (0.2)4 (0.5)16 (1.8)
2 (0.3)2 (0.3)5 (0.4)6 (1.1)4 (0.4)6 (0.4)27 (1.8)
16 (3.1)- - - - 0 (0.1)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
407 (12.6)
~ ~
~ ~
~ ~
577 (7.0)
~ ~
~ ~
~ ~
386 (9.5)~ ~382 (13.2)~ ~282 (12.1)
442 (10.4)~ ~~ ~532 (5.2)
374 (14.1)
503 (8.1)
545 (5.3)
344 (8.8)274 (17.7)- - - - ~ ~11.4 (0.05)
11.6 (0.07)
11.1 (0.05)
11.2 (0.04)
11.1 (0.04)
11.0 (0.03)
10.9 (0.09)
11.2 (0.04)
11.0 (0.07)
11.1 (0.04)
11.0 (0.05)
10.8 (0.05)
10.9 (0.07)
10.9 (0.07)
10.8 (0.04)
10.7 (0.04)
10.8 (0.05)
10.6 (0.05)
10.6 (0.03)
10.6 (0.04)
10.7 (0.05)
10.5 (0.04)
10.5 (0.05)
10.5 (0.05)
10.5 (0.04)
10.4 (0.03)
10.4 (0.03)
10.3 (0.03)
10.4 (0.05)
10.3 (0.04)
10.2 (0.03)
9.8 (0.11)
10.2 (0.04)
10.2 (0.05)
10.2 (0.04)
9.9 (0.04)
10.0 (0.04)
9.9 (0.04)
10.0 (0.03)
9.7 (0.06)
9.8 (0.04)
9.7 (0.05)
9.8 (0.05)
9.7 (0.05)
9.0 (0.14)
9.7 (0.04)
9.8 (0.05)
9.4 (0.03)
9.3 (0.08)
9.3 (0.05)
9.2 (0.03)
7.9 (0.12)
8.6 (0.16)- - - - 11.4 (0.07)

42 (0.1)

507 (0.7)55 (0.2)

484 (0.6)

3 (0.1)421 (3.2)###### ######

70 (1.1)
60 (1.4)
51 (0.9)48 (1.1)
48 (1.2)
46 (1.2)

598 (2.3)
541 (3.7)
569 (2.7)
531 (2.8)
538 (3.4)
461 (4.7)

29 (1.1)
39 (1.3)
48 (0.9)51 (1.1)
51 (1.2)
53 (1.1)

590 (3.2)
525 (4.7)
549 (2.9)519 (2.4)
519 (3.0)
431 (4.1)

1 (0.1)1 (0.3)1 (0.2)1 (0.2)1 (0.3)2 (0.2)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

11.7 (0.04)
11.3 (0.08)
10.8 (0.04)
10.6 (0.05)
10.6 (0.05)
10.5 (0.05)

s
r

s

r

s

r

s

s
s
r
r

r

r

r

x

International Average
Benchmarking Participants
Moscow City, Russian Fed.
Ontario, Canada
Dubai, UAE
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE

s
s
r
x

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

302

Students Attended Preprimary Education
There was a positive relationship for fourth grade students between the number of years theyattended preprimary education and their mathematics achievement (Exhibit 5.14) and scienceachievement (Exhibit 5.15). According to their parents, a majority of fourth grade students acrosscountries had attended three years or more of preprimary school—56 percent. Beyond that, on
average, 17 percent had attended two years, 15 percent attended one year or less, and 12 percent did
not attend preprimary school.
The students who attended three years or more had the highest average mathematics achievement(509), and those with less preprimary school attendance had successively lower average achievement(495, 483, and 464, respectively). There was a similar pattern with regard to science achievement,with an average of 500 for those who attended three years or more, and successively lower scienceachievement for those with less preprimary attendance (489, 472, and 452, respectively).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

303

Exhibit 5.14: Students Attended Preprimary Education
Students’ Results based on Parents’ Reports
Attended
3 Years or More

Country

Hungary
Denmark
Norway (5)Korea, Rep. of
SwedenBelgium (Flemish)
Italy
FranceLatviaCzech RepublicSingapore
Portugal
Austria
Slovak Republic
Bulgaria
FinlandLithuania
Georgia
PolandHong Kong SAR
Spain
Germany
Albania
Croatia
Chinese Taipei
Ireland
CyprusSerbiaRussian Federation
Chile
South Africa (5)Armenia
Kazakhstan
Montenegro
CanadaBahrain
North Macedonia
Malta
Philippines
Morocco
Kuwait
Qatar
Pakistan
Bosnia and Herzegovina
Azerbaijan
Oman
Iran, Islamic Rep. of
KosovoSaudi Arabia
Turkey (5)Australia
EnglandJapan
Netherlands
Northern Ireland
United States
New ZealandUnited Arab Emirates

Attended
1 Year or Less

Did Not Attend

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

95 (0.4)
95 (0.5)
94 (0.6)
92 (0.5)
90 (0.9)90 (0.6)
89 (0.9)88 (0.8)84 (0.7)
84 (0.8)
83 (0.6)
82 (0.9)80 (1.2)
77 (1.7)
75 (2.2)
74 (1.1)
74 (1.2)
71 (1.3)
70 (1.1)
69 (0.9)68 (0.8)64 (1.2)
61 (1.6)
60 (1.8)
59 (1.1)
56 (1.2)
56 (1.0)55 (1.4)
55 (1.4)
53 (1.2)
51 (1.1)
51 (1.8)
49 (1.6)
48 (0.9)45 (1.4)
39 (1.0)36 (2.0)35 (0.9)33 (1.5)31 (0.9)29 (0.9)24 (1.1)
24 (3.2)
23 (1.3)
20 (1.1)
17 (0.7)
16 (1.0)
12 (1.1)
12 (0.7)
8 (0.9)- - - - - - 57 (1.3)
19 (0.5)

527 (2.7)
541 (2.6)553 (2.6)601 (2.3)
532 (2.8)
539 (1.9)
519 (2.5)
492 (2.9)551 (2.5)
543 (2.4)
633 (3.7)
533 (2.4)
546 (2.2)
523 (2.5)
532 (3.0)535 (2.5)550 (3.0)
485 (3.9)
531 (2.7)
608 (3.7)
518 (2.5)
540 (2.6)
508 (3.4)
520 (2.4)603 (2.1)
565 (2.6)
544 (3.1)
529 (2.9)573 (3.9)
447 (3.1)
388 (5.1)
503 (3.2)
519 (3.0)469 (2.5)533 (2.5)
491 (3.2)
505 (5.4)
527 (2.3)
305 (7.4)
413 (6.3)
396 (5.0)
467 (5.3)
317 (12.3)
473 (3.6)
533 (3.8)
448 (5.5)478 (6.9)465 (6.2)
424 (6.8)
577 (8.4)- - - - - - 510 (3.7)
516 (3.4)

3 (0.4)3 (0.4)3 (0.4)6 (0.5)3 (0.4)5 (0.4)8 (0.8)5 (0.5)9 (0.5)
11 (0.7)
10 (0.4)
10 (0.7)
13 (1.1)
11 (0.7)
13 (1.7)
10 (0.6)
8 (0.7)16 (0.8)
16 (0.8)
6 (0.6)
13 (0.7)
8 (0.6)19 (1.2)
9 (0.7)36 (0.9)25 (1.1)
23 (0.7)
12 (1.3)
10 (0.8)
32 (1.0)
17 (0.8)
19 (1.1)
17 (0.8)
14 (0.6)25 (0.8)32 (0.8)
9 (0.8)54 (0.9)29 (1.8)
24 (1.1)
43 (1.0)38 (1.0)
4 (0.9)8 (0.5)13 (0.6)
36 (0.9)18 (1.0)
6 (0.6)18 (1.0)
16 (1.0)- - - - - - 33 (1.2)
38 (0.6)506 (9.0)513 (9.6)
536 (10.5)
596 (6.9)
502 (11.7)
513 (6.0)
499 (4.8)
469 (8.5)
531 (5.2)
537 (4.9)601 (5.5)517 (5.4)
537 (5.0)500 (7.1)
480 (10.4)
540 (4.7)
531 (7.0)
478 (5.0)510 (4.0)
602 (7.6)
499 (4.3)
518 (6.0)
489 (5.8)500 (5.6)
596 (3.0)
539 (4.3)
530 (3.9)
499 (8.9)
570 (4.8)443 (4.0)383 (4.7)
492 (3.9)507 (3.9)451 (4.4)
519 (2.7)483 (3.6)
492 (8.0)515 (2.5)300 (8.2)
391 (5.7)
384 (5.8)459 (4.8)315 (27.7)
464 (4.6)
538 (4.0)
448 (5.0)458 (5.7)
463 (7.0)
418 (4.5)
570 (5.0)- - - - - - 517 (5.4)
500 (2.2)

1 (0.2)1 (0.2)2 (0.3)1 (0.2)3 (0.4)3 (0.4)2 (0.3)5 (0.5)4 (0.4)4 (0.4)4 (0.3)5 (0.3)4 (0.4)7 (0.7)10 (1.0)
15 (0.8)
15 (0.9)
7 (0.7)14 (1.2)
14 (0.8)
9 (0.6)
16 (0.8)
13 (0.8)
14 (1.3)
5 (0.5)18 (0.9)
12 (0.5)
32 (1.8)
16 (0.8)
12 (0.7)
24 (0.9)
13 (0.9)
14 (0.8)
15 (0.7)
18 (1.0)
16 (0.8)
13 (1.0)8 (0.5)36 (1.7)
15 (0.9)18 (1.2)
22 (1.0)8 (1.5)50 (1.4)
28 (1.2)
28 (0.8)40 (1.1)
49 (1.6)
39 (1.0)48 (1.6)- - - - - - 7 (0.9)
24 (0.7)

~ ~
~ ~
~ ~
~ ~
491 (8.2)
501 (5.5)~ ~461 (8.2)
534 (6.7)
518 (9.1)
598 (7.3)
497 (6.3)
512 (6.0)
478 (9.4)
469 (12.3)
540 (5.1)
514 (5.2)
488 (8.1)
498 (4.8)603 (5.0)479 (7.1)
534 (4.3)
472 (6.4)
498 (5.0)594 (6.4)
532 (3.6)525 (4.6)
486 (4.5)564 (3.9)432 (5.4)
359 (3.8)493 (4.0)509 (4.6)445 (3.8)519 (6.0)473 (4.9)478 (8.7)
494 (6.1)
293 (6.9)
378 (8.2)
387 (8.1)
461 (6.0)
333 (15.2)
447 (2.8)526 (4.0)426 (4.4)
441 (3.9)
450 (3.2)
399 (4.0)
521 (5.1)- - - - - - 515 (11.7)
514 (3.5)

0 (0.0)0 (0.2)1 (0.3)1 (0.2)3 (0.5)2 (0.2)1 (0.2)2 (0.3)3 (0.4)1 (0.2)3 (0.2)3 (0.3)2 (0.4)6 (0.8)3 (0.6)
1 (0.2)2 (0.4)6 (0.8)1 (0.2)10 (0.8)
10 (0.5)
12 (0.8)8 (0.9)16 (1.4)
0 (0.1)1 (0.2)9 (0.5)1 (0.2)19 (1.1)
4 (0.3)8 (0.5)17 (1.1)
20 (1.3)
23 (0.8)
11 (0.7)
13 (0.6)
42 (2.1)
3 (0.4)2 (0.3)30 (1.7)
10 (0.9)
16 (0.9)63 (4.8)
19 (1.2)
40 (1.6)
19 (0.9)26 (1.4)
33 (1.6)30 (1.5)
28 (1.7)- - - - - - 3 (0.4)
19 (0.5)

~ ~
~ ~
~ ~
~ ~
484 (9.2)
~ ~
~ ~
~ ~
523 (7.7)~ ~585 (8.9)484 (8.8)~ ~418 (10.6)
456 (20.3)~ ~~ ~464 (7.8)~ ~587 (5.3)
476 (5.3)
507 (4.8)475 (11.7)
494 (4.6)~ ~~ ~513 (5.1)~ ~557 (4.7)
420 (8.1)
368 (6.7)
498 (3.7)503 (4.1)
435 (3.4)504 (6.9)
463 (3.9)446 (7.0)
500 (11.5)~ ~358 (5.9)379 (10.3)
430 (6.2)
339 (18.4)
445 (4.0)513 (3.8)404 (7.5)
423 (7.4)
432 (4.6)
387 (5.6)
490 (6.4)- - - - - - 470 (16.2)
482 (3.4)

56 (0.2)

509 (0.6)

17 (0.1)

495 (1.0)

15 (0.1)

483 (1.0)

12 (0.2)

464 (1.4)

74 (1.3)
65 (1.3)
55 (1.1)
38 (2.6)
23 (0.9)- -530 (2.1)
543 (2.9)597 (2.2)535 (4.1)
569 (2.8)- -11 (0.8)
14 (0.8)
14 (0.6)
29 (1.3)
36 (1.0)- -517 (4.1)
531 (5.5)593 (3.3)
522 (4.3)
560 (2.9)- -8 (0.5)15 (0.9)
18 (0.6)
17 (2.0)26 (0.7)- -492 (6.1)
532 (4.8)
588 (3.9)
528 (11.8)
562 (2.9)- -8 (0.8)6 (0.5)13 (0.7)
16 (1.3)
15 (1.0)- -487 (6.1)
518 (7.2)
581 (4.6)506 (9.6)
536 (5.2)
- -

s
s
r

r

r

s

r

s

s

r
r
s

x
x

International Average

Attended
2 Years

Benchmarking Participants
Madrid, Spain
Quebec, Canada
Moscow City, Russian Fed.
Ontario, Canada
Dubai, UAE
Abu Dhabi, UAE

r
s
s
s
y

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

304

Exhibit 5.15: Students Attended Preprimary Education
Students’ Results based on Parents’ Reports
Attended
3 Years or More

Country

Hungary
Denmark
Norway (5)Korea, Rep. of
SwedenBelgium (Flemish)
Italy
FranceLatviaCzech RepublicSingapore
Portugal
Austria
Slovak Republic
Bulgaria
FinlandLithuania
Georgia
PolandHong Kong SAR
Spain
Germany
Albania
Croatia
Chinese Taipei
Ireland
CyprusSerbiaRussian Federation
Chile
South Africa (5)Armenia
Kazakhstan
Montenegro
CanadaBahrain
North Macedonia
Malta
Philippines
Morocco
Kuwait
Qatar
Pakistan
Bosnia and Herzegovina
Azerbaijan
Oman
Iran, Islamic Rep. of
KosovoSaudi Arabia
Turkey (5)Australia
EnglandJapan
Netherlands
Northern Ireland
United States
New ZealandUnited Arab Emirates

Attended
1 Year or Less

Did Not Attend

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

95 (0.4)
95 (0.5)
94 (0.6)
92 (0.5)
90 (0.9)90 (0.6)
89 (0.9)88 (0.8)84 (0.7)
84 (0.8)
83 (0.6)
82 (0.9)80 (1.2)
77 (1.7)
75 (2.2)
74 (1.1)
74 (1.2)
71 (1.3)
70 (1.1)
69 (0.9)68 (0.8)64 (1.2)
61 (1.6)
60 (1.8)
59 (1.1)
56 (1.2)
56 (1.0)55 (1.4)
55 (1.4)
53 (1.2)
51 (1.1)
51 (1.8)
49 (1.6)
48 (0.9)45 (1.4)
39 (1.0)36 (2.0)35 (0.9)33 (1.5)31 (0.9)29 (0.9)24 (1.1)
24 (3.2)
23 (1.3)
20 (1.1)
17 (0.7)
16 (1.0)
12 (1.1)
12 (0.7)
8 (0.9)- - - - - - 57 (1.3)
19 (0.5)533 (2.8)535 (2.7)550 (2.6)
588 (2.2)
549 (3.0)508 (2.1)
515 (3.0)494 (2.8)545 (2.3)
542 (2.7)
603 (3.2)
509 (2.5)
532 (2.9)537 (2.4)
543 (3.8)557 (2.7)
545 (2.6)455 (4.1)
540 (2.6)
536 (3.6)525 (2.1)
540 (2.4)503 (3.8)533 (2.8)559 (2.1)
543 (3.4)
523 (3.1)
536 (3.1)
572 (3.4)477 (2.8)343 (6.9)
471 (4.1)
503 (3.8)
469 (2.9)537 (2.5)512 (4.1)
461 (6.2)
518 (2.9)260 (9.0)
406 (7.8)
409 (5.9)
468 (5.6)
281 (15.1)
475 (4.4)445 (5.2)
459 (5.8)475 (6.9)
433 (7.5)
423 (7.2)
572 (7.1)- - - - - - 525 (3.4)
511 (3.4)

3 (0.4)3 (0.4)3 (0.4)6 (0.5)3 (0.4)5 (0.4)8 (0.8)5 (0.5)9 (0.5)
11 (0.7)
10 (0.4)
10 (0.7)
13 (1.1)
11 (0.7)
13 (1.7)
10 (0.6)
8 (0.7)16 (0.8)
16 (0.8)
6 (0.6)
13 (0.7)
8 (0.6)19 (1.2)
9 (0.7)36 (0.9)25 (1.1)
23 (0.7)
12 (1.3)
10 (0.8)
32 (1.0)
17 (0.8)
19 (1.1)
17 (0.8)
14 (0.6)25 (0.8)32 (0.8)
9 (0.8)54 (0.9)29 (1.8)
24 (1.1)
43 (1.0)38 (1.0)
4 (0.9)8 (0.5)13 (0.6)
36 (0.9)18 (1.0)
6 (0.6)18 (1.0)
16 (1.0)- - - - - - 33 (1.2)
38 (0.6)525 (10.3)
512 (9.4)
525 (13.5)
597 (5.9)
511 (12.6)
485 (5.5)493 (5.3)
479 (8.4)
533 (5.4)
539 (5.2)
571 (5.2)
507 (4.8)523 (5.1)
504 (7.3)
479 (11.0)
561 (4.7)
531 (6.5)
451 (6.0)
523 (3.9)
543 (6.4)
510 (4.4)525 (7.3)
490 (5.7)515 (5.8)557 (2.4)
523 (4.8)511 (4.3)
512 (9.3)
571 (5.2)
469 (4.0)339 (6.6)
463 (4.6)
490 (4.6)457 (6.2)
533 (3.1)
499 (4.7)
445 (8.2)
499 (2.4)
253 (9.2)
386 (7.3)
400 (6.5)
464 (5.6)
312 (31.2)
474 (5.2)
452 (4.9)
461 (5.5)
462 (5.1)
436 (8.8)429 (5.8)568 (4.4)- - - - - - 531 (5.1)
497 (3.1)

1 (0.2)1 (0.2)2 (0.3)1 (0.2)3 (0.4)3 (0.4)2 (0.3)5 (0.5)4 (0.4)4 (0.4)4 (0.3)5 (0.3)4 (0.4)7 (0.7)10 (1.0)
15 (0.8)
15 (0.9)
7 (0.7)14 (1.2)
14 (0.8)
9 (0.6)
16 (0.8)
13 (0.8)
14 (1.3)
5 (0.5)18 (0.9)
12 (0.5)
32 (1.8)
16 (0.8)
12 (0.7)
24 (0.9)
13 (0.9)
14 (0.8)
15 (0.7)
18 (1.0)
16 (0.8)
13 (1.0)8 (0.5)36 (1.7)
15 (0.9)18 (1.2)
22 (1.0)8 (1.5)50 (1.4)
28 (1.2)
28 (0.8)40 (1.1)
49 (1.6)
39 (1.0)48 (1.6)- - - - - - 7 (0.9)
24 (0.7)

~ ~
~ ~
~ ~
~ ~
504 (8.8)462 (6.8)~ ~461 (9.3)
530 (7.1)
527 (8.9)562 (7.3)
484 (5.4)
478 (7.7)
482 (10.5)
460 (12.9)
562 (4.7)
513 (5.1)
467 (9.8)
511 (4.4)
529 (5.2)
493 (7.2)
533 (4.4)
470 (6.2)
509 (4.9)556 (6.3)
511 (4.4)504 (4.7)
497 (4.9)565 (4.3)
458 (4.5)304 (5.3)455 (5.4)
491 (5.1)
443 (4.7)
535 (4.7)
484 (4.9)428 (9.9)483 (7.0)
242 (8.0)
365 (10.5)
397 (10.6)
466 (6.5)
300 (17.1)
453 (3.1)
442 (4.5)433 (4.6)
440 (4.5)
419 (4.1)
406 (4.1)
524 (5.2)- - - - - - 525 (8.3)
514 (4.2)

0 (0.0)0 (0.2)1 (0.3)1 (0.2)3 (0.5)2 (0.2)1 (0.2)2 (0.3)3 (0.4)1 (0.2)3 (0.2)3 (0.3)2 (0.4)6 (0.8)3 (0.6)
1 (0.2)2 (0.4)6 (0.8)1 (0.2)10 (0.8)
10 (0.5)
12 (0.8)8 (0.9)16 (1.4)
0 (0.1)1 (0.2)9 (0.5)1 (0.2)19 (1.1)
4 (0.3)8 (0.5)17 (1.1)
20 (1.3)
23 (0.8)
11 (0.7)
13 (0.6)
42 (2.1)
3 (0.4)2 (0.3)30 (1.7)
10 (0.9)
16 (0.9)63 (4.8)
19 (1.2)
40 (1.6)
19 (0.9)26 (1.4)
33 (1.6)30 (1.5)
28 (1.7)- - - - - - 3 (0.4)
19 (0.5)

~ ~
~ ~
~ ~
~ ~
473 (9.4)
~ ~
~ ~
~ ~
530 (6.3)~ ~549 (8.7)
478 (8.4)~ ~421 (12.0)
427 (25.0)~ ~~ ~456 (9.4)~ ~516 (5.7)
488 (5.7)
497 (7.1)
464 (11.5)
515 (4.2)~ ~~ ~493 (5.1)~ ~559 (4.5)
440 (8.4)
313 (10.1)
466 (4.6)
480 (4.3)
439 (4.0)
521 (5.1)
465 (4.6)
400 (8.5)
488 (11.2)~ ~345 (8.1)
390 (13.4)
426 (6.3)
300 (18.6)
457 (5.2)
425 (4.1)
389 (6.7)
418 (7.1)
399 (5.0)389 (7.0)
496 (6.8)- - - - - - 481 (12.7)
479 (4.2)

56 (0.2)

500 (0.7)

17 (0.1)

489 (1.1)

15 (0.1)472 (1.0)

12 (0.2)452 (1.5)

74 (1.3)
65 (1.3)
55 (1.1)
38 (2.6)
23 (0.9)- -533 (2.1)
530 (3.4)601 (2.5)
543 (3.8)566 (4.0)- -11 (0.8)
14 (0.8)
14 (0.6)
29 (1.3)
36 (1.0)- -517 (4.3)
524 (5.9)587 (3.3)
531 (4.5)563 (3.3)- -8 (0.5)15 (0.9)
18 (0.6)
17 (2.0)26 (0.7)- -503 (5.5)525 (4.5)
594 (3.6)
541 (9.0)565 (3.3)- -8 (0.8)6 (0.5)13 (0.7)
16 (1.3)
15 (1.0)- -494 (5.4)510 (7.7)
582 (4.9)523 (7.1)
545 (6.3)
- -

s
s
r

r

r

s

r

s

s

r
r
s

x
x

International Average

Attended
2 Years

Benchmarking Participants
Madrid, Spain
Quebec, Canada
Moscow City, Russian Fed.
Ontario, Canada
Dubai, UAE
Abu Dhabi, UAE

r
s
s
s
y

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

305

Literacy and Numeracy Readiness for School
Early Preparation for School
Exhibits 5.16 and 5.17 provide further insight into the relative effects of formal preprimary educationand informal literacy and numeracy activities in the home on later achievement in mathematics andscience, respectively. The results suggest that preprimary education cannot completely replace parental
involvement in preparing children for later success in school. At each level of preprimary attendance,from three years or more down through one year or less, the students whose parents “often” engaged
them in early literacy and numeracy activities had higher average mathematics and higher averagescience achievement than those engaged only “sometimes” or “never.”For both mathematics and science, average achievement was highest (520 and 513, respectively)
among the 26 percent of students that had three years or more of preprimary education and whoseparents “often” engaged them in literacy and numeracy activities before beginning primary school. It
was lowest (469 and 455, respectively) among the 18 percent that had one year or less of preprimaryeducation and parents reporting only “sometimes” or “never” engaging them in literacy and numeracy
activities. See About the Scale in Exhibit 5.11 for information about the Early Literacy and Numeracy
Activities scale.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

306

Exhibit 5.16: Early Preparation for SchoolStudents’ Results based on Parents’ Reports

Country

Hungary
Korea, Rep. of
Slovak RepublicCzech Republic
LatviaPolandItaly
Albania
FranceRussian Federation
Croatia
SerbiaDenmark
Lithuania
Norway (5)Georgia
Ireland
Portugal
Bulgaria
Austria
Spain
Montenegro
CyprusSingapore
Kazakhstan
Germany
CanadaSwedenBelgium (Flemish)Armenia
Finland
North Macedonia
Malta
Chile
BahrainSouth Africa (5)Hong Kong SAR
Chinese Taipei
Bosnia and Herzegovina
KuwaitPhilippines
Qatar
Azerbaijan
KosovoMoroccoOman
Iran, Islamic Rep. of
Saudi Arabia
Pakistan
Turkey (5)Australia
EnglandJapan
Netherlands
Northern Ireland
United States
New ZealandUnited Arab Emirates

r

s
r
s

s
s
r

r
s

r

r
r

r
s

x
x

International Average

Attended Preprimary Education Programfor 3 Years or More

Attended Preprimary Education Programfor 2 Years

Attended Preprimary Education Programfor 1 Year or Less Including Did Not
AttendOften Engaged in Early
Literacy and Numeracy
Activities

Sometimes or NeverEngaged in Early Literacy
and Numeracy Activities

Often Engaged in Early
Literacy and Numeracy
Activities

Sometimes or NeverEngaged in Early Literacy
and Numeracy Activities

Often Engaged in Early
Literacy and Numeracy
Activities

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

53 (0.9)45 (1.0)44 (1.5)43 (0.9)41 (1.1)
41 (1.0)41 (1.1)
41 (1.6)40 (1.1)
38 (1.2)
36 (1.4)
36 (1.0)36 (1.3)
35 (1.0)35 (1.0)34 (1.2)
34 (0.8)33 (0.8)
33 (1.4)
32 (1.1)
32 (0.8)31 (0.9)30 (0.9)30 (0.8)30 (1.4)
28 (1.4)
27 (1.1)
26 (1.0)25 (0.8)
24 (1.1)
23 (0.7)
23 (1.3)
22 (0.7)
20 (0.8)
19 (0.7)
16 (0.7)
15 (1.2)
14 (0.6)
13 (0.9)
12 (0.7)
10 (0.7)
10 (0.7)
8 (0.6)8 (0.9)7 (0.5)6 (0.4)6 (0.5)5 (0.4)4 (1.0)4 (0.4)- - - - - - 35 (1.3)
10 (0.3)

532 (3.0)614 (2.6)
528 (2.8)
548 (3.2)
556 (2.8)533 (3.2)
526 (3.2)
518 (4.1)
505 (3.5)
577 (3.8)
527 (2.6)
537 (3.0)550 (3.2)
557 (3.3)
563 (3.7)
484 (4.6)
576 (2.7)
546 (3.0)
548 (2.9)553 (3.1)
528 (3.0)473 (3.1)
556 (3.3)
645 (4.2)
524 (3.6)
546 (3.8)
538 (2.5)537 (3.6)
550 (2.5)508 (3.4)
547 (3.8)511 (5.8)534 (2.8)
462 (3.6)503 (4.0)422 (7.3)
627 (5.7)
622 (3.4)475 (4.5)
407 (7.4)
343 (8.6)
481 (6.4)
540 (5.5)478 (7.2)
436 (10.6)
472 (7.4)
480 (10.2)
443 (7.8)356 (22.8)
594 (8.6)- - - - - - 516 (4.1)
530 (3.7)

43 (0.9)47 (1.1)
33 (1.0)41 (1.1)
43 (0.9)28 (0.8)
48 (1.1)
20 (1.4)
48 (0.8)
16 (0.8)
24 (1.0)
19 (0.9)60 (1.3)
39 (1.0)59 (1.1)
37 (1.1)
22 (0.8)
49 (0.9)42 (1.7)
48 (1.1)
36 (0.7)
17 (0.6)25 (0.7)
53 (0.7)
19 (1.1)
37 (1.1)
18 (0.7)
64 (1.1)
65 (0.9)26 (1.2)
51 (1.1)
13 (1.0)
13 (0.7)
32 (1.0)
20 (0.8)35 (0.9)55 (1.3)
45 (1.0)
10 (0.7)
18 (0.7)
23 (1.3)
14 (0.6)
12 (0.8)
4 (0.5)25 (0.8)
11 (0.5)
11 (0.8)8 (0.5)20 (2.8)
5 (0.6)- - - - - - 22 (1.2)
9 (0.3)521 (3.5)
590 (2.6)
517 (3.3)
538 (2.6)
547 (2.9)
528 (3.3)
513 (2.5)490 (4.8)482 (3.4)564 (5.0)510 (3.3)
515 (4.2)
535 (3.0)
544 (3.7)
547 (2.8)488 (4.4)
550 (3.8)525 (2.7)
519 (3.7)
541 (2.5)510 (3.1)
464 (3.8)530 (4.1)
627 (3.7)513 (3.5)535 (3.1)
526 (3.4)
530 (3.1)
536 (2.1)
498 (3.7)
530 (2.8)
497 (6.7)
515 (3.8)
437 (3.5)
480 (4.2)
375 (4.8)603 (4.1)
597 (2.2)
470 (4.3)
388 (5.3)
288 (8.6)457 (5.8)
529 (4.8)
448 (8.0)
407 (6.0)
436 (5.9)476 (7.3)
412 (9.6)
310 (11.5)
563 (11.3)- - - - - - 502 (5.6)
502 (4.4)

2 (0.2)3 (0.3)5 (0.4)5 (0.4)4 (0.3)9 (0.6)3 (0.4)9 (0.7)2 (0.3)7 (0.6)5 (0.5)7 (0.8)1 (0.2)4 (0.5)1 (0.2)7 (0.5)14 (0.7)
4 (0.4)3 (0.3)5 (0.5)5 (0.5)8 (0.5)
11 (0.6)
3 (0.2)9 (0.6)4 (0.4)15 (0.7)
1 (0.2)2 (0.2)8 (0.5)3 (0.3)6 (0.5)32 (0.9)
12 (0.7)
14 (0.6)
5 (0.3)2 (0.3)9 (0.5)4 (0.4)15 (0.8)
9 (0.7)13 (0.7)
5 (0.4)4 (0.4)4 (0.4)11 (0.7)
5 (0.4)7 (0.6)
1 (0.5)6 (0.6)- - - - - - 21 (1.1)
20 (0.4)~ ~608 (8.6)
513 (7.8)
539 (6.5)
547 (7.8)512 (5.3)
505 (7.4)
498 (4.9)~ ~569 (4.3)
509 (6.7)
519 (8.9)~ ~535 (9.1)~ ~479 (6.2)
546 (5.0)533 (8.7)
528 (8.1)
547 (7.1)
505 (5.8)
462 (4.7)
540 (4.3)
612 (8.3)
515 (4.7)
530 (8.8)527 (3.3)~ ~~ ~498 (4.6)557 (8.1)
494 (9.1)
524 (2.9)
461 (4.8)489 (4.7)
415 (7.8)~ ~616 (5.2)
471 (5.7)
402 (7.5)
337 (9.3)
474 (5.9)
547 (5.7)
471 (8.9)428 (10.0)
469 (11.0)
470 (11.1)
430 (6.4)~ ~584 (7.3)- - - - - - 527 (6.5)
510 (2.7)

1 (0.2)3 (0.3)6 (0.6)5 (0.5)5 (0.4)7 (0.5)5 (0.5)9 (0.8)3 (0.3)3 (0.3)4 (0.6)5 (0.7)2 (0.4)4 (0.4)2 (0.4)9 (0.6)
11 (0.8)
6 (0.5)10 (1.6)
8 (0.8)8 (0.5)6 (0.4)12 (0.5)
7 (0.3)7 (0.6)5 (0.5)10 (0.5)
2 (0.4)4 (0.3)11 (0.7)
7 (0.5)4 (0.4)22 (0.9)19 (0.9)
18 (0.9)
12 (0.7)
4 (0.5)27 (0.8)
3 (0.3)29 (0.8)
20 (1.4)
25 (1.0)8 (0.6)3 (0.4)20 (1.0)25 (0.7)
13 (0.8)
11 (0.6)
3 (0.6)
10 (0.6)- - - - - - 12 (0.8)
19 (0.5)~ ~586 (8.1)
489 (9.5)
534 (6.3)
517 (7.1)
507 (5.2)
495 (6.9)
481 (9.0)459 (11.3)
573 (9.2)
490 (10.4)
469 (9.8)~ ~527 (8.2)~ ~478 (6.5)
530 (5.7)
508 (6.3)
465 (11.7)
531 (5.9)494 (6.5)
435 (7.1)
520 (5.1)
597 (5.7)
498 (5.7)
509 (8.2)
507 (3.8)~ ~514 (6.4)
487 (5.4)
531 (5.7)
489 (11.3)
501 (3.6)
433 (4.4)479 (4.2)
370 (4.8)
598 (8.8)589 (3.0)454 (6.6)375 (6.2)
284 (9.0)452 (5.1)
534 (5.4)455 (9.3)
384 (6.5)
439 (4.0)454 (5.5)412 (5.4)
312 (25.1)
560 (5.8)- - - - - - 498 (7.2)
490 (3.0)

1 (0.2)1 (0.1)5 (0.5)3 (0.3)3 (0.3)8 (0.7)1 (0.2)8 (0.8)3 (0.3)21 (1.1)
15 (1.1)
18 (1.2)
1 (0.2)7 (0.5)1 (0.2)5 (0.6)
10 (0.6)
3 (0.3)3 (0.3)2 (0.3)7 (0.4)21 (0.7)
8 (0.5)1 (0.1)
16 (0.8)
9 (0.6)15 (0.9)
2 (0.3)1 (0.2)13 (0.9)
5 (0.5)25 (1.3)
5 (0.5)6 (0.5)9 (0.7)8 (0.5)4 (0.5)2 (0.2)36 (1.0)8 (0.5)10 (0.8)
12 (0.7)
17 (1.0)39 (1.2)
2 (0.3)10 (0.5)
12 (0.7)
17 (0.8)
6 (1.0)18 (1.2)- - - - - - 5 (0.5)
20 (0.5)~ ~~ ~461 (9.5)525 (9.0)
539 (8.3)
503 (6.8)~ ~488 (8.1)
488 (11.1)
563 (3.8)508 (4.7)
498 (5.0)~ ~522 (7.7)~ ~482 (9.6)
542 (4.4)512 (9.5)
531 (11.0)~ ~488 (6.6)453 (3.3)
532 (5.6)~ ~515 (4.4)535 (5.4)
517 (6.4)~ ~~ ~501 (3.9)
548 (6.1)
470 (7.3)
506 (6.7)
452 (6.9)479 (6.2)
384 (6.9)
608 (6.4)~ ~457 (2.7)
407 (9.3)
310 (10.3)
471 (6.1)
533 (4.6)
449 (3.4)~ ~447 (5.8)
449 (5.1)
406 (6.4)
359 (17.4)
555 (5.1)- - - - - - 515 (13.5)
511 (3.6)

1 (0.2)2 (0.2)7 (1.0)2 (0.3)4 (0.4)7 (0.7)2 (0.3)12 (1.0)
4 (0.5)14 (0.9)
16 (1.4)
15 (1.1)
1 (0.2)10 (0.8)
2 (0.4)8 (0.8)9 (0.5)5 (0.4)10 (1.2)
4 (0.4)12 (0.6)
17 (0.6)
13 (0.6)
5 (0.4)18 (1.3)
18 (0.9)
15 (0.8)
5 (0.6)4 (0.4)17 (1.3)
11 (0.7)30 (1.7)
6 (0.5)9 (0.7)19 (0.9)24 (0.9)20 (0.7)
4 (0.4)33 (1.1)
20 (1.2)
28 (1.4)
26 (1.0)50 (1.5)
43 (1.4)
42 (1.5)
37 (1.0)53 (1.4)
53 (1.2)
66 (4.0)58 (1.7)- - - - - - 5 (0.9)
23 (0.5)~ ~~ ~444 (11.1)~ ~520 (7.3)
494 (5.6)~ ~463 (8.3)
448 (8.0)557 (4.9)484 (4.2)
466 (6.6)~ ~510 (4.7)~ ~475 (7.1)
518 (5.4)
481 (6.1)
452 (14.9)
506 (6.5)
471 (5.3)
423 (4.0)513 (5.2)
586 (7.1)
496 (4.0)
516 (4.1)
509 (6.1)
483 (7.8)486 (5.3)
492 (4.0)532 (6.6)
440 (7.3)
485 (7.6)
415 (5.0)463 (3.7)
356 (3.9)594 (4.6)
581 (7.8)
436 (3.4)
376 (8.0)
287 (6.5)
438 (6.0)
514 (3.4)
438 (3.8)362 (5.6)
410 (5.1)
431 (4.5)
391 (4.0)
337 (17.3)
495 (5.2)- - - - - - 489 (12.9)
490 (3.7)

26 (0.1)

520 (0.8)30 (0.1)

501 (0.7)

7 (0.1)508 (1.1)

9 (0.1)485 (1.1)

9 (0.1)488 (1.2)

18 (0.1)

469 (1.0)42 (1.2)
38 (1.4)
33 (1.4)
26 (1.8)
13 (0.6)- -598 (2.5)534 (2.6)
550 (3.3)
540 (4.3)
575 (3.6)- -13 (0.7)
36 (0.9)32 (1.1)
12 (1.1)
10 (0.5)- -595 (3.7)
525 (2.7)
536 (4.3)
524 (6.3)
561 (4.8)- -10 (0.5)5 (0.5)7 (0.7)18 (1.3)
20 (0.7)- -597 (3.6)
526 (6.6)
540 (7.0)
529 (5.0)565 (3.3)- -

4 (0.4)5 (0.5)7 (0.6)
11 (0.8)
17 (0.8)- -583 (5.7)
508 (6.6)
522 (6.8)510 (5.8)554 (4.8)- -18 (0.8)
5 (0.4)9 (0.7)17 (1.8)
20 (0.7)- -590 (3.6)503 (7.8)
536 (7.0)
518 (10.9)
561 (4.2)- -12 (0.7)
10 (0.8)
12 (0.8)
15 (1.6)
21 (1.0)- -578 (4.6)483 (5.8)
521 (5.0)516 (10.8)
544 (3.9)- -Sometimes or NeverEngaged in Early Literacy
and Numeracy Activities

Benchmarking Participants
Moscow City, Russian Fed.
Madrid, Spain
Quebec, Canada
Ontario, Canada
Dubai, UAE
Abu Dhabi, UAE

r
s
s
s
y

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

307

Exhibit 5.17: Early Preparation for SchoolStudents’ Results based on Parents’ Reports

Country

Hungary
Korea, Rep. of
Slovak RepublicCzech Republic
LatviaPolandItaly
Albania
FranceRussian Federation
Croatia
SerbiaDenmark
Lithuania
Norway (5)Georgia
Ireland
Portugal
Bulgaria
Austria
Spain
Montenegro
CyprusSingapore
Kazakhstan
Germany
CanadaSwedenBelgium (Flemish)Armenia
Finland
North Macedonia
Malta
Chile
BahrainSouth Africa (5)Hong Kong SAR
Chinese Taipei
Bosnia and Herzegovina
KuwaitPhilippines
Qatar
Azerbaijan
KosovoMoroccoOman
Iran, Islamic Rep. of
Saudi Arabia
Pakistan
Turkey (5)Australia
EnglandJapan
Netherlands
Northern Ireland
United States
New ZealandUnited Arab Emirates

r

s
r
s

s
s
r

r
s

r

r
r

r
s

x
x

International Average

Attended Preprimary Education Programfor 3 Years or More

Attended Preprimary Education Programfor 2 Years

Attended Preprimary Education Programfor 1 Year or Less Including Did Not
AttendOften Engaged in Early
Literacy and Numeracy
Activities

Sometimes or NeverEngaged in Early Literacy
and Numeracy Activities

Often Engaged in Early
Literacy and Numeracy
Activities

Sometimes or NeverEngaged in Early Literacy
and Numeracy Activities

Often Engaged in Early
Literacy and Numeracy
Activities

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

53 (0.9)45 (1.0)44 (1.5)43 (0.9)41 (1.1)
41 (1.0)41 (1.1)
41 (1.6)40 (1.1)
38 (1.2)
36 (1.4)
36 (1.0)36 (1.3)
35 (1.0)35 (1.0)34 (1.2)
34 (0.8)33 (0.8)
33 (1.4)
32 (1.1)
32 (0.8)31 (0.9)30 (0.9)30 (0.8)30 (1.4)
28 (1.4)
27 (1.1)
26 (1.0)25 (0.8)
24 (1.1)
23 (0.7)
23 (1.3)
22 (0.7)
20 (0.8)
19 (0.7)
16 (0.7)
15 (1.2)
14 (0.6)
13 (0.9)
12 (0.7)
10 (0.7)
10 (0.7)
8 (0.6)8 (0.9)7 (0.5)6 (0.4)6 (0.5)5 (0.4)4 (1.0)4 (0.4)- - - - - - 35 (1.3)
10 (0.3)

537 (2.8)
599 (2.8)541 (3.0)545 (3.2)
551 (2.7)
542 (3.3)
522 (3.5)512 (4.7)508 (3.1)
577 (3.3)
539 (3.1)
545 (3.2)
550 (3.5)552 (2.8)560 (3.4)452 (4.5)553 (3.3)
520 (3.0)564 (3.7)
539 (3.6)
532 (2.8)474 (3.3)
534 (3.3)
617 (3.4)512 (4.7)
543 (3.4)
543 (2.9)550 (4.2)
519 (2.5)477 (4.2)
566 (3.4)
469 (6.2)
524 (3.3)
492 (3.7)
530 (4.4)389 (9.8)557 (7.3)
577 (3.4)
479 (5.0)423 (8.7)
307 (11.1)
488 (6.8)455 (7.4)
452 (7.7)
434 (11.3)
484 (8.3)
479 (10.5)
446 (9.6)
348 (31.0)
588 (7.4)- - - - - - 533 (3.9)
527 (3.6)

43 (0.9)47 (1.1)
33 (1.0)41 (1.1)
43 (0.9)28 (0.8)
48 (1.1)
20 (1.4)
48 (0.8)
16 (0.8)
24 (1.0)
19 (0.9)60 (1.3)
39 (1.0)59 (1.1)
37 (1.1)
22 (0.8)
49 (0.9)42 (1.7)
48 (1.1)
36 (0.7)
17 (0.6)25 (0.7)
53 (0.7)
19 (1.1)
37 (1.1)
18 (0.7)
64 (1.1)
65 (0.9)26 (1.2)
51 (1.1)
13 (1.0)
13 (0.7)
32 (1.0)
20 (0.8)35 (0.9)55 (1.3)
45 (1.0)
10 (0.7)
18 (0.7)
23 (1.3)
14 (0.6)
12 (0.8)
4 (0.5)25 (0.8)
11 (0.5)
11 (0.8)8 (0.5)20 (2.8)
5 (0.6)- - - - - - 22 (1.2)
9 (0.3)527 (3.6)
579 (2.7)
531 (3.0)
539 (2.9)
540 (2.7)
536 (2.7)509 (3.1)
486 (5.2)
483 (3.5)563 (4.7)
523 (3.5)
520 (4.3)
527 (2.9)
538 (3.2)
543 (2.9)458 (4.9)
527 (4.9)502 (3.0)527 (4.7)
528 (3.2)
519 (2.6)
460 (4.3)
509 (4.1)
595 (3.4)
490 (3.9)
537 (3.0)526 (3.0)
548 (2.9)505 (2.4)465 (4.9)554 (2.9)450 (8.2)
506 (4.2)
468 (3.0)496 (5.1)
325 (6.7)
530 (4.0)554 (2.5)
469 (5.1)
399 (6.4)
239 (9.9)455 (6.4)
439 (6.0)
405 (9.7)
399 (7.8)
446 (6.6)473 (7.7)
410 (10.1)
267 (13.5)
560 (9.6)- - - - - - 512 (5.1)
494 (5.1)

2 (0.2)3 (0.3)5 (0.4)5 (0.4)4 (0.3)9 (0.6)3 (0.4)9 (0.7)2 (0.3)7 (0.6)5 (0.5)7 (0.8)1 (0.2)4 (0.5)1 (0.2)7 (0.5)14 (0.7)
4 (0.4)3 (0.3)5 (0.5)5 (0.5)8 (0.5)
11 (0.6)
3 (0.2)9 (0.6)4 (0.4)15 (0.7)
1 (0.2)2 (0.2)8 (0.5)3 (0.3)6 (0.5)32 (0.9)
12 (0.7)
14 (0.6)
5 (0.3)2 (0.3)9 (0.5)4 (0.4)15 (0.8)
9 (0.7)13 (0.7)
5 (0.4)4 (0.4)4 (0.4)11 (0.7)
5 (0.4)7 (0.6)
1 (0.5)6 (0.6)- - - - - - 21 (1.1)
20 (0.4)~ ~606 (7.9)
522 (7.5)
541 (7.2)
548 (7.5)
525 (4.7)
501 (8.0)
497 (5.5)~ ~571 (5.1)
525 (5.8)534 (9.6)~ ~535 (8.4)~ ~452 (6.9)
532 (5.9)519 (8.0)
537 (8.9)534 (7.0)515 (5.2)
468 (6.4)
523 (4.4)
586 (7.9)
501 (5.6)
534 (10.4)
542 (3.1)~ ~~ ~473 (5.5)566 (8.1)
449 (9.1)
506 (2.8)488 (4.5)
511 (5.5)381 (10.2)~ ~577 (4.1)
483 (6.5)425 (8.1)
298 (11.0)
485 (6.9)
466 (6.8)
449 (10.2)
426 (12.2)
486 (11.6)
476 (9.8)
438 (9.2)~ ~583 (5.7)- - - - - - 540 (6.5)
511 (3.6)

1 (0.2)3 (0.3)6 (0.6)5 (0.5)5 (0.4)7 (0.5)5 (0.5)9 (0.8)3 (0.3)3 (0.3)4 (0.6)5 (0.7)2 (0.4)4 (0.4)2 (0.4)9 (0.6)
11 (0.8)
6 (0.5)10 (1.6)
8 (0.8)8 (0.5)6 (0.4)12 (0.5)
7 (0.3)7 (0.6)5 (0.5)10 (0.5)
2 (0.4)4 (0.3)11 (0.7)
7 (0.5)4 (0.4)22 (0.9)19 (0.9)
18 (0.9)
12 (0.7)
4 (0.5)27 (0.8)
3 (0.3)29 (0.8)
20 (1.4)
25 (1.0)8 (0.6)3 (0.4)20 (1.0)25 (0.7)
13 (0.8)
11 (0.6)
3 (0.6)
10 (0.6)- - - - - - 12 (0.8)
19 (0.5)~ ~589 (7.5)
487 (10.2)
537 (7.1)
520 (7.4)
520 (5.2)
488 (7.1)
483 (8.4)
468 (11.5)
571 (8.7)503 (9.7)
480 (11.1)~ ~528 (7.8)~ ~452 (8.2)
513 (5.1)
499 (5.8)
461 (12.1)
517 (7.0)
506 (6.0)
440 (8.8)499 (5.7)565 (5.5)477 (5.6)
517 (8.5)
518 (4.8)~ ~486 (6.1)
457 (5.9)559 (5.9)
441 (12.5)
489 (3.7)
458 (4.8)490 (5.2)
322 (7.2)
539 (7.7)
551 (2.9)463 (7.5)
388 (6.8)
234 (9.7)454 (6.0)445 (6.1)
423 (11.4)
380 (8.1)
449 (4.6)458 (5.1)
423 (5.6)
300 (27.7)
558 (5.6)- - - - - - 516 (6.6)
482 (3.7)

1 (0.2)1 (0.1)5 (0.5)3 (0.3)3 (0.3)8 (0.7)1 (0.2)8 (0.8)3 (0.3)21 (1.1)
15 (1.1)
18 (1.2)
1 (0.2)7 (0.5)1 (0.2)5 (0.6)
10 (0.6)
3 (0.3)3 (0.3)2 (0.3)7 (0.4)21 (0.7)
8 (0.5)1 (0.1)
16 (0.8)
9 (0.6)15 (0.9)
2 (0.3)1 (0.2)13 (0.9)
5 (0.5)25 (1.3)
5 (0.5)6 (0.5)9 (0.7)8 (0.5)4 (0.5)2 (0.2)36 (1.0)8 (0.5)10 (0.8)
12 (0.7)
17 (1.0)39 (1.2)
2 (0.3)10 (0.5)
12 (0.7)
17 (0.8)
6 (1.0)18 (1.2)- - - - - - 5 (0.5)
20 (0.5)~ ~~ ~470 (10.4)
530 (9.1)
540 (7.8)
516 (6.2)~ ~482 (7.9)
496 (11.5)
565 (3.8)522 (4.2)
510 (5.5)~ ~523 (7.3)~ ~466 (8.4)
520 (5.3)
502 (7.9)
539 (12.8)~ ~507 (6.2)
457 (3.5)513 (5.5)~ ~497 (4.5)530 (6.7)
536 (4.3)~ ~~ ~470 (5.0)566 (5.5)427 (8.2)
499 (7.9)476 (6.4)
493 (6.4)
339 (9.4)
541 (8.1)~ ~466 (3.5)422 (12.2)
264 (11.8)
476 (7.1)
450 (4.9)423 (4.2)~ ~454 (6.4)
452 (5.2)
418 (6.8)
325 (21.6)
560 (4.7)- - - - - - 524 (10.2)
513 (4.3)

1 (0.2)2 (0.2)7 (1.0)2 (0.3)4 (0.4)7 (0.7)2 (0.3)12 (1.0)
4 (0.5)14 (0.9)
16 (1.4)
15 (1.1)
1 (0.2)10 (0.8)
2 (0.4)8 (0.8)9 (0.5)5 (0.4)10 (1.2)
4 (0.4)12 (0.6)
17 (0.6)
13 (0.6)
5 (0.4)18 (1.3)
18 (0.9)
15 (0.8)
5 (0.6)4 (0.4)17 (1.3)
11 (0.7)30 (1.7)
6 (0.5)9 (0.7)19 (0.9)24 (0.9)20 (0.7)
4 (0.4)33 (1.1)
20 (1.2)
28 (1.4)
26 (1.0)50 (1.5)
43 (1.4)
42 (1.5)
37 (1.0)53 (1.4)
53 (1.2)
66 (4.0)58 (1.7)- - - - - - 5 (0.9)
23 (0.5)~ ~~ ~443 (12.4)~ ~521 (5.8)507 (5.1)~ ~457 (8.2)
448 (9.2)
556 (4.2)
503 (3.8)475 (6.5)~ ~508 (5.4)~ ~459 (9.6)
498 (5.5)471 (5.8)436 (15.7)
457 (7.9)
481 (5.4)
423 (4.8)
491 (5.1)
550 (6.5)
472 (4.8)512 (4.3)
523 (4.9)484 (8.1)
450 (7.2)
454 (5.0)553 (6.8)
390 (8.5)
470 (8.8)440 (4.6)
467 (4.4)
298 (5.5)
520 (4.2)
543 (7.4)
442 (3.5)385 (10.5)235 (7.9)
438 (6.2)
426 (3.8)402 (4.7)
349 (7.9)
406 (4.9)427 (4.9)394 (4.9)298 (17.6)
499 (5.5)- - - - - - 502 (10.5)
486 (4.2)

26 (0.1)

513 (0.9)30 (0.1)

490 (0.8)

7 (0.1)504 (1.1)

9 (0.1)477 (1.2)

9 (0.1)482 (1.3)

18 (0.1)455 (1.1)

42 (1.2)
38 (1.4)
33 (1.4)
26 (1.8)
13 (0.6)- -602 (2.7)
536 (2.8)
538 (3.8)
548 (4.6)
574 (4.2)- -13 (0.7)
36 (0.9)32 (1.1)
12 (1.1)
10 (0.5)- -597 (3.9)
529 (2.5)523 (4.2)
534 (5.5)555 (6.1)- -10 (0.5)5 (0.5)7 (0.7)18 (1.3)
20 (0.7)- -590 (3.8)525 (6.1)
536 (8.4)
539 (4.5)
571 (4.6)- -4 (0.4)5 (0.5)7 (0.6)
11 (0.8)
17 (0.8)- -579 (5.8)509 (6.4)
513 (6.4)
517 (7.2)
554 (4.1)- -18 (0.8)
5 (0.4)9 (0.7)17 (1.8)
20 (0.7)- -594 (3.5)513 (7.3)
533 (6.2)
535 (7.6)
569 (3.8)- -12 (0.7)
10 (0.8)
12 (0.8)
15 (1.6)
21 (1.0)- -582 (4.0)
491 (4.7)512 (5.1)
529 (8.4)
548 (5.3)- -Sometimes or NeverEngaged in Early Literacy
and Numeracy Activities

Benchmarking Participants
Moscow City, Russian Fed.
Madrid, Spain
Quebec, Canada
Ontario, Canada
Dubai, UAE
Abu Dhabi, UAE

r
s
s
s
y

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

308

Could Do Literacy and Numeracy Tasks When Beginning Primary School
To provide information about the extent to which students enter primary school equipped with somebasic literacy and numeracy skills as a foundation for learning, the TIMSS Early Learning Survey(or “Home Questionnaire”) included a set of questions asking parents how well their child could do
various literacy and numeracy activities when he or she first began primary school. Twelve items
formed the Literacy and Numeracy Tasks scale in TIMSS 2019 (see About the Scale in Exhibit 5.18).
Parents’ reports indicate that early preparation appears to have an effect on mathematics andscience achievement through the fourth grade. Exhibit 5.19 shows that, on average across countries,
25 percent of students entered school able to perform early literacy and numeracy tasks “verywell” according to their parents, and more than half (51%) entered school able to perform thetasks “moderately well.” Parents’ assessments of their children’s early literacy and numeracy skills
corresponded well with mathematics achievement at the fourth grade, with the children able toperform “very well” having higher achievement than those performing “moderately well” (532 vs.
498). The 24 percent of the students in the “not well” category had the lowest average achievement(468). Exhibit 5.20 provides a similar picture in relation to science achievement. Students in the “verywell” category had the highest average science achievement (518) compared with students in the“moderately well” and “not well” categories (488 and 461, respectively).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

309

Exhibit 5.18: Could Do Literacy and Numeracy Tasks When Beginning Primary SchoolStudents’ Results based on Parents’ Reports

About the Scale
Students were scored according to their parents’ reports regarding how well their children could do the twelve tasks on the Early Literacy and Numeracy
Tasks scale when they began primary school. Cut scores divide the scale into three categories. Students who could do the tasks Very Well had a score at
or above the cut score corresponding to their parents reporting the students could do all twelve tasks (five of the tasks at the highest level, five at thesecond highest level, and simple addition and simple subtraction), on average. Students who could do the tasks Not Well had a score at or below the cut
score corresponding to their parents reporting the students could do the twelve tasks at a minimal level (five of the tasks at the second lowest level, five at
the second highest level, and not simple addition or simple subtraction), on average. All other students could do the literacy and numeracy tasks
Moderately Well when they began primary school.
How well could your child do the following when he/she began the first grade ofprimary/elementary school?
Very
well

Moderatelywell

Not verywell

Not at all1) Recognize most of the letters of the alphabet 2) Read some words - - - - - - - - - - - - - - - - - - - 3) Read sentences - - - - - - - - - - - - - - - - - - - - 4) Read a story - - - - - - - - - - - - - - - - - - - - - - - 5) Write letters of the alphabet - - - - - - - - - - - - 6) Write his/her name - - - - - - - - - - - - - - - - - - 7) Write words other than his/her name - - - - - - -Could your child do the following when he/she began the first grade of primary/elementary
school?
Up to 100or higher

Up to 20

Up to 10

Not at all1) Count by himself/herself - - - - - - - - - - - - - - - 2) Recognize written numbers - - - - - - - - - - - - - 3) Write numbers - - - - - - - - - - - - - - - - - - - - - -Could your child do the following when he/she began the first grade of primary/elementary
school?
Yes

No1) Do simple addition - - - - - - - - - - - - - - - - - - - 2) Do simple subtraction - - - - - - - - - - - - - - - - -Very Well

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Moderately
Well

11.2

Not Well

8.6

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

310

Exhibit 5.19: Could Do Literacy and Numeracy Tasks When Beginning Primary SchoolStudents’ Results based on Parents’ Reports
Very Well
Country

Ireland
Korea, Rep. of
Bahrain
Singapore
Albania
Oman
Spain
LatviaQatar
KosovoHong Kong SAR
PolandCroatia
Japan
Philippines
Chinese Taipei
Kazakhstan
CanadaSaudi Arabia
FinlandSwedenAzerbaijan
KuwaitNorth Macedonia
Lithuania
South Africa (5)Russian Federation
CyprusSerbiaBosnia and Herzegovina
Bulgaria
Turkey (5)Morocco
Chile
Montenegro
Armenia
Iran, Islamic Rep. of
Malta
Pakistan
FranceGeorgia
Czech Republic
Portugal
Italy
Austria
Norway (5)Hungary
Germany
Slovak Republic
Belgium (Flemish)Denmark
Australia
EnglandNetherlands
Northern Ireland
United States
United Arab Emirates
New ZealandModerately Well

Not WellAverage
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

55 (1.0)
54 (1.0)51 (0.9)50 (1.3)
41 (1.4)40 (0.9)40 (1.2)
38 (1.0)38 (1.1)
36 (1.0)35 (1.1)
35 (0.8)
34 (1.0)33 (0.8)
32 (1.5)31 (0.8)
31 (1.3)30 (0.8)29 (0.9)29 (0.9)29 (1.2)
27 (0.9)27 (0.9)25 (1.1)
25 (1.1)
24 (0.7)
24 (1.1)
24 (0.7)
24 (0.9)23 (0.7)
20 (0.9)19 (1.3)
19 (0.8)
19 (0.7)
18 (0.5)
18 (0.7)
16 (1.0)
16 (0.8)
15 (2.6)
14 (0.7)
13 (0.7)
13 (0.7)
12 (0.7)
11 (0.6)
10 (0.5)
10 (0.6)
7 (0.4)7 (0.6)7 (0.6)7 (0.4)6 (0.6)- - - - - 52 (0.6)
11 (0.9)572 (2.8)
618 (2.5)493 (3.3)655 (3.5)
517 (3.6)465 (4.1)
534 (2.6)
576 (2.5)
480 (3.8)
462 (3.5)
629 (3.6)551 (2.9)
538 (2.9)622 (2.5)347 (6.7)
621 (2.7)
530 (3.2)
552 (2.9)431 (3.9)
579 (2.8)561 (4.1)
543 (3.2)
429 (5.4)
501 (6.7)
590 (3.5)413 (4.1)
599 (2.9)566 (3.9)555 (4.0)
480 (3.1)
562 (3.6)556 (5.2)
443 (4.5)486 (3.2)
489 (3.6)
514 (3.5)
467 (5.8)554 (3.2)
344 (15.9)
526 (4.8)506 (5.1)
581 (4.8)553 (5.5)547 (4.8)556 (5.0)
602 (6.0)
569 (5.9)558 (6.4)
552 (8.8)553 (5.8)
587 (6.4)- - - - - 514 (2.3)
560 (6.9)

39 (0.9)43 (0.9)42 (0.8)
44 (1.1)
47 (1.2)
48 (0.7)
49 (1.1)
54 (1.0)50 (1.0)53 (0.9)59 (1.0)51 (0.9)53 (1.1)
57 (0.7)
58 (1.2)
60 (0.8)
57 (1.1)
51 (0.8)52 (0.9)47 (0.8)
52 (1.4)
50 (0.9)55 (0.8)
53 (1.2)
58 (1.1)
60 (0.8)
53 (1.0)
54 (0.8)55 (1.1)
56 (0.8)
48 (1.5)
35 (1.2)
45 (1.3)
54 (1.0)55 (0.8)
48 (1.2)
50 (1.2)
55 (0.8)
53 (4.0)59 (0.8)
52 (1.1)
51 (0.9)55 (0.9)50 (0.9)49 (1.0)46 (1.2)
31 (0.8)
48 (1.2)
43 (1.1)
44 (1.1)
55 (1.1)- - - - - 40 (0.5)
51 (1.3)

529 (3.3)
583 (2.8)471 (3.0)605 (3.9)490 (3.9)418 (4.0)
496 (2.9)534 (2.8)443 (4.3)
442 (3.5)
594 (3.2)
511 (3.1)
500 (2.2)
587 (1.9)282 (6.3)
593 (2.3)
506 (2.6)
519 (2.4)
392 (4.5)
531 (2.6)
523 (2.9)
521 (2.8)385 (5.5)474 (5.5)535 (2.8)368 (3.6)565 (3.4)
531 (2.9)509 (2.9)451 (2.6)
529 (3.5)
543 (5.5)385 (4.7)
445 (3.5)456 (2.3)
498 (2.8)446 (4.4)
518 (1.9)338 (15.1)
491 (3.3)
483 (4.2)
541 (2.6)534 (2.6)
516 (2.9)544 (2.3)
561 (3.3)
536 (3.3)
536 (3.0)
518 (3.8)536 (2.5)
547 (2.9)- - - - - 490 (2.8)
514 (4.3)

5 (0.5)3 (0.3)8 (0.4)6 (0.4)12 (1.2)
12 (0.6)
11 (0.5)
8 (0.6)
12 (0.7)
11 (0.8)
6 (0.6)15 (0.6)
13 (0.9)
11 (0.5)
10 (0.8)
9 (0.5)12 (0.8)
19 (0.8)
19 (1.0)
24 (0.8)
19 (0.8)
23 (1.1)
18 (0.8)
22 (1.2)
17 (0.8)
15 (0.5)
23 (1.4)
22 (0.7)
22 (1.0)
21 (0.8)
32 (2.0)46 (2.0)36 (1.5)
27 (1.0)
27 (0.7)
34 (1.4)
34 (1.2)
29 (0.8)
32 (3.4)
26 (0.9)35 (1.1)
36 (1.0)33 (0.7)
39 (1.1)
41 (1.0)44 (1.2)
62 (0.9)45 (1.3)
50 (1.2)
49 (1.2)
39 (1.0)- - - - - 7 (0.3)
38 (1.2)

497 (7.5)
538 (9.2)
459 (6.2)
545 (7.4)
440 (8.9)
380 (7.3)
460 (4.3)
492 (6.5)
412 (6.2)
410 (5.7)554 (8.0)
486 (5.0)478 (6.7)
545 (4.9)230 (8.1)
563 (4.7)
496 (4.4)490 (3.0)373 (6.9)
493 (3.5)487 (3.9)
497 (3.9)
330 (6.4)
441 (7.6)
497 (5.6)
340 (5.3)
540 (5.8)509 (3.7)459 (5.9)425 (3.7)
469 (9.1)
494 (6.1)
352 (6.8)
408 (3.2)
427 (3.0)491 (3.4)
430 (5.7)
490 (2.7)308 (13.6)
459 (4.3)
474 (4.8)
527 (3.4)
508 (3.6)
508 (2.7)
534 (2.8)532 (3.4)515 (3.1)
525 (3.1)
499 (3.9)
529 (2.1)
520 (3.2)- - - - - 467 (4.4)
494 (3.9)

11.7 (0.04)
12.0 (0.04)
11.3 (0.04)
11.4 (0.06)
10.7 (0.07)
10.8 (0.04)
10.8 (0.04)
10.9 (0.03)
10.7 (0.05)
10.6 (0.05)
10.9 (0.05)
10.5 (0.03)
10.6 (0.05)
10.7 (0.04)
10.5 (0.06)
10.7 (0.03)
10.5 (0.06)
10.3 (0.04)
10.3 (0.05)
10.2 (0.05)
10.3 (0.05)
10.0 (0.06)
10.2 (0.04)
10.1 (0.06)
10.3 (0.04)
10.2 (0.03)
10.0 (0.07)
10.0 (0.04)
10.0 (0.04)
10.0 (0.04)
9.5 (0.10)
9.0 (0.12)
9.2 (0.08)
9.7 (0.04)
9.7 (0.03)
9.5 (0.05)
9.4 (0.06)
9.6 (0.04)
9.3 (0.16)
9.6 (0.03)
9.3 (0.05)
9.3 (0.04)
9.3 (0.03)
9.2 (0.04)
9.2 (0.03)
9.0 (0.03)
8.4 (0.04)
9.0 (0.04)
8.7 (0.06)
8.8 (0.04)
9.1 (0.04)- - - - - 11.4 (0.02)
9.2 (0.04)

25 (0.1)

532 (0.7)51 (0.2)

498 (0.5)

24 (0.1)

468 (0.8)###### ######

51 (1.4)
44 (1.5)
38 (1.3)
34 (0.9)
17 (1.0)- -568 (2.9)
540 (2.6)555 (4.3)
618 (2.3)
565 (4.8)- -41 (1.1)
47 (1.3)
48 (1.1)
54 (0.9)55 (1.4)- -547 (2.6)510 (2.6)513 (4.6)
587 (2.5)
541 (2.7)- -7 (0.7)9 (0.6)14 (1.1)
12 (0.7)
28 (1.3)- -540 (5.9)482 (5.5)470 (6.1)
547 (4.2)
516 (3.7)- -11.3 (0.04)
11.0 (0.05)
10.8 (0.06)
10.6 (0.04)
9.7 (0.04)
- -

r

s

r
r
r

r
r

r

s
s

s

x
x

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Ontario, Canada
Moscow City, Russian Fed.
Quebec, Canada
Abu Dhabi, UAE

s
s
r
y

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

311

Exhibit 5.20: Could Do Literacy and Numeracy Tasks When Beginning Primary SchoolStudents’ Results based on Parents’ Reports
Very Well
Country

Ireland
Korea, Rep. of
Bahrain
Singapore
Albania
Oman
Spain
LatviaQatar
KosovoHong Kong SAR
PolandCroatia
Japan
Philippines
Chinese Taipei
Kazakhstan
CanadaSaudi Arabia
FinlandSwedenAzerbaijan
KuwaitNorth Macedonia
Lithuania
South Africa (5)Russian Federation
CyprusSerbiaBosnia and Herzegovina
Bulgaria
Turkey (5)Morocco
Chile
Montenegro
Armenia
Iran, Islamic Rep. of
Malta
Pakistan
FranceGeorgia
Czech Republic
Portugal
Italy
Austria
Norway (5)Hungary
Germany
Slovak Republic
Belgium (Flemish)Denmark
Australia
EnglandNetherlands
Northern Ireland
United States
United Arab Emirates
New ZealandModerately Well

Not WellAverage
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

55 (1.0)
54 (1.0)51 (0.9)50 (1.3)
41 (1.4)40 (0.9)40 (1.2)
38 (1.0)38 (1.1)
36 (1.0)35 (1.1)
35 (0.8)
34 (1.0)33 (0.8)
32 (1.5)31 (0.8)
31 (1.3)30 (0.8)29 (0.9)29 (0.9)29 (1.2)
27 (0.9)27 (0.9)25 (1.1)
25 (1.1)
24 (0.7)
24 (1.1)
24 (0.7)
24 (0.9)23 (0.7)
20 (0.9)19 (1.3)
19 (0.8)
19 (0.7)
18 (0.5)
18 (0.7)
16 (1.0)
16 (0.8)
15 (2.6)
14 (0.7)
13 (0.7)
13 (0.7)
12 (0.7)
11 (0.6)
10 (0.5)
10 (0.6)
7 (0.4)7 (0.6)7 (0.6)7 (0.4)6 (0.6)- - - - - 52 (0.6)
11 (0.9)550 (3.1)
603 (2.1)
516 (3.8)622 (3.0)507 (4.1)
481 (4.5)
538 (2.5)566 (1.9)488 (4.1)
429 (4.5)557 (4.0)556 (2.7)
543 (3.2)
585 (2.3)
300 (8.2)
580 (2.4)515 (4.3)
556 (2.8)438 (4.7)
587 (2.6)566 (4.5)453 (4.0)443 (6.8)
452 (7.8)
578 (3.1)
372 (5.5)595 (3.3)
542 (3.9)557 (4.1)
482 (3.6)575 (4.0)558 (4.8)443 (5.7)
509 (2.9)
485 (3.2)
484 (3.9)
460 (6.0)535 (3.5)311 (20.2)
513 (4.7)
484 (5.7)
569 (4.2)
529 (5.3)
539 (5.6)
526 (6.0)
583 (6.6)
562 (6.1)
538 (7.9)554 (10.5)
513 (5.7)
570 (7.9)- - - - - 513 (3.0)
553 (5.7)

39 (0.9)43 (0.9)42 (0.8)
44 (1.1)
47 (1.2)
48 (0.7)
49 (1.1)
54 (1.0)50 (1.0)53 (0.9)59 (1.0)51 (0.9)53 (1.1)
57 (0.7)
58 (1.2)
60 (0.8)
57 (1.1)
51 (0.8)52 (0.9)47 (0.8)
52 (1.4)
50 (0.9)55 (0.8)
53 (1.2)
58 (1.1)
60 (0.8)
53 (1.0)
54 (0.8)55 (1.1)
56 (0.8)
48 (1.5)
35 (1.2)
45 (1.3)
54 (1.0)55 (0.8)
48 (1.2)
50 (1.2)
55 (0.8)
53 (4.0)59 (0.8)
52 (1.1)
51 (0.9)55 (0.9)50 (0.9)49 (1.0)46 (1.2)
31 (0.8)
48 (1.2)
43 (1.1)
44 (1.1)
55 (1.1)- - - - - 40 (0.5)
51 (1.3)510 (4.1)
572 (2.8)
480 (3.8)575 (3.6)
488 (3.9)419 (4.2)
505 (2.2)
533 (2.7)
442 (4.8)412 (4.1)
523 (3.2)
523 (2.9)519 (2.1)
557 (2.0)
233 (7.3)
550 (2.2)486 (3.4)
529 (2.3)
397 (5.2)
553 (2.9)
539 (3.3)
434 (3.2)
397 (6.4)
429 (6.7)
534 (2.9)317 (5.0)566 (3.1)
510 (3.1)
520 (3.1)
458 (3.1)
541 (4.9)
546 (5.0)375 (6.0)473 (3.0)459 (2.8)
467 (3.6)
444 (4.4)504 (2.1)
299 (16.0)
495 (3.1)
454 (4.6)
541 (2.8)508 (2.5)508 (3.3)
526 (3.2)555 (3.2)
538 (3.7)
533 (2.9)
529 (3.8)501 (2.6)
538 (3.1)- - - - - 485 (3.2)
527 (4.1)

5 (0.5)3 (0.3)8 (0.4)6 (0.4)12 (1.2)
12 (0.6)
11 (0.5)
8 (0.6)
12 (0.7)
11 (0.8)
6 (0.6)15 (0.6)
13 (0.9)
11 (0.5)
10 (0.8)
9 (0.5)12 (0.8)
19 (0.8)
19 (1.0)
24 (0.8)
19 (0.8)
23 (1.1)
18 (0.8)
22 (1.2)
17 (0.8)
15 (0.5)
23 (1.4)
22 (0.7)
22 (1.0)
21 (0.8)
32 (2.0)46 (2.0)36 (1.5)
27 (1.0)
27 (0.7)
34 (1.4)
34 (1.2)
29 (0.8)
32 (3.4)
26 (0.9)35 (1.1)
36 (1.0)33 (0.7)
39 (1.1)
41 (1.0)44 (1.2)
62 (0.9)45 (1.3)
50 (1.2)
49 (1.2)
39 (1.0)- - - - - 7 (0.3)
38 (1.2)

486 (7.5)
546 (8.4)
447 (7.7)
521 (7.0)
440 (9.2)
359 (6.6)
478 (3.8)
497 (5.5)408 (6.6)
374 (6.3)
484 (7.8)506 (5.0)
497 (6.8)
521 (4.6)
189 (9.2)
532 (5.0)483 (4.6)
507 (2.7)
371 (6.8)
531 (3.5)
516 (4.2)
410 (4.3)
342 (8.3)
394 (8.0)494 (5.0)
281 (6.8)
542 (4.9)
492 (4.1)
471 (6.9)435 (3.9)463 (9.4)
497 (6.0)
338 (9.4)
438 (3.5)429 (3.9)457 (4.2)
429 (6.3)
480 (3.9)
270 (14.5)
468 (4.5)
446 (5.8)
531 (3.3)
493 (3.2)
508 (3.3)
523 (3.4)
532 (3.9)524 (2.9)
528 (3.2)
511 (4.4)503 (2.4)
522 (3.3)- - - - - 458 (5.1)
515 (3.8)

11.7 (0.04)
12.0 (0.04)
11.3 (0.04)
11.4 (0.06)
10.7 (0.07)
10.8 (0.04)
10.8 (0.04)
10.9 (0.03)
10.7 (0.05)
10.6 (0.05)
10.9 (0.05)
10.5 (0.03)
10.6 (0.05)
10.7 (0.04)
10.5 (0.06)
10.7 (0.03)
10.5 (0.06)
10.3 (0.04)
10.3 (0.05)
10.2 (0.05)
10.3 (0.05)
10.0 (0.06)
10.2 (0.04)
10.1 (0.06)
10.3 (0.04)
10.2 (0.03)
10.0 (0.07)
10.0 (0.04)
10.0 (0.04)
10.0 (0.04)
9.5 (0.10)
9.0 (0.12)
9.2 (0.08)
9.7 (0.04)
9.7 (0.03)
9.5 (0.05)
9.4 (0.06)
9.6 (0.04)
9.3 (0.16)
9.6 (0.03)
9.3 (0.05)
9.3 (0.04)
9.3 (0.03)
9.2 (0.04)
9.2 (0.03)
9.0 (0.03)
8.4 (0.04)
9.0 (0.04)
8.7 (0.06)
8.8 (0.04)
9.1 (0.04)- - - - - 11.4 (0.02)
9.2 (0.04)

25 (0.1)

518 (0.8)51 (0.2)

488 (0.6)

24 (0.1)

461 (0.8)###### ######

51 (1.4)
44 (1.5)
38 (1.3)
34 (0.9)
17 (1.0)- -570 (2.9)
542 (2.4)557 (4.1)
616 (2.5)
548 (4.6)- -41 (1.1)
47 (1.3)
48 (1.1)
54 (0.9)55 (1.4)- -550 (2.8)516 (2.3)
527 (4.2)
590 (2.6)
528 (3.1)- -7 (0.7)9 (0.6)14 (1.1)
12 (0.7)
28 (1.3)- -545 (6.6)
490 (5.1)
496 (5.6)555 (4.5)
514 (3.5)- -11.3 (0.04)
11.0 (0.05)
10.8 (0.06)
10.6 (0.04)
9.7 (0.04)
- -

r

s

r
r
r

r
r

r

s
s

s

x
x

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Ontario, Canada
Moscow City, Russian Fed.
Quebec, Canada
Abu Dhabi, UAE

s
s
r
y

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: HOME ENVIRONMENT SUPPORTTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

312

School Composition and Resources
Socioeconomic Background of the Student Body
As shown in Exhibit 6.1, TIMSS characterizes schools in terms of socioeconomic composition basedon principals’ reports of the percentages of economically disadvantaged and economically affluent
students in the school (see About the Scale). “More affluent” schools were defined as having morethan 25 percent of students from economically affluent homes and not more than 25 percent from
economically disadvantaged homes, while “more disadvantaged” schools had more than 25 percent
of students from disadvantaged homes and not more than 25 percent from affluent homes. All othercombinations were considered to be “neither more affluent nor more disadvantaged.”
Exhibits 6.2 and 6.3 present the percentages of fourth grade students in each category in relation
to mathematics achievement and science achievement, respectively. At fourth grade, 41 percent ofstudents, on average, were in schools with relatively more affluent students than disadvantaged
students, 34 percent were in schools where there was a balance, and 25 percent were in schools withrelatively more disadvantaged than affluent students. Average achievement was highest for students
in the “more affluent” schools for both mathematics (521) and science (512) and lowest in the “moredisadvantaged” schools (479 and 467 for mathematics and science, respectively). Average achievement
for students attending “neither more affluent nor more disadvantaged” schools was in the middle (499
for mathematics and 489 for science).
Exhibits 6.4 and 6.5 present the percentages of eighth grade students in each category in relation
to mathematics achievement and science achievement, respectively. Compared with the fourth grade,the distribution of eighth grade students was more even across the school composition groups, with
35 percent in schools with relatively more affluent students than disadvantaged students, 33 percent
in schools where there was a balance, and 32 percent in schools with relatively more disadvantaged
students than affluent students. The relationship with achievement was similar to fourth grade, withaverage achievement highest for students in “more affluent” schools for both mathematics (518) andscience (518) and lowest in the “more disadvantaged” schools (466 and 468 for mathematics andscience, respectively). Average achievement for students attending “neither more affluent nor moredisadvantaged” schools was in the middle (489 for mathematics and 490 for science).

TIMSS & PIRLSInternational Study Center
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HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

313

Exhibit 6.1: School Composition by Socioeconomic Background of the Student Body
Students’ Results based on Principals’ Reports

About the Scale
Approximately what percentage of students in your school have the following backgrounds?
0 to 10%11 to 25%

26 to 50%

More
than
50%

1) Come from economically disadvantaged homes - - - - - - 2) Come from economically affluent homes - - - - - - - - - - - -More Affluent: Schools where more than 25% of the student body comes from economically affluent
homes and not more than 25% from economically disadvantaged homes
More Disadvantaged: Schools where more than 25% of the student body comes from economicallydisadvantaged homes and not more than 25% from economically affluent homes
Neither More Affluent Nor More Disadvantaged: All other possible response combinations

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

314

Exhibit 6.2: School Composition by Socioeconomic Background of the Student Body
Students’ Results based on Principals’ Reports
More Affluent
Schools where more than 25% of the student
body comes from economically affluent homes
and not more than 25% from economicallydisadvantaged homes

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

r

r
s

r

s
r
r

r
s

r
r
r

s

r
r
r

International Average

More Disadvantaged
Neither More Affluent
Nor More Disadvantaged

Schools where more than 25% of the student
body comes from economically disadvantaged
homes and not more than 25% from
economically affluent homes

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

36 (4.3)
49 (4.8)
34 (3.5)
30 (3.4)
14 (2.6)
38 (2.4)
63 (3.7)
44 (4.3)
35 (3.3)
43 (2.5)
14 (2.0)25 (3.9)57 (4.2)
47 (4.6)
55 (4.4)
56 (4.1)
13 (3.5)
36 (4.0)43 (3.9)39 (4.6)
29 (3.2)
34 (3.6)
35 (3.7)
24 (3.3)
49 (4.4)
38 (3.7)
48 (4.3)
81 (3.2)
26 (3.3)
55 (6.0)37 (4.5)
54 (4.3)
73 (3.1)
48 (0.4)
43 (0.6)
4 (1.8)57 (5.3)
38 (3.2)
66 (4.2)
39 (4.3)
52 (4.9)47 (3.9)
12 (7.0)
18 (2.8)
25 (4.0)27 (2.9)66 (3.8)80 (2.7)
38 (4.3)
31 (4.1)
53 (0.0)45 (4.1)
9 (1.9)60 (3.7)
75 (3.7)
27 (3.7)
50 (1.8)
23 (2.3)

516 (5.7)
502 (4.2)
542 (4.4)554 (2.6)510 (10.0)475 (4.0)542 (2.6)
460 (3.6)
548 (4.1)
530 (3.0)510 (5.8)
607 (3.6)
514 (3.1)
543 (4.5)
542 (3.3)
530 (3.0)620 (13.7)
541 (3.1)
511 (3.6)
488 (6.6)
541 (3.9)612 (5.1)
557 (4.1)
486 (8.2)
557 (4.0)522 (3.7)
602 (2.6)514 (3.1)
620 (4.1)
445 (5.2)
388 (12.4)
552 (3.4)552 (3.4)
519 (2.0)459 (2.4)451 (14.2)
545 (3.1)
526 (4.1)
489 (5.9)586 (5.9)
548 (3.6)
438 (6.9)
372 (58.2)
359 (14.1)
534 (5.7)
541 (5.1)
458 (5.7)
572 (3.7)425 (6.2)
522 (5.1)
635 (5.2)
530 (3.3)
502 (14.5)512 (3.9)533 (3.1)
565 (6.2)
484 (2.4)
574 (5.7)

22 (3.7)
28 (3.9)38 (3.8)40 (3.5)
30 (3.7)
36 (2.7)
20 (3.8)
34 (4.3)
44 (4.2)
35 (2.5)
17 (3.5)
71 (3.9)30 (3.7)
40 (4.7)
37 (4.4)
33 (3.9)53 (5.6)
54 (4.1)
25 (3.8)40 (4.4)
44 (2.9)25 (4.0)38 (4.6)
32 (3.2)
27 (4.0)45 (4.3)
45 (4.3)
17 (3.0)
57 (4.1)
26 (4.7)
42 (5.3)
41 (4.2)
19 (3.1)
45 (0.4)
34 (0.5)
26 (3.9)32 (5.2)
35 (3.5)
10 (2.4)
30 (4.9)40 (4.6)
37 (3.7)
30 (5.6)
32 (4.6)
64 (4.3)
39 (3.8)
24 (3.5)
16 (2.5)
38 (4.4)
41 (4.2)
37 (0.0)41 (4.0)
13 (2.6)
27 (3.5)
11 (2.7)
29 (3.6)
26 (1.6)
19 (2.2)

481 (7.1)
491 (4.4)512 (5.0)545 (3.4)505 (5.7)
488 (4.9)
527 (5.0)451 (4.7)
522 (9.2)
505 (2.8)457 (7.2)
599 (2.1)
507 (4.4)
529 (4.8)526 (4.5)
522 (4.2)
550 (4.0)
530 (3.4)
485 (6.2)
478 (5.8)
528 (3.4)
607 (6.3)
517 (5.2)
452 (6.0)555 (5.5)517 (3.9)585 (2.4)503 (5.5)594 (3.0)
448 (9.1)
376 (8.7)
538 (5.4)525 (4.9)505 (1.8)
448 (3.7)
393 (9.7)
533 (3.5)482 (4.7)
459 (11.8)
576 (4.6)
542 (3.5)428 (6.1)
297 (20.0)
287 (10.3)
521 (3.3)
524 (4.1)
443 (10.0)551 (5.9)393 (9.3)
507 (4.5)623 (5.7)510 (4.7)
379 (17.5)
501 (4.5)
511 (8.0)
519 (11.0)
477 (3.3)
550 (3.2)

42 (4.2)
23 (4.2)
28 (3.4)
29 (2.8)
56 (4.0)26 (2.5)
17 (2.9)22 (3.4)
21 (3.1)
22 (2.2)
69 (3.7)
4 (1.6)13 (2.7)
13 (2.9)8 (2.3)10 (2.2)
34 (5.3)
10 (2.3)
32 (3.5)
21 (3.5)
27 (2.6)
41 (4.3)
27 (3.9)44 (3.2)
24 (3.0)
17 (3.3)
8 (2.4)2 (1.1)17 (3.1)
19 (4.4)
21 (3.9)5 (1.7)8 (2.0)7 (0.2)23 (0.3)
70 (4.2)
11 (3.6)
27 (2.7)
24 (3.8)30 (3.9)
7 (2.2)16 (2.3)
58 (6.9)50 (4.4)
11 (3.1)
33 (3.8)
11 (2.6)
4 (1.4)24 (3.7)
28 (3.7)
10 (0.0)
13 (2.3)
78 (3.0)
13 (2.7)
14 (2.9)44 (4.2)
24 (1.2)
58 (2.7)478 (6.4)
499 (5.1)
485 (8.0)515 (4.1)
521 (4.6)474 (4.3)
502 (6.3)
451 (5.1)
465 (10.7)
486 (4.1)
422 (3.8)566 (17.6)
497 (5.3)
502 (7.3)
502 (9.0)508 (6.6)
540 (5.6)512 (7.1)
453 (5.0)479 (9.5)484 (5.6)
590 (5.8)484 (6.4)
415 (4.6)
522 (4.9)
498 (4.9)583 (3.5)~ ~583 (4.4)428 (8.7)
377 (14.3)
539 (12.6)
492 (12.4)
472 (4.8)443 (3.8)372 (7.2)
515 (6.2)
441 (4.6)445 (14.6)
539 (5.1)
522 (7.6)
410 (10.5)
338 (16.9)
284 (8.0)493 (7.9)
513 (4.1)
419 (8.2)
544 (10.1)
371 (8.1)
497 (6.9)
584 (13.4)
445 (9.0)364 (4.7)472 (9.8)473 (8.8)501 (6.9)
471 (4.6)
516 (3.4)

41 (0.5)521 (1.3)

34 (0.5)

499 (0.9)

25 (0.4)

479 (1.1)

40 (3.8)
55 (4.6)
87 (3.1)
65 (3.9)56 (1.2)
51 (0.3)

535 (5.6)
541 (2.8)593 (2.5)
528 (2.1)
445 (2.9)554 (2.1)

35 (4.2)
29 (4.0)
11 (2.9)23 (3.3)
22 (1.3)
32 (0.3)510 (4.4)
520 (4.2)
589 (6.0)
506 (4.9)
411 (4.4)
543 (3.7)

26 (3.9)
16 (3.4)
2 (1.2)13 (2.9)22 (1.5)
17 (0.3)

478 (5.1)
523 (6.3)~ ~483 (8.0)
439 (8.4)
513 (3.4)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

315

Exhibit 6.3: School Composition by Socioeconomic Background of the Student Body
Students’ Results based on Principals’ Reports
More Disadvantaged

More Affluent
Schools where more than 25% of the student
body comes from economically affluent homes
and not more than 25% from economicallydisadvantaged homes

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

r

r
s

r

s
r
r

r
s

r
r
r

s

r
r
r

International Average

Neither More Affluent
Nor More Disadvantaged

Schools where more than 25% of the student
body comes from economically disadvantaged
homes and not more than 25% from
economically affluent homes

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

36 (4.3)
49 (4.8)
34 (3.5)
30 (3.4)
14 (2.6)
38 (2.4)
63 (3.7)
44 (4.3)
35 (3.3)
43 (2.5)
14 (2.0)25 (3.9)57 (4.2)
47 (4.6)
55 (4.4)
56 (4.1)
13 (3.5)
36 (4.0)43 (3.9)39 (4.6)
29 (3.2)
34 (3.6)
35 (3.7)
24 (3.3)
49 (4.4)
38 (3.7)
48 (4.3)
81 (3.2)
26 (3.3)
55 (6.0)37 (4.5)
54 (4.3)
73 (3.1)
48 (0.4)
43 (0.6)
4 (1.8)57 (5.3)
38 (3.2)
66 (4.2)
39 (4.3)
52 (4.9)47 (3.9)
12 (7.0)
18 (2.8)
25 (4.0)27 (2.9)66 (3.8)80 (2.7)
38 (4.3)
31 (4.1)
53 (0.0)45 (4.1)
9 (1.9)60 (3.7)
75 (3.7)
27 (3.7)
50 (1.8)
23 (2.3)

513 (6.4)
469 (4.8)557 (3.8)
541 (2.8)421 (12.0)
491 (5.9)512 (2.5)
466 (4.1)
565 (5.1)
534 (2.8)534 (5.2)
568 (3.4)
528 (2.8)520 (4.4)
541 (3.3)
528 (3.3)
590 (11.4)
559 (3.6)
513 (3.8)
460 (7.1)
538 (3.9)
546 (4.6)
561 (3.5)487 (7.4)
536 (5.8)517 (3.7)
570 (2.5)
498 (3.7)
606 (3.7)
413 (6.4)
400 (14.0)
547 (3.0)
547 (3.2)
505 (1.8)
460 (2.9)447 (23.7)
529 (3.7)
537 (3.5)
446 (7.4)
532 (4.3)
545 (3.5)
447 (7.9)335 (56.9)
327 (17.4)
545 (5.6)515 (4.6)457 (5.9)
572 (3.2)
432 (7.5)
532 (4.9)605 (4.6)
543 (3.3)
501 (19.2)
520 (3.1)
551 (3.2)
562 (5.1)
474 (2.5)580 (6.0)

22 (3.7)
28 (3.9)38 (3.8)40 (3.5)
30 (3.7)
36 (2.7)
20 (3.8)
34 (4.3)
44 (4.2)
35 (2.5)
17 (3.5)
71 (3.9)30 (3.7)
40 (4.7)
37 (4.4)
33 (3.9)53 (5.6)
54 (4.1)
25 (3.8)40 (4.4)
44 (2.9)25 (4.0)38 (4.6)
32 (3.2)
27 (4.0)45 (4.3)
45 (4.3)
17 (3.0)
57 (4.1)
26 (4.7)
42 (5.3)
41 (4.2)
19 (3.1)
45 (0.4)
34 (0.5)
26 (3.9)32 (5.2)
35 (3.5)
10 (2.4)
30 (4.9)40 (4.6)
37 (3.7)
30 (5.6)
32 (4.6)
64 (4.3)
39 (3.8)
24 (3.5)
16 (2.5)
38 (4.4)
41 (4.2)
37 (0.0)41 (4.0)
13 (2.6)
27 (3.5)
11 (2.7)
29 (3.6)
26 (1.6)
19 (2.2)

479 (7.6)
459 (4.7)
530 (4.1)
531 (3.9)413 (6.9)504 (6.4)
496 (5.7)
460 (5.1)
534 (10.3)
523 (2.7)484 (7.2)
557 (2.0)523 (3.9)509 (4.5)
529 (4.0)
521 (3.9)
532 (4.0)554 (3.6)
489 (5.9)451 (5.9)
527 (3.2)
532 (5.7)
523 (4.7)
450 (6.1)
533 (6.3)
513 (4.6)554 (2.4)476 (7.0)
583 (2.6)
417 (10.0)385 (10.2)
535 (5.3)
523 (4.4)493 (1.8)
449 (4.2)
384 (11.7)
512 (4.1)
499 (3.8)415 (13.4)
524 (4.1)
538 (4.0)
432 (6.5)
263 (22.6)
234 (11.9)
531 (3.1)
504 (3.8)
447 (13.5)
551 (6.1)
395 (10.2)
516 (4.3)
590 (5.1)
523 (4.5)334 (24.2)
511 (4.5)
526 (7.4)
522 (10.6)
468 (4.3)
556 (3.2)

42 (4.2)
23 (4.2)
28 (3.4)
29 (2.8)
56 (4.0)26 (2.5)
17 (2.9)22 (3.4)
21 (3.1)
22 (2.2)
69 (3.7)
4 (1.6)13 (2.7)
13 (2.9)8 (2.3)10 (2.2)
34 (5.3)
10 (2.3)
32 (3.5)
21 (3.5)
27 (2.6)
41 (4.3)
27 (3.9)44 (3.2)
24 (3.0)
17 (3.3)
8 (2.4)2 (1.1)17 (3.1)
19 (4.4)
21 (3.9)5 (1.7)8 (2.0)7 (0.2)23 (0.3)
70 (4.2)
11 (3.6)
27 (2.7)
24 (3.8)30 (3.9)
7 (2.2)16 (2.3)
58 (6.9)50 (4.4)
11 (3.1)
33 (3.8)
11 (2.6)
4 (1.4)24 (3.7)
28 (3.7)
10 (0.0)
13 (2.3)
78 (3.0)
13 (2.7)
14 (2.9)44 (4.2)
24 (1.2)
58 (2.7)471 (6.7)
470 (6.6)504 (6.6)
489 (5.6)
434 (5.1)
479 (6.9)
466 (6.7)455 (5.4)
452 (12.6)
502 (3.4)452 (3.4)
521 (15.5)512 (5.1)
481 (7.2)
507 (8.2)
501 (5.5)
521 (5.9)537 (8.6)456 (4.9)
450 (9.6)
478 (5.6)
520 (6.1)
493 (6.6)
411 (5.0)505 (4.9)489 (5.4)
553 (4.3)~ ~571 (4.1)
394 (10.7)
388 (16.9)
531 (13.0)
489 (12.8)455 (5.3)
441 (4.3)
362 (8.8)488 (9.6)
459 (5.0)396 (15.3)
500 (4.2)
517 (7.2)
407 (8.4)
303 (20.1)
235 (9.1)
504 (7.0)495 (3.6)424 (10.0)
546 (9.8)
365 (10.0)504 (7.4)
553 (11.9)
439 (12.0)
311 (6.7)
483 (9.7)
480 (10.5)
507 (6.9)
468 (5.4)
518 (3.7)

41 (0.5)512 (1.3)

34 (0.5)489 (1.0)

25 (0.4)

467 (1.1)

40 (3.8)
55 (4.6)
87 (3.1)
65 (3.9)56 (1.2)
51 (0.3)

539 (5.3)
530 (2.7)595 (2.4)
530 (1.9)422 (3.4)554 (2.3)

35 (4.2)
29 (4.0)
11 (2.9)23 (3.3)
22 (1.3)
32 (0.3)

526 (4.2)
514 (3.9)594 (5.6)515 (4.8)379 (6.1)
544 (3.9)

26 (3.9)
16 (3.4)
2 (1.2)13 (2.9)22 (1.5)
17 (0.3)

497 (4.6)510 (5.9)~ ~493 (6.6)
427 (10.2)
517 (4.0)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

316

Exhibit 6.4: School Composition by Socioeconomic Background of the Student Body
Students’ Results based on Principals’ Reports
More Disadvantaged

More Affluent
Schools where more than 25% of the student
body comes from economically affluent homes
and not more than 25% from economicallydisadvantaged homes

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

s
s
r

r

r
r

r
r
r

r
r

r

International Average

Neither More Affluent
Nor More Disadvantaged

Schools where more than 25% of the student
body comes from economically disadvantaged
homes and not more than 25% from
economically affluent homes

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

39 (3.6)
28 (0.2)
16 (2.4)
14 (2.7)
54 (0.5)
11 (2.8)
37 (4.7)
30 (3.9)32 (4.2)
39 (4.6)
27 (2.8)
39 (4.1)
18 (2.7)
30 (3.8)
29 (3.1)
38 (3.9)52 (4.3)
16 (2.7)
82 (3.4)
23 (3.4)
26 (4.5)
25 (3.4)
71 (3.3)
10 (1.6)
7 (2.1)38 (3.8)
56 (5.1)
35 (3.8)
21 (3.0)55 (3.4)
29 (3.8)
74 (3.3)
47 (4.1)
43 (0.0)
10 (1.6)
69 (4.0)27 (3.0)51 (1.3)
22 (2.2)

558 (7.8)
492 (4.6)502 (6.0)
656 (9.2)
519 (2.7)
431 (13.6)
562 (9.4)
513 (4.3)
510 (4.9)465 (7.1)
622 (7.0)556 (6.8)503 (11.8)
545 (4.0)563 (6.6)
509 (4.0)
602 (4.7)
450 (8.9)492 (3.8)
639 (6.1)
417 (11.9)
463 (5.0)526 (3.6)
539 (10.6)
458 (18.2)
516 (6.5)
511 (4.0)428 (6.6)
528 (5.8)458 (7.0)
501 (9.8)
549 (5.4)
403 (5.0)640 (6.2)
463 (16.0)
511 (3.3)
540 (8.2)
483 (2.3)
581 (7.0)

34 (3.4)
50 (0.3)
11 (2.7)
66 (3.5)32 (0.4)
19 (3.5)
30 (5.1)
60 (4.2)
30 (3.9)37 (4.5)
34 (3.9)36 (4.4)
27 (3.6)
44 (4.2)
30 (3.6)
43 (4.1)
36 (4.0)27 (3.6)
17 (3.2)
48 (3.8)
56 (4.7)
31 (4.4)
20 (3.5)
25 (3.2)
13 (2.8)
43 (4.3)
34 (4.6)
42 (3.9)37 (4.1)
32 (3.5)
32 (4.0)
19 (2.8)
37 (4.3)
46 (0.0)
13 (2.1)
22 (3.8)
28 (3.6)
25 (1.3)
23 (2.5)511 (5.5)479 (2.5)453 (10.3)
616 (3.4)
490 (4.1)
418 (14.2)
500 (10.5)
509 (3.4)486 (4.1)
466 (6.9)
581 (8.3)
514 (6.1)
454 (5.9)
531 (4.2)
531 (9.7)504 (4.2)
588 (3.1)
413 (6.2)
469 (9.0)
607 (3.3)
403 (5.4)
439 (6.3)
499 (5.1)
489 (8.7)
393 (6.4)
484 (4.6)500 (3.8)406 (4.4)500 (6.0)
429 (5.7)475 (7.6)
536 (8.7)
388 (5.4)
611 (6.2)
413 (10.2)
490 (5.8)
491 (9.1)
462 (2.7)
530 (8.5)

27 (3.0)22 (0.2)
72 (3.0)
20 (2.4)
14 (0.3)
69 (4.3)
33 (5.0)
10 (2.5)
38 (4.4)
24 (4.1)
39 (3.6)
25 (3.5)
55 (3.7)
26 (3.4)
41 (3.5)
19 (3.5)
12 (2.7)
57 (3.9)
1 (1.0)29 (3.3)
19 (2.9)44 (5.3)
9 (2.4)65 (3.3)
80 (3.4)
19 (3.0)
10 (3.4)
23 (3.3)
42 (4.1)
13 (1.9)39 (4.2)
7 (1.8)17 (3.1)
10 (0.0)77 (2.4)
8 (2.5)45 (4.0)
24 (0.9)55 (2.7)474 (5.8)472 (3.3)
424 (3.9)
571 (6.6)
466 (4.9)403 (6.4)
489 (11.3)
494 (8.0)463 (4.1)
456 (10.1)
553 (9.0)461 (6.6)425 (5.5)500 (6.6)483 (9.3)
464 (6.0)
573 (6.5)
413 (6.0)~ ~581 (4.8)403 (13.1)
406 (5.0)504 (8.3)
438 (4.6)
380 (2.9)434 (8.3)
487 (8.2)
389 (7.2)
486 (4.3)
429 (13.2)
467 (7.7)
511 (11.9)
383 (7.2)
539 (12.6)
379 (3.4)
479 (5.2)
474 (5.7)452 (5.3)
488 (5.9)

35 (0.5)518 (1.3)

33 (0.6)

489 (1.1)

32 (0.5)

466 (1.2)

47 (4.7)
57 (3.8)
84 (3.2)
17 (3.1)
17 (3.2)
56 (1.2)
53 (0.5)548 (8.3)
553 (5.0)
579 (4.7)
481 (11.3)
558 (7.3)
445 (4.6)553 (2.8)

34 (4.4)
29 (4.1)
14 (2.8)
14 (3.3)
6 (2.1)24 (1.7)
27 (0.5)524 (5.4)
541 (7.7)
551 (10.7)
467 (15.1)
497 (23.1)
402 (6.5)
546 (5.2)

19 (3.4)
15 (3.1)
3 (1.5)69 (4.1)
77 (3.1)
20 (1.4)
20 (0.4)

488 (11.1)
532 (13.1)
595 (21.9)
402 (3.5)
418 (5.2)
440 (8.5)
471 (5.4)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

r

r
r
r
r

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

317

Exhibit 6.5: School Composition by Socioeconomic Background of the Student Body
Students’ Results based on Principals’ Reports
More Disadvantaged

More Affluent
Schools where more than 25% of the student
body comes from economically affluent homes
and not more than 25% from economicallydisadvantaged homes

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

s
s
r

r

r
r

r
r
r

r
r

r

International Average

Neither More Affluent
Nor More Disadvantaged

Schools where more than 25% of the student
body comes from economically disadvantaged
homes and not more than 25% from
economically affluent homes

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

39 (3.6)
28 (0.2)
16 (2.4)
14 (2.7)
54 (0.5)
11 (2.8)
37 (4.7)
30 (3.9)32 (4.2)
39 (4.6)
27 (2.8)
39 (4.1)
18 (2.7)
30 (3.8)
29 (3.1)
38 (3.9)52 (4.3)
16 (2.7)
82 (3.4)
23 (3.4)
26 (4.5)
25 (3.4)
71 (3.3)
10 (1.6)
7 (2.1)38 (3.8)
56 (5.1)
35 (3.8)
21 (3.0)55 (3.4)
29 (3.8)
74 (3.3)
47 (4.1)
43 (0.0)
10 (1.6)
69 (4.0)27 (3.0)51 (1.3)
22 (2.2)565 (6.0)
521 (3.8)518 (5.5)605 (7.2)
501 (3.1)
404 (12.6)
568 (8.2)
546 (5.1)
518 (5.2)
449 (6.8)
547 (8.3)
563 (5.7)500 (10.6)
547 (4.6)
550 (6.0)
512 (4.1)
575 (3.8)489 (10.8)483 (3.5)585 (4.7)
451 (11.8)
429 (9.4)
539 (3.6)
536 (8.5)
447 (22.0)535 (5.7)504 (4.5)471 (7.2)
541 (5.4)
486 (6.9)
492 (8.1)
546 (5.2)
437 (5.7)
632 (6.0)
469 (21.3)
534 (3.8)553 (7.3)
482 (2.8)
579 (5.6)

34 (3.4)
50 (0.3)
11 (2.7)
66 (3.5)32 (0.4)
19 (3.5)
30 (5.1)
60 (4.2)
30 (3.9)37 (4.5)
34 (3.9)36 (4.4)
27 (3.6)
44 (4.2)
30 (3.6)
43 (4.1)
36 (4.0)27 (3.6)
17 (3.2)
48 (3.8)
56 (4.7)
31 (4.4)
20 (3.5)
25 (3.2)
13 (2.8)
43 (4.3)
34 (4.6)
42 (3.9)37 (4.1)
32 (3.5)
32 (4.0)
19 (2.8)
37 (4.3)
46 (0.0)
13 (2.1)
22 (3.8)
28 (3.6)
25 (1.3)
23 (2.5)525 (4.3)
479 (2.7)473 (9.8)
577 (2.3)
472 (4.7)
396 (15.2)
500 (9.7)
544 (4.1)
492 (4.4)
448 (6.2)
493 (11.0)
530 (5.3)
458 (5.7)
529 (4.5)525 (8.4)505 (4.0)565 (2.3)
444 (7.8)
461 (9.7)
559 (2.9)446 (7.0)
394 (10.0)513 (4.7)
482 (8.8)393 (9.8)502 (4.6)
494 (4.7)455 (4.8)517 (5.4)
464 (6.2)
468 (7.2)
541 (7.5)
429 (6.2)
603 (5.9)
401 (14.2)
505 (7.2)
511 (8.1)
459 (2.8)
540 (7.4)

27 (3.0)22 (0.2)
72 (3.0)
20 (2.4)
14 (0.3)
69 (4.3)
33 (5.0)
10 (2.5)
38 (4.4)
24 (4.1)
39 (3.6)
25 (3.5)
55 (3.7)
26 (3.4)
41 (3.5)
19 (3.5)
12 (2.7)
57 (3.9)
1 (1.0)29 (3.3)
19 (2.9)44 (5.3)
9 (2.4)65 (3.3)
80 (3.4)
19 (3.0)
10 (3.4)
23 (3.3)
42 (4.1)
13 (1.9)39 (4.2)
7 (1.8)17 (3.1)
10 (0.0)77 (2.4)
8 (2.5)45 (4.0)
24 (0.9)55 (2.7)487 (5.6)
463 (3.4)
447 (3.9)
544 (5.4)
449 (6.8)
380 (7.2)
489 (10.8)
526 (10.0)466 (4.6)
447 (7.8)
489 (8.8)
480 (6.0)
430 (5.4)
498 (7.9)
482 (8.8)470 (6.9)556 (5.6)445 (7.4)~ ~544 (3.4)
443 (12.2)
342 (8.1)
518 (7.4)
440 (4.9)389 (3.8)
449 (9.3)
473 (11.6)
434 (7.6)
507 (4.1)
463 (12.9)
461 (7.1)
518 (12.3)
423 (7.8)
530 (12.4)
356 (4.5)487 (7.7)
497 (5.1)
456 (6.0)
497 (6.4)

35 (0.5)518 (1.3)

33 (0.6)

490 (1.2)

32 (0.5)

468 (1.3)

47 (4.7)
57 (3.8)
84 (3.2)
17 (3.1)
17 (3.2)
56 (1.2)
53 (0.5)534 (4.7)
545 (4.8)569 (3.3)
501 (13.5)
584 (8.5)427 (5.5)564 (2.9)

34 (4.4)
29 (4.1)
14 (2.8)
14 (3.3)
6 (2.1)24 (1.7)
27 (0.5)518 (5.1)
538 (7.2)
550 (8.0)
480 (18.4)
516 (31.0)374 (9.3)
561 (4.3)

19 (3.4)
15 (3.1)
3 (1.5)69 (4.1)
77 (3.1)
20 (1.4)
20 (0.4)

490 (8.5)
524 (13.6)
571 (17.9)
398 (4.8)410 (6.0)
440 (10.6)
479 (5.8)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

r

r
r
r
r

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

318

Students’ Native Language is the Language of the Test
Principals’ categorizations of their schools according to the percentage of fourth grade students who
spoke the language of the TIMSS 2019 assessment as their first language are shown in Exhibit 6.6,
together with average mathematics achievement, and in Exhibit 6.7 together with science achievement.
On average, 63 percent were in schools where most students (more than 90%) spoke the language of
the TIMSS assessment as their first language, and another 18 percent were in schools where more thanhalf of students (51–90%) spoke the language of the assessment as their first language. Both groupsof students had higher average achievement than the 19 percent of students attending schools where
only half of the students (or less) spoke the language of the assessment as their native language (506
and 501 vs. 486 for mathematics, and 498 and 493 vs. 471 for science).
As shown in Exhibit 6.8 for mathematics and in Exhibit 6.9 for science, the distribution of eighth
grade students across the language composition groups was similar to fourth grade. Sixty-four percent
of students were in schools where most students spoke the assessment language as their first language(more than 90%) and 17 percent and 18 percent were in schools where more than half of the students(51–90%) and only half of the students (or less) did so, respectively. There was little difference inaverage mathematics or science achievement among the groups, although average science achievement
was lower in schools where only half of the students (or less) spoke the language of the assessment
as their native language (483 vs. 484 and 487 for mathematics, and 479 vs. 491 and 490 for science).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

319

Exhibit 6.6: Schools with Students Having the Language of the Test as Their Native Language
Students’ Results based on Principals’ Reports
School has More than 90%
of Students with Languageof Test as Their Native Language

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

r

s

s

r
r

International Average

School has 51–90%
of Students with Languageof Test as Their Native Language

School has 50% or Lessof Students with Languageof Test as Their Native Language

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

99 (1.0)95 (1.6)
48 (3.5)
21 (2.3)
97 (1.4)
56 (1.8)
37 (3.6)
95 (1.8)
58 (4.0)43 (2.3)
95 (1.8)
66 (3.3)
92 (2.5)
44 (4.0)
91 (2.4)
52 (4.4)
43 (5.4)
69 (3.2)
64 (3.6)
86 (3.1)
25 (2.9)74 (3.6)
96 (1.8)
57 (3.4)
59 (3.6)
62 (3.9)
98 (1.4)
55 (2.5)
94 (2.0)96 (1.4)
79 (2.4)
51 (3.3)
87 (2.8)
6 (0.2)69 (0.5)
67 (3.1)
53 (5.4)
52 (3.6)
72 (3.2)
66 (4.3)
54 (4.9)78 (1.7)
5 (1.8)1 (0.7)99 (1.0)86 (2.3)
39 (2.8)75 (3.1)
88 (2.3)
91 (2.2)
0 (0.0)90 (2.1)
10 (1.6)
58 (3.2)
43 (4.3)
78 (3.1)
26 (0.6)
45 (3.0)494 (3.5)
498 (2.6)
516 (4.4)551 (4.1)
510 (3.3)
483 (3.4)
545 (2.5)450 (2.4)535 (6.4)
517 (3.0)
441 (3.1)
602 (2.0)510 (2.2)
540 (4.2)
531 (2.8)
528 (3.0)
561 (5.4)
538 (2.4)
494 (3.7)
485 (3.9)535 (3.5)601 (3.7)
522 (2.9)455 (4.2)555 (2.9)515 (3.4)
593 (1.8)506 (3.0)601 (2.4)445 (3.1)
372 (5.0)
544 (3.5)
540 (3.5)
516 (3.6)457 (2.1)
386 (6.4)
546 (2.8)
480 (4.5)479 (6.6)
566 (4.0)
544 (3.8)429 (4.3)
334 (18.1)~ ~520 (2.7)
527 (3.0)410 (4.6)
567 (3.8)
396 (3.6)512 (3.1)~ ~519 (2.9)411 (13.0)
509 (4.0)535 (3.8)
537 (4.9)475 (3.1)
544 (4.2)

1 (0.7)4 (1.3)34 (3.8)
46 (3.5)
3 (1.4)15 (1.7)
39 (4.1)
4 (1.7)19 (2.9)39 (2.8)
4 (1.8)28 (3.5)
6 (2.2)37 (4.0)
9 (2.4)42 (4.7)
45 (5.6)
28 (3.0)28 (3.9)
12 (2.9)53 (3.6)
11 (4.0)
4 (1.8)12 (2.5)
30 (3.6)
38 (3.9)
2 (1.2)27 (3.2)
6 (2.0)3 (1.2)4 (2.3)21 (3.2)
10 (2.4)
10 (0.2)
23 (0.5)
11 (2.2)
37 (5.4)
29 (3.5)
18 (3.3)
24 (4.3)
40 (5.1)
7 (1.5)4 (1.9)2 (1.0)1 (1.0)11 (2.2)
11 (2.2)
15 (2.6)6 (1.9)8 (2.1)0 (0.0)5 (1.4)10 (2.1)
28 (3.3)
34 (4.6)
9 (2.0)5 (0.2)35 (3.0)~ ~493 (12.0)
514 (5.2)
547 (3.3)
518 (12.9)
463 (7.8)535 (2.9)
481 (5.2)512 (6.7)505 (3.2)
436 (13.1)
598 (3.1)
512 (7.7)
530 (4.6)
549 (8.8)524 (3.7)554 (6.5)
522 (4.0)478 (6.1)
460 (9.2)
525 (3.3)
593 (19.7)
535 (29.1)
457 (10.2)
540 (4.8)516 (3.4)~ ~521 (6.3)
580 (10.7)
428 (16.0)
444 (23.5)
540 (6.8)
564 (10.4)
534 (3.3)
451 (3.5)375 (10.5)
531 (3.7)504 (6.8)
468 (10.4)
573 (9.1)
545 (3.8)
392 (10.8)
266 (32.0)~ ~~ ~519 (6.3)
437 (11.9)
569 (7.3)
394 (14.0)
468 (10.2)~ ~442 (16.3)
494 (12.0)
496 (6.3)
523 (4.4)510 (6.8)555 (4.7)
531 (5.4)

1 (0.8)1 (0.8)17 (3.0)34 (3.2)
0 (0.1)29 (1.6)
24 (3.2)
1 (0.8)24 (3.1)
18 (2.1)
0 (0.2)5 (1.7)2 (1.2)19 (2.5)
0 (0.0)6 (2.0)13 (3.5)
3 (1.4)9 (1.8)2 (0.9)22 (2.7)
15 (3.7)
0 (0.0)31 (3.3)
11 (2.7)
1 (0.7)1 (0.7)18 (2.9)
0 (0.0)1 (0.7)17 (2.0)28 (1.0)
3 (1.2)84 (0.3)
8 (0.3)22 (2.6)
10 (2.6)
20 (2.7)
10 (2.7)
10 (2.7)
6 (1.9)15 (1.1)
91 (2.6)
97 (1.1)
0 (0.0)4 (1.5)49 (2.3)
10 (1.6)
5 (1.3)1 (0.5)100 (0.0)
5 (1.8)80 (2.3)
14 (2.0)23 (4.1)
14 (2.4)
69 (0.6)
20 (2.5)~ ~~ ~513 (13.4)
521 (3.8)~ ~484 (3.3)
510 (6.5)~ ~467 (8.7)512 (4.6)~ ~567 (15.2)~ ~515 (7.5)~ ~509 (12.5)
559 (16.7)
490 (16.8)
441 (13.8)~ ~495 (6.4)
612 (11.9)~ ~417 (8.7)
534 (7.7)~ ~~ ~518 (7.9)~ ~~ ~417 (12.9)
556 (4.4)534 (14.3)
506 (1.7)424 (6.6)
378 (5.8)
518 (7.1)
482 (8.9)
430 (11.4)
558 (12.9)
531 (9.2)
458 (10.0)
333 (13.6)
296 (6.6)~ ~505 (12.8)
484 (5.5)564 (9.1)
424 (17.6)~ ~625 (3.9)419 (13.9)
359 (3.5)490 (4.6)
490 (7.1)
449 (13.6)
475 (1.9)522 (6.2)

63 (0.4)506 (0.6)

18 (0.4)

501 (1.5)

19 (0.3)

486 (1.5)

34 (3.5)
60 (4.5)
75 (3.6)
74 (3.3)
16 (0.6)
15 (0.3)

522 (6.6)
530 (3.0)595 (2.4)
526 (1.8)
467 (7.9)
487 (4.3)

46 (4.7)
25 (4.4)
24 (3.6)
24 (3.3)
3 (0.2)11 (0.2)505 (4.7)
533 (4.3)
587 (4.8)495 (5.0)550 (10.0)585 (2.5)

21 (3.4)
15 (3.4)
1 (0.9)2 (1.0)81 (0.6)74 (0.3)510 (5.9)
539 (7.8)~ ~~ ~425 (2.4)
548 (2.0)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

320

Exhibit 6.7: Schools with Students Having the Language of the Test as Their Native Language
Students’ Results based on Principals’ Reports
School has More than 90%
of Students with Languageof Test as Their Native Language

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

r

s

s

r
r

International Average

School has 51–90%
of Students with Languageof Test as Their Native Language

School has 50% or Lessof Students with Languageof Test as Their Native Language

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

99 (1.0)95 (1.6)
48 (3.5)
21 (2.3)
97 (1.4)
56 (1.8)
37 (3.6)
95 (1.8)
58 (4.0)43 (2.3)
95 (1.8)
66 (3.3)
92 (2.5)
44 (4.0)
91 (2.4)
52 (4.4)
43 (5.4)
69 (3.2)
64 (3.6)
86 (3.1)
25 (2.9)74 (3.6)
96 (1.8)
57 (3.4)
59 (3.6)
62 (3.9)
98 (1.4)
55 (2.5)
94 (2.0)96 (1.4)
79 (2.4)
51 (3.3)
87 (2.8)
6 (0.2)69 (0.5)
67 (3.1)
53 (5.4)
52 (3.6)
72 (3.2)
66 (4.3)
54 (4.9)78 (1.7)
5 (1.8)1 (0.7)99 (1.0)86 (2.3)
39 (2.8)75 (3.1)
88 (2.3)
91 (2.2)
0 (0.0)90 (2.1)
10 (1.6)
58 (3.2)
43 (4.3)
78 (3.1)
26 (0.6)
45 (3.0)489 (3.6)
467 (3.5)
537 (4.1)
542 (3.5)
419 (4.0)495 (4.9)515 (2.4)457 (2.9)
549 (7.4)
529 (3.0)
470 (2.8)561 (2.1)
525 (2.2)
517 (4.6)
532 (2.8)527 (3.2)
543 (5.2)
562 (2.6)
498 (3.6)457 (4.2)
541 (3.2)
527 (3.7)
528 (2.9)459 (4.2)
534 (3.2)
511 (3.8)561 (1.8)
480 (3.7)
589 (2.2)
414 (3.8)389 (6.9)
540 (3.2)
536 (3.3)
504 (4.8)458 (2.8)376 (7.8)
532 (3.6)
499 (4.2)
433 (7.6)
518 (3.4)
542 (3.6)
435 (5.0)306 (19.8)~ ~531 (2.6)505 (2.8)412 (5.8)569 (3.5)400 (4.3)
521 (3.3)~ ~532 (3.0)387 (16.8)
518 (3.3)
554 (4.0)
541 (4.6)482 (3.7)
551 (4.3)

1 (0.7)4 (1.3)34 (3.8)
46 (3.5)
3 (1.4)15 (1.7)
39 (4.1)
4 (1.7)19 (2.9)39 (2.8)
4 (1.8)28 (3.5)
6 (2.2)37 (4.0)
9 (2.4)42 (4.7)
45 (5.6)
28 (3.0)28 (3.9)
12 (2.9)53 (3.6)
11 (4.0)
4 (1.8)12 (2.5)
30 (3.6)
38 (3.9)
2 (1.2)27 (3.2)
6 (2.0)3 (1.2)4 (2.3)21 (3.2)
10 (2.4)
10 (0.2)
23 (0.5)
11 (2.2)
37 (5.4)
29 (3.5)
18 (3.3)
24 (4.3)
40 (5.1)
7 (1.5)4 (1.9)2 (1.0)1 (1.0)11 (2.2)
11 (2.2)
15 (2.6)6 (1.9)8 (2.1)0 (0.0)5 (1.4)10 (2.1)
28 (3.3)
34 (4.6)
9 (2.0)5 (0.2)35 (3.0)~ ~458 (9.9)530 (4.5)
533 (4.1)
428 (16.6)
462 (11.2)
504 (3.2)
491 (7.4)
520 (8.8)521 (3.0)461 (13.2)
558 (2.6)
528 (7.2)
511 (3.6)
547 (8.0)
520 (4.1)
534 (5.5)
543 (4.1)
480 (6.1)
432 (8.7)
521 (3.1)
533 (24.5)
537 (26.7)
453 (9.8)
519 (7.3)
509 (3.9)~ ~515 (7.7)
569 (9.9)
390 (16.9)
465 (20.2)
533 (6.4)
554 (10.7)
530 (3.9)452 (3.9)371 (12.0)
509 (4.3)
517 (6.0)
428 (11.0)
523 (6.6)
540 (3.6)
393 (10.3)
244 (33.1)~ ~~ ~502 (6.3)
443 (13.5)
568 (5.4)
403 (14.9)
477 (11.4)~ ~451 (15.1)
492 (15.5)
506 (6.0)
540 (4.2)
520 (6.2)
552 (5.3)
532 (5.8)

1 (0.8)1 (0.8)17 (3.0)34 (3.2)
0 (0.1)29 (1.6)
24 (3.2)
1 (0.8)24 (3.1)
18 (2.1)
0 (0.2)5 (1.7)2 (1.2)19 (2.5)
0 (0.0)6 (2.0)13 (3.5)
3 (1.4)9 (1.8)2 (0.9)22 (2.7)
15 (3.7)
0 (0.0)31 (3.3)
11 (2.7)
1 (0.7)1 (0.7)18 (2.9)
0 (0.0)1 (0.7)17 (2.0)28 (1.0)
3 (1.2)84 (0.3)
8 (0.3)22 (2.6)
10 (2.6)
20 (2.7)
10 (2.7)
10 (2.7)
6 (1.9)15 (1.1)
91 (2.6)
97 (1.1)
0 (0.0)4 (1.5)49 (2.3)
10 (1.6)
5 (1.3)1 (0.5)100 (0.0)
5 (1.8)80 (2.3)
14 (2.0)23 (4.1)
14 (2.4)
69 (0.6)
20 (2.5)~ ~~ ~522 (11.0)
495 (4.9)~ ~505 (4.5)475 (7.6)~ ~455 (10.7)
516 (3.7)~ ~524 (12.7)~ ~498 (7.8)~ ~505 (13.5)
535 (14.6)
494 (10.8)
442 (12.5)~ ~486 (6.6)
551 (10.9)~ ~404 (9.2)
516 (8.0)~ ~~ ~507 (9.8)~ ~~ ~394 (14.8)
552 (3.9)
532 (15.2)
491 (1.4)
419 (6.4)
368 (9.3)
484 (9.2)
492 (8.2)
382 (13.0)
513 (9.7)
519 (8.6)
452 (9.3)
295 (15.3)
248 (7.7)~ ~488 (9.5)
482 (6.8)553 (9.6)
433 (20.1)~ ~595 (3.4)
402 (17.2)
303 (4.8)494 (5.6)
499 (8.2)
448 (13.8)
461 (2.4)
523 (6.0)

63 (0.4)

498 (0.7)

18 (0.4)

493 (1.5)

19 (0.3)471 (1.5)

34 (3.5)
60 (4.5)
75 (3.6)
74 (3.3)
16 (0.6)
15 (0.3)

537 (6.0)
523 (3.0)
596 (2.4)
530 (1.8)
468 (9.4)
492 (5.0)

46 (4.7)
25 (4.4)
24 (3.6)
24 (3.3)
3 (0.2)11 (0.2)

519 (4.2)
522 (4.6)
591 (4.6)504 (4.2)
541 (9.4)
583 (2.8)

21 (3.4)
15 (3.4)
1 (0.9)2 (1.0)81 (0.6)74 (0.3)

514 (5.1)
520 (6.4)~ ~~ ~397 (2.9)
549 (2.2)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

321

Exhibit 6.8: Schools with Students Having the Language of the Test as Their Native Language
Students’ Results based on Principals’ Reports
School has More than 90%
of Students with Languageof Test as Their Native Language

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r
s
r

r
r
r

International Average

School has 51–90%
of Students with Languageof Test as Their Native Language

School has 50% or Lessof Students with Languageof Test as Their Native Language

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

56 (3.8)64 (0.3)
94 (2.0)62 (3.3)
36 (0.4)
99 (0.8)
50 (5.3)
75 (2.8)
71 (3.7)
86 (3.1)
46 (3.5)
98 (1.1)
48 (3.1)
70 (4.0)65 (3.0)59 (4.0)99 (0.9)
98 (0.8)
57 (2.6)
97 (1.3)
83 (3.1)
6 (2.1)
91 (2.2)
47 (3.4)
67 (3.7)
48 (4.8)
55 (5.0)85 (1.6)
85 (2.8)
51 (2.6)
91 (1.9)75 (3.6)
92 (1.8)
0 (0.0)9 (1.3)31 (3.6)
77 (3.4)
35 (0.9)50 (3.0)506 (4.2)
480 (1.9)442 (3.1)
624 (3.8)500 (3.0)413 (5.4)
516 (8.8)510 (2.8)494 (3.2)
462 (4.7)
567 (6.5)
516 (3.1)
465 (6.3)
533 (2.6)515 (5.0)500 (3.5)
594 (2.7)
420 (4.3)
486 (5.2)
608 (2.7)
394 (5.0)424 (6.8)
518 (2.9)462 (5.1)
391 (2.9)
491 (5.2)
509 (3.5)403 (3.0)502 (3.6)
404 (5.7)
482 (4.5)552 (4.7)
392 (2.6)~ ~444 (8.7)
514 (6.2)
508 (5.0)445 (3.8)522 (7.3)

31 (3.5)
14 (0.2)
6 (2.0)28 (3.5)43 (0.5)
1 (0.8)35 (4.5)
23 (2.7)
24 (3.5)
12 (2.9)8 (2.6)2 (1.1)
12 (2.4)
28 (4.0)30 (3.0)37 (4.0)
1 (0.6)2 (0.4)27 (3.2)
2 (1.2)3 (1.5)6 (2.1)7 (2.0)29 (3.4)
14 (2.6)
49 (5.0)39 (4.8)
4 (1.1)9 (2.2)8 (2.2)5 (1.6)14 (2.5)5 (1.6)0 (0.0)10 (1.5)
54 (3.8)9 (2.3)3 (0.2)39 (2.9)530 (8.8)
480 (7.2)
416 (13.9)
604 (5.2)
487 (2.6)~ ~529 (14.7)
507 (5.3)
469 (6.3)
458 (10.5)
585 (26.5)~ ~457 (10.5)510 (5.3)
527 (10.0)
499 (4.7)~ ~~ ~486 (5.9)~ ~395 (27.0)
462 (17.9)
535 (16.6)
447 (7.7)
390 (6.7)
484 (5.3)
500 (5.2)
384 (5.9)
481 (10.8)456 (22.7)
481 (18.8)
536 (8.8)393 (13.4)~ ~453 (6.8)
504 (3.2)
479 (11.5)
544 (7.6)
515 (6.2)

13 (2.8)
21 (0.3)
0 (0.0)11 (2.1)
21 (0.4)
0 (0.0)15 (3.5)
1 (1.0)4 (1.9)2 (1.2)46 (4.1)
0 (0.0)40 (3.4)
2 (1.4)5 (1.8)4 (1.5)1 (0.6)
1 (0.7)16 (2.9)
1 (0.6)14 (2.8)
87 (2.9)
2 (0.8)24 (3.7)
19 (2.9)
2 (1.1)6 (1.8)12 (1.2)
6 (2.2)41 (2.5)
3 (1.1)
11 (2.6)
3 (0.8)100 (0.0)81 (1.8)
15 (3.3)
13 (2.5)62 (0.9)
10 (1.7)

548 (16.7)
485 (3.0)~ ~568 (8.9)
538 (4.3)~ ~506 (9.5)~ ~431 (10.9)~ ~590 (7.8)~ ~420 (6.9)~ ~518 (25.6)
472 (19.8)~ ~~ ~496 (10.1)~ ~453 (13.4)
427 (3.7)~ ~473 (7.8)
377 (5.3)~ ~492 (7.5)
472 (9.8)500 (11.3)
490 (5.4)
413 (16.8)500 (16.9)
463 (27.6)
616 (4.0)377 (2.7)478 (6.7)
435 (12.1)
482 (2.0)509 (12.2)

64 (0.5)487 (0.8)

17 (0.4)484 (2.1)

18 (0.3)

483 (2.3)

46 (4.3)
53 (4.6)
75 (3.5)
10 (2.9)32 (4.2)
21 (0.7)
20 (0.3)

521 (9.4)
538 (4.6)
583 (4.8)
469 (17.7)
446 (9.1)
457 (8.4)
453 (5.1)

41 (4.8)
33 (4.9)24 (3.4)
18 (3.0)27 (3.7)
3 (0.1)6 (0.2)536 (4.7)
556 (6.6)
551 (7.3)
459 (9.6)
479 (11.6)
524 (13.6)
585 (5.6)

13 (2.8)
14 (3.3)
1 (0.8)72 (3.4)
40 (4.1)
75 (0.7)74 (0.4)

527 (6.9)557 (13.2)~ ~407 (3.8)413 (6.4)
423 (3.5)553 (2.7)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAErrr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Exhibit 6.9: Schools with Students Having the Language of the Test as Their Native Language
Students’ Results based on Principals’ Reports
School has More than 90%
of Students with Languageof Test as Their Native Language

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r
s
r

r
r
r

International Average

School has 51–90%
of Students with Languageof Test as Their Native Language

School has 50% or Lessof Students with Languageof Test as Their Native Language

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

56 (3.8)64 (0.3)
94 (2.0)62 (3.3)
36 (0.4)
99 (0.8)
50 (5.3)
75 (2.8)
71 (3.7)
86 (3.1)
46 (3.5)
98 (1.1)
48 (3.1)
70 (4.0)65 (3.0)59 (4.0)99 (0.9)
98 (0.8)
57 (2.6)
97 (1.3)
83 (3.1)
6 (2.1)
91 (2.2)
47 (3.4)
67 (3.7)
48 (4.8)
55 (5.0)85 (1.6)
85 (2.8)
51 (2.6)
91 (1.9)75 (3.6)
92 (1.8)
0 (0.0)9 (1.3)31 (3.6)
77 (3.4)
35 (0.9)50 (3.0)525 (3.6)474 (2.0)464 (3.1)
583 (2.8)481 (3.5)389 (5.6)
521 (8.4)
545 (3.2)
500 (3.6)
446 (4.1)
494 (7.9)
530 (2.8)
469 (5.8)
532 (3.0)
512 (5.1)
502 (3.4)
570 (2.2)451 (4.8)
467 (4.7)
561 (2.1)
439 (5.6)
362 (12.4)
531 (2.8)473 (5.1)
409 (3.0)
512 (4.7)504 (4.1)
453 (3.2)
520 (3.2)
449 (5.5)473 (4.3)
551 (3.7)
430 (2.7)~ ~448 (11.6)
536 (7.1)
527 (4.4)
450 (4.1)
530 (7.4)

31 (3.5)
14 (0.2)
6 (2.0)28 (3.5)43 (0.5)
1 (0.8)35 (4.5)
23 (2.7)
24 (3.5)
12 (2.9)8 (2.6)2 (1.1)
12 (2.4)
28 (4.0)30 (3.0)37 (4.0)
1 (0.6)2 (0.4)27 (3.2)
2 (1.2)3 (1.5)6 (2.1)7 (2.0)29 (3.4)
14 (2.6)
49 (5.0)39 (4.8)
4 (1.1)9 (2.2)8 (2.2)5 (1.6)14 (2.5)5 (1.6)0 (0.0)10 (1.5)
54 (3.8)9 (2.3)3 (0.2)39 (2.9)536 (7.5)
498 (4.6)
434 (14.3)
569 (3.8)473 (3.4)~ ~528 (13.5)
536 (7.0)473 (6.6)
451 (9.0)
540 (31.5)~ ~461 (9.7)
509 (5.9)516 (9.2)
503 (4.7)~ ~~ ~491 (5.9)~ ~442 (38.8)424 (26.3)
544 (16.7)
445 (8.6)
407 (8.5)
498 (5.7)
491 (5.9)432 (9.8)505 (10.1)
487 (18.3)
473 (16.3)
538 (8.3)
432 (14.7)~ ~463 (8.2)
524 (4.2)
503 (10.1)
544 (9.0)
520 (5.7)

13 (2.8)
21 (0.3)
0 (0.0)11 (2.1)
21 (0.4)
0 (0.0)15 (3.5)
1 (1.0)4 (1.9)2 (1.2)46 (4.1)
0 (0.0)40 (3.4)
2 (1.4)5 (1.8)4 (1.5)1 (0.6)
1 (0.7)16 (2.9)
1 (0.6)14 (2.8)
87 (2.9)
2 (0.8)24 (3.7)
19 (2.9)
2 (1.1)6 (1.8)12 (1.2)
6 (2.2)41 (2.5)
3 (1.1)
11 (2.6)
3 (0.8)100 (0.0)81 (1.8)
15 (3.3)
13 (2.5)62 (0.9)
10 (1.7)

540 (14.8)
515 (4.2)~ ~539 (6.7)
514 (4.6)~ ~501 (10.9)~ ~434 (13.0)~ ~507 (9.0)~ ~422 (6.7)~ ~505 (25.3)
474 (24.1)~ ~~ ~495 (9.9)~ ~472 (15.1)
376 (5.9)~ ~453 (8.2)
392 (5.3)~ ~468 (8.2)
496 (9.1)
520 (11.3)
504 (6.7)
402 (21.1)
498 (16.5)
495 (24.4)
608 (3.9)352 (3.7)
486 (9.7)457 (10.6)
478 (2.5)516 (12.1)

64 (0.5)490 (0.8)

17 (0.4)

491 (2.3)

18 (0.3)

479 (2.4)

46 (4.3)
53 (4.6)
75 (3.5)
10 (2.9)32 (4.2)
21 (0.7)
20 (0.3)

521 (6.0)
534 (4.5)
572 (3.2)
485 (20.4)
449 (10.8)465 (10.2)
458 (5.5)

41 (4.8)
33 (4.9)24 (3.4)
18 (3.0)27 (3.7)
3 (0.1)6 (0.2)524 (4.2)
550 (6.3)
549 (5.4)474 (12.2)
491 (13.6)
523 (16.1)
586 (5.8)

13 (2.8)
14 (3.3)
1 (0.8)72 (3.4)
40 (4.1)
75 (0.7)74 (0.4)509 (6.4)
542 (11.2)~ ~404 (5.1)
399 (8.4)
399 (4.3)
567 (2.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAErrr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

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323

Students Enter Primary School with Literacy and Numeracy Skills
To collect information about the ability composition of the student intake into the primary grades,
TIMSS asked school principals to estimate the percentage of students in the school who possess a rangeof literacy and numeracy skills when beginning primary school (see About the Scale in Exhibit 6.10).
Exhibits 6.11 and 6.12 present the percentages of students in each of three groups of schools
categorized by their principals’ reports, together with average mathematics and science achievement,
respectively. There was considerable variation across countries in the percentage of students in thehighest category—“more than 75% enter with skills”—from 89 percent in Ireland, where many students
start preprimary school after their fourth birthday (as described in the TIMSS 2019 Encyclopedia),
to 0 percent in the Czech Republic and Hungary. On average, 24 percent of students were in schools
where “more than 75%” of the students entered school with literacy and numeracy skills, 56 percent
were in schools where “25–75%” entered with such skills, and 20 percent in schools where “less than25%” enter with literacy and numeracy skills.
For both mathematics and science, average achievement was higher for students in schools
with greater percentages of entering students having literacy and numeracy skills. Students attending
schools where “more than 75% enter with skills” had the highest achievement, followed by schools
where “25–75% enter with skills,” and students in schools with “less than 25%” having the lowest
average achievement (508, 499, and 480, respectively, for mathematics and 499, 490, and 471,
respectively, for science).

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Exhibit 6.10: Schools Where Students Enter the Primary Grades With Literacy and Numeracy Skills
Students’ Results based on Principals’ Reports

About the Scale
Students were scored according to their principals’ reports regarding the percentage of students in the school who begin primary school with the twelve
skills on the Schools Where Students Enter the Primary Grades with Literacy and Numeracy Skills scale. Cut scores divide the scale into three categories.
Students in Schools Where More than 75% Enter with Skills had a score at or above the cut score corresponding to their principals reporting that “morethan 75%” of the students have six of the twelve skills and “51–75%” of the students have the other six, on average. Students in Schools Where Less than
25% Enter with Skills had a score at or below the cut score corresponding to their principals reporting that “less than 25%” of the students have six of thetwelve skills and “25–50%” of the students have the other six, on average. All other students attended Schools Where 25–75% Enter with Skills.
About how many of the students in your school can do the following when they begin thefirst grade of primary/elementary school?
Morethan 75%

51–75%

25–50%

Less
than 25%

1) Recognize most of the letters of the alphabet 2) Read some words - - - - - - - - - - - - - - - - - - - 3) Read sentences - - - - - - - - - - - - - - - - - - - - 4) Write letters of the alphabet - - - - - - - - - - - - 5) Write their names - - - - - - - - - - - - - - - - - - - 6) Write words other than their names - - - - - - - 7) Count up to 100 or higher - - - - - - - - - - - - - - 8) Recognize written numbers from 1-10 - - - - - 9) Recognize written numbers higher than 10 - - 10) Write numbers from 1-10 - - - - - - - - - - - - - - 11) Do simple addition - - - - - - - - - - - - - - - - - - 12) Do simple subtraction - - - - - - - - - - - - - - - - -More than75%

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

11.5

Less than25%

25–75%

8.5

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Exhibit 6.11: Schools Where Students Enter the Primary Grades With Literacy and Numeracy Skills
Students’ Results based on Principals’ Reports

Country

IrelandSingapore
LatviaHong Kong SAR
Korea, Rep. of
Spain
United States
Chinese Taipei
United Arab Emirates
Qatar
EnglandBahrain
Philippines
Montenegro
Kazakhstan
SwedenCanadaJapan
KuwaitKosovoFinland
Albania
Oman
Pakistan
Bulgaria
Saudi Arabia
PolandGeorgia
Lithuania
Azerbaijan
Russian Federation
Turkey (5)
Chile
Malta
FranceNetherlands
South Africa (5)Portugal
MoroccoAustralia
Armenia
Croatia
Iran, Islamic Rep. of
CyprusDenmarkBosnia and Herzegovina
Italy
Norway (5)North Macedonia
SerbiaNew ZealandAustria
Belgium (Flemish)Slovak Republic
Germany
Czech RepublicHungary
Northern Ireland

Schools Where Morethan 75% Enter with Skills

Schools Where 25–75%
Enter with Skills

Schools Where Less
than 25% Enter with Skills

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

89 (2.6)
84 (0.0)65 (4.1)
65 (4.4)
62 (4.0)60 (2.9)60 (3.1)
59 (3.7)
57 (1.1)
52 (3.5)
47 (5.1)
40 (2.6)
39 (3.8)37 (0.4)
32 (3.6)
31 (4.2)
30 (2.3)
28 (3.9)27 (3.9)25 (4.3)
24 (3.4)
21 (3.8)
21 (2.7)
20 (6.3)
20 (3.2)
20 (2.8)
18 (3.4)
18 (3.6)
18 (2.6)
17 (2.7)
15 (2.8)
14 (3.0)
13 (2.8)
13 (0.3)
13 (3.1)
12 (3.8)
11 (1.9)
10 (2.1)
9 (2.1)9 (2.1)8 (2.2)7 (2.3)6 (2.0)6 (2.0)5 (2.1)5 (1.9)4 (1.8)4 (1.6)4 (1.3)4 (1.7)3 (1.1)3 (1.3)2 (1.3)
1 (1.0)1 (0.6)0 (0.0)0 (0.0)- -552 (2.6)
627 (4.5)
545 (3.5)
607 (4.0)
604 (2.8)511 (2.5)
546 (3.4)
599 (2.6)504 (2.3)
465 (5.8)567 (8.0)
483 (3.9)
310 (10.6)
451 (2.9)
520 (4.8)
531 (4.1)
522 (3.7)
598 (4.0)403 (11.6)
449 (6.5)
540 (4.8)506 (8.7)
447 (7.4)
365 (29.0)556 (4.7)
415 (7.2)
523 (6.5)
494 (7.6)
554 (7.6)
510 (7.2)
576 (6.2)
540 (9.5)
481 (9.7)
519 (3.4)503 (9.0)
543 (7.2)
413 (18.4)
536 (8.1)
412 (15.6)
526 (9.3)
492 (9.5)515 (15.0)425 (9.9)558 (9.6)
531 (12.5)
469 (12.9)
506 (8.3)
556 (8.5)
447 (31.3)
531 (26.3)
528 (21.8)
527 (12.8)
~ ~
~ ~
~ ~
~ ~
~ ~
- -

11 (2.6)
15 (0.0)35 (4.1)
35 (4.3)
34 (4.1)
39 (2.8)
32 (3.1)
39 (3.8)
34 (1.2)
38 (3.8)
49 (5.1)
50 (2.9)55 (3.9)61 (0.5)
65 (3.6)
62 (4.3)
64 (2.4)
69 (4.0)50 (3.9)64 (4.7)
74 (3.6)
75 (4.1)
68 (3.1)
45 (5.6)
54 (4.5)
54 (3.4)
77 (3.7)
48 (4.2)
77 (2.8)
55 (3.5)
68 (3.0)36 (3.7)
60 (4.0)
68 (0.4)
83 (3.6)
80 (5.1)
75 (3.3)
68 (3.3)
42 (3.5)
43 (3.4)
56 (4.1)
83 (3.2)
29 (3.9)61 (4.2)
81 (3.7)
67 (4.1)
67 (4.1)
75 (4.2)
64 (4.5)
77 (3.9)48 (3.7)
53 (3.4)
79 (4.0)70 (3.2)
68 (3.5)
60 (4.0)32 (4.0)- -522 (9.8)
618 (9.0)
549 (3.5)
593 (6.2)
592 (4.1)
491 (3.5)
518 (6.0)
601 (2.6)
449 (2.9)432 (5.6)
548 (4.4)478 (3.8)288 (7.2)
454 (2.3)
509 (3.6)
516 (4.1)
510 (2.5)
591 (1.9)385 (7.4)
443 (3.6)
531 (2.5)490 (4.4)
430 (4.6)306 (11.4)
521 (6.5)
402 (4.7)
520 (3.2)
483 (5.2)
541 (3.3)
517 (3.8)570 (3.3)
536 (7.8)
438 (4.6)512 (1.6)483 (3.5)
537 (2.7)363 (4.1)
526 (3.0)396 (8.0)
530 (4.8)504 (3.6)510 (2.3)
452 (8.1)
535 (3.7)
526 (2.5)451 (3.1)
517 (3.2)
548 (2.7)484 (5.5)512 (3.3)505 (4.6)
545 (3.3)
535 (2.4)
518 (2.9)527 (2.7)
539 (3.1)
534 (5.6)- -0 (0.4)1 (0.0)0 (0.0)1 (0.8)4 (1.9)1 (0.8)8 (1.6)2 (1.2)9 (0.4)10 (2.7)
4 (1.9)10 (1.8)
6 (1.9)2 (0.2)3 (1.2)6 (2.2)6 (1.4)3 (1.4)24 (3.1)
11 (2.7)
3 (1.0)4 (1.6)
12 (2.2)
35 (6.7)
26 (3.5)
27 (3.3)
5 (1.9)34 (4.0)
6 (1.4)28 (3.4)
17 (2.5)
49 (4.2)
27 (4.0)
19 (0.3)
4 (1.7)8 (3.7)14 (2.8)
22 (2.9)49 (3.1)
47 (3.3)
36 (4.0)
9 (2.4)65 (3.9)33 (3.9)
15 (3.2)
28 (3.8)
28 (4.1)
21 (4.2)
32 (4.4)
19 (4.1)
49 (3.6)
44 (3.6)
18 (3.8)
29 (3.1)
31 (3.5)
40 (4.0)68 (4.0)
- -

~ ~
~ ~
~ ~
~ ~
592 (18.9)~ ~533 (7.2)~ ~435 (5.4)
435 (13.3)
536 (21.5)
478 (5.3)
287 (17.5)~ ~493 (17.8)
504 (8.0)
491 (6.8)
588 (7.1)
353 (9.5)
438 (8.5)
496 (16.7)
509 (16.7)
406 (9.9)336 (24.1)
471 (9.3)
381 (8.4)505 (9.7)474 (7.5)
524 (8.8)517 (5.3)
549 (9.5)507 (7.3)
430 (5.1)
490 (2.8)455 (10.5)
531 (11.5)
404 (12.9)
521 (6.7)
368 (6.8)
498 (4.6)
491 (4.3)
506 (5.7)
442 (5.9)
522 (5.7)
518 (5.0)450 (4.4)513 (4.1)
527 (6.1)
453 (9.5)486 (9.5)
468 (4.8)534 (3.2)
521 (5.7)
485 (8.2)
508 (5.0)525 (4.6)
517 (3.8)- -12.7 (0.08)
12.7 (0.00)
11.8 (0.08)
12.2 (0.13)
11.9 (0.15)
11.8 (0.07)
11.6 (0.12)
11.9 (0.13)
11.6 (0.04)
11.4 (0.15)
11.4 (0.16)
11.0 (0.10)
11.1 (0.14)
11.1 (0.01)
10.8 (0.11)
11.0 (0.13)
10.8 (0.09)
10.9 (0.10)
10.2 (0.17)
10.4 (0.14)
10.8 (0.08)
10.6 (0.11)
10.3 (0.10)
9.4 (0.39)
9.8 (0.14)
9.8 (0.14)
10.5 (0.11)
9.6 (0.21)
10.4 (0.10)
9.8 (0.13)
10.0 (0.11)
9.1 (0.21)
9.7 (0.15)
9.8 (0.01)
10.3 (0.10)
10.1 (0.13)
9.9 (0.11)
9.4 (0.11)
8.6 (0.13)
8.9 (0.13)
9.1 (0.13)
9.9 (0.10)
8.1 (0.15)
9.1 (0.12)
9.6 (0.09)
9.3 (0.10)
9.2 (0.12)
9.3 (0.12)
9.1 (0.13)
9.5 (0.12)
8.4 (0.11)
8.8 (0.08)
9.3 (0.09)
9.0 (0.09)
8.9 (0.07)
8.7 (0.08)
7.8 (0.10)- -24 (0.4)508 (1.5)

56 (0.5)

499 (0.6)

20 (0.4)

480 (1.4)###### ######

75 (0.3)
72 (3.4)
44 (1.7)
40 (4.3)
35 (4.1)
21 (3.5)555 (2.0)521 (2.6)
470 (3.4)
594 (3.4)
527 (6.2)
538 (5.3)

18 (0.2)
28 (3.4)
42 (1.8)
57 (4.4)
61 (4.3)
72 (4.0)515 (3.2)
513 (3.9)413 (3.6)
591 (2.8)505 (4.4)
531 (2.9)

7 (0.3)0 (0.5)14 (0.9)
2 (1.3)5 (2.0)7 (2.4)504 (4.8)~ ~394 (11.0)~ ~486 (7.4)
527 (5.1)

12.2 (0.01)
12.2 (0.09)
11.1 (0.06)
11.2 (0.11)
11.0 (0.16)
10.6 (0.14)

r
s

s

r

r

International Average

Average
Scale Score

Benchmarking Participants
Dubai, UAE
Madrid, Spain
Abu Dhabi, UAE
Moscow City, Russian Fed.
Ontario, Canada
Quebec, CanadarrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

326

Exhibit 6.12: Schools Where Students Enter the Primary Grades With Literacy and Numeracy Skills
Students’ Results based on Principals’ Reports

Country

IrelandSingapore
LatviaHong Kong SAR
Korea, Rep. of
Spain
United States
Chinese Taipei
United Arab Emirates
Qatar
EnglandBahrain
Philippines
Montenegro
Kazakhstan
SwedenCanadaJapan
KuwaitKosovoFinland
Albania
Oman
Pakistan
Bulgaria
Saudi Arabia
PolandGeorgia
Lithuania
Azerbaijan
Russian Federation
Turkey (5)
Chile
Malta
FranceNetherlands
South Africa (5)Portugal
MoroccoAustralia
Armenia
Croatia
Iran, Islamic Rep. of
CyprusDenmarkBosnia and Herzegovina
Italy
Norway (5)North Macedonia
SerbiaNew ZealandAustria
Belgium (Flemish)Slovak Republic
Germany
Czech RepublicHungary
Northern Ireland

Schools Where Morethan 75% Enter with Skills

Schools Where 25–75%
Enter with Skills

Schools Where Less
than 25% Enter with Skills

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

89 (2.6)
84 (0.0)65 (4.1)
65 (4.4)
62 (4.0)60 (2.9)60 (3.1)
59 (3.7)
57 (1.1)
52 (3.5)
47 (5.1)
40 (2.6)
39 (3.8)37 (0.4)
32 (3.6)
31 (4.2)
30 (2.3)
28 (3.9)27 (3.9)25 (4.3)
24 (3.4)
21 (3.8)
21 (2.7)
20 (6.3)
20 (3.2)
20 (2.8)
18 (3.4)
18 (3.6)
18 (2.6)
17 (2.7)
15 (2.8)
14 (3.0)
13 (2.8)
13 (0.3)
13 (3.1)
12 (3.8)
11 (1.9)
10 (2.1)
9 (2.1)9 (2.1)8 (2.2)7 (2.3)6 (2.0)6 (2.0)5 (2.1)5 (1.9)4 (1.8)4 (1.6)4 (1.3)4 (1.7)3 (1.1)3 (1.3)2 (1.3)
1 (1.0)1 (0.6)0 (0.0)0 (0.0)- -531 (3.4)
596 (4.0)
541 (3.2)
536 (4.0)
592 (2.7)
520 (2.5)
549 (3.7)
558 (2.5)500 (2.7)
466 (6.4)
547 (6.8)
502 (5.6)
267 (12.6)
451 (3.6)500 (6.1)
550 (4.5)
532 (3.4)
566 (4.2)
405 (14.6)
421 (7.5)
563 (4.6)
501 (7.6)455 (7.6)
341 (25.5)
574 (5.8)420 (7.9)
534 (5.5)470 (7.7)
549 (7.4)
420 (8.2)
577 (5.9)
542 (8.3)
506 (8.8)509 (3.5)505 (9.7)
528 (10.3)
382 (24.9)
513 (6.7)
398 (21.3)
548 (7.0)
460 (11.4)
531 (9.8)
432 (7.8)
539 (12.0)
523 (11.1)
479 (14.0)
502 (6.6)
548 (10.2)
388 (35.7)
541 (26.3)
538 (17.6)
513 (18.9)
~ ~
~ ~
~ ~
~ ~
~ ~
- -

11 (2.6)
15 (0.0)35 (4.1)
35 (4.3)
34 (4.1)
39 (2.8)
32 (3.1)
39 (3.8)
34 (1.2)
38 (3.8)
49 (5.1)
50 (2.9)55 (3.9)61 (0.5)
65 (3.6)
62 (4.3)
64 (2.4)
69 (4.0)50 (3.9)64 (4.7)
74 (3.6)
75 (4.1)
68 (3.1)
45 (5.6)
54 (4.5)
54 (3.4)
77 (3.7)
48 (4.2)
77 (2.8)
55 (3.5)
68 (3.0)36 (3.7)
60 (4.0)
68 (0.4)
83 (3.6)
80 (5.1)
75 (3.3)
68 (3.3)
42 (3.5)
43 (3.4)
56 (4.1)
83 (3.2)
29 (3.9)61 (4.2)
81 (3.7)
67 (4.1)
67 (4.1)
75 (4.2)
64 (4.5)
77 (3.9)48 (3.7)
53 (3.4)
79 (4.0)70 (3.2)
68 (3.5)
60 (4.0)32 (4.0)- -505 (9.6)
586 (8.1)
544 (3.1)
523 (5.8)
581 (3.9)
499 (3.6)
521 (6.0)
560 (2.4)
435 (4.0)
430 (6.6)
529 (4.7)
490 (5.6)
238 (8.4)454 (2.8)
492 (4.3)
531 (4.8)521 (2.2)
560 (1.8)
396 (8.4)
411 (4.6)553 (2.8)486 (4.9)434 (5.2)
271 (13.9)
532 (7.3)
409 (5.4)
531 (3.1)
456 (5.4)
537 (3.1)
429 (4.7)
570 (3.0)
538 (6.9)
466 (4.3)
499 (1.3)
486 (3.3)
517 (3.4)309 (5.7)505 (2.9)
390 (9.3)
545 (4.3)
472 (4.3)
525 (2.3)
451 (8.1)
513 (3.8)523 (2.8)457 (3.7)512 (3.7)
545 (2.5)
438 (6.9)
522 (3.5)
519 (3.6)
531 (3.6)504 (2.6)
532 (2.9)525 (2.7)
538 (3.2)
537 (5.3)- -0 (0.4)1 (0.0)0 (0.0)1 (0.8)4 (1.9)1 (0.8)8 (1.6)2 (1.2)9 (0.4)10 (2.7)
4 (1.9)10 (1.8)
6 (1.9)2 (0.2)3 (1.2)6 (2.2)6 (1.4)3 (1.4)24 (3.1)
11 (2.7)
3 (1.0)4 (1.6)
12 (2.2)
35 (6.7)
26 (3.5)
27 (3.3)
5 (1.9)34 (4.0)
6 (1.4)28 (3.4)
17 (2.5)
49 (4.2)
27 (4.0)
19 (0.3)
4 (1.7)8 (3.7)14 (2.8)
22 (2.9)49 (3.1)
47 (3.3)
36 (4.0)
9 (2.4)65 (3.9)33 (3.9)
15 (3.2)
28 (3.8)
28 (4.1)
21 (4.2)
32 (4.4)
19 (4.1)
49 (3.6)
44 (3.6)
18 (3.8)
29 (3.1)
31 (3.5)
40 (4.0)68 (4.0)
- -

~ ~
~ ~
~ ~
~ ~
583 (14.0)~ ~539 (8.6)~ ~420 (6.9)
441 (18.2)
521 (21.1)
477 (7.3)
236 (17.3)~ ~476 (23.7)
515 (9.7)500 (5.0)559 (7.4)
368 (11.0)
402 (10.6)
518 (19.2)
497 (16.0)
405 (12.1)
287 (27.7)
459 (11.2)
377 (9.7)512 (8.5)
444 (7.6)
518 (8.6)
426 (6.5)
548 (9.2)
511 (7.1)
460 (4.7)475 (2.8)
467 (16.7)
515 (13.2)
369 (17.5)
500 (5.0)356 (7.9)
517 (4.0)459 (5.6)
518 (6.4)
438 (6.0)
503 (5.5)515 (4.9)459 (4.7)
507 (4.6)
522 (6.3)
409 (10.5)
494 (9.7)
485 (4.5)512 (4.2)
487 (5.7)
489 (9.8)503 (5.2)
527 (4.1)
525 (3.7)- -12.7 (0.08)
12.7 (0.00)
11.8 (0.08)
12.2 (0.13)
11.9 (0.15)
11.8 (0.07)
11.6 (0.12)
11.9 (0.13)
11.6 (0.04)
11.4 (0.15)
11.4 (0.16)
11.0 (0.10)
11.1 (0.14)
11.1 (0.01)
10.8 (0.11)
11.0 (0.13)
10.8 (0.09)
10.9 (0.10)
10.2 (0.17)
10.4 (0.14)
10.8 (0.08)
10.6 (0.11)
10.3 (0.10)
9.4 (0.39)
9.8 (0.14)
9.8 (0.14)
10.5 (0.11)
9.6 (0.21)
10.4 (0.10)
9.8 (0.13)
10.0 (0.11)
9.1 (0.21)
9.7 (0.15)
9.8 (0.01)
10.3 (0.10)
10.1 (0.13)
9.9 (0.11)
9.4 (0.11)
8.6 (0.13)
8.9 (0.13)
9.1 (0.13)
9.9 (0.10)
8.1 (0.15)
9.1 (0.12)
9.6 (0.09)
9.3 (0.10)
9.2 (0.12)
9.3 (0.12)
9.1 (0.13)
9.5 (0.12)
8.4 (0.11)
8.8 (0.08)
9.3 (0.09)
9.0 (0.09)
8.9 (0.07)
8.7 (0.08)
7.8 (0.10)- -24 (0.4)

499 (1.6)

56 (0.5)490 (0.7)

20 (0.4)471 (1.6)###### ######

75 (0.3)
72 (3.4)
44 (1.7)
40 (4.3)
35 (4.1)
21 (3.5)556 (2.2)
526 (2.4)459 (3.6)
597 (3.3)
534 (5.9)525 (4.0)

18 (0.2)
28 (3.4)
42 (1.8)
57 (4.4)
61 (4.3)
72 (4.0)513 (3.5)
517 (3.5)
381 (5.1)
593 (2.8)521 (3.8)523 (3.2)

7 (0.3)0 (0.5)14 (0.9)
2 (1.3)5 (2.0)7 (2.4)515 (6.1)~ ~360 (14.2)~ ~491 (7.6)
509 (4.5)

12.2 (0.01)
12.2 (0.09)
11.1 (0.06)
11.2 (0.11)
11.0 (0.16)
10.6 (0.14)

r
s

s

r

r

International Average

Average
Scale Score

Benchmarking Participants
Dubai, UAE
Madrid, Spain
Abu Dhabi, UAE
Moscow City, Russian Fed.
Ontario, Canada
Quebec, CanadarrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

327

Instruction Affected by Resource Shortages
Instruction Affected by Mathematics Resource Shortages
The Instruction Affected by Mathematics Resource Shortages scale, described in Exhibit 6.13,
summarizes principals’ reports about two kinds of resource shortages affecting instruction: generalschool resources and resources specific to mathematics instruction (see About the Scale). In Exhibit
6.14, countries are ordered (from most to least) according to the percentage of fourth grade students inschools “not affected” by resource shortages, from a high of 68 percent in Korea to a low of 0 percent
in Kosovo. On average, 26 percent of fourth grade students attended schools “not affected” by resource
shortages, and they had the highest average mathematics achievement (514). Sixty-eight percent of
the students were in schools “somewhat affected” by resource shortages, and 6 percent were in schools“affected a lot.” Average mathematics achievement for these two groups was 499 and 473, respectively.
Exhibit 6.15 presents the results of the Instruction Affected by Mathematics Resource Shortages
scale for eighth grade students. Similar to fourth grade, the percentage of students in schools “notaffected” by resource shortages ranged from a high of 73 percent to a low of 2 percent, with an averageof 30 percent. Sixty-three percent of the students were in schools “somewhat affected” by resource
shortages, and 7 percent were in schools “affected a lot.” As in fourth grade, average mathematics
achievement was highest for students in schools “not affected” by resource shortages (509), next for
students in “somewhat affected” schools (483), and lowest for students in schools that were “affected
a lot” (476).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

328

Exhibit 6.13: Instruction Affected by Mathematics Resource Shortages – Principals’ Reports
Students’ Results based on Principals’ Reports

About the Scale
Students were scored according to their principals’ responses regarding thirteen school and classroom resources on the Instruction Affected by
Mathematics Resource Shortages scale. Cut scores divide the scale into three categories. Students in schools where instruction was Not Affected byresource shortages had a score at or above the cut score corresponding to their principals reporting that shortages affected instruction “not at all” forseven of the thirteen resources and “a little” for the other six, on average. Students in schools where instruction was Affected A Lot had a score at or
below the cut score corresponding to their principals reporting that shortages affected instruction “a lot” for seven of the thirteen resources and “some” forthe other six, on average. All other students attended schools where instruction was Somewhat Affected by resource shortages.
How much is your school's capacity to provide instruction affected by a shortage orinadequacy of the following?
Not atall

A little

Some

A lot

A. General School Resources
1) Instructional materials (e.g., textbooks) - - - - - 2) Supplies (e.g., papers, pencils, materials) - - - 3) School buildings and grounds - - - - - - - - - - - 4) Heating/cooling and lighting systems - - - - - - 5) Instructional space (e.g., classrooms) - - - - - - 6) Technologically competent staff - - - - - - - - - - 7) Audio-visual resources for delivery of
instruction (e.g., interactive white boards,
digital projectors) - - - - - - - - - - - - - - - - - - - - 8) Computer technology for teaching andlearning (e.g., computers or tablets forstudent use) - - - - - - - - - - - - - - - - - - - - - - - - B. Resources for Mathematics Instruction
1) Teachers with a specialization in mathematics 2) Computer software/applications formathematics instruction - - - - - - - - - - - - - - - - 3) Library resources relevant to mathematics
instruction - - - - - - - - - - - - - - - - - - - - - - - - - 4) Calculators for mathematics instruction - - - - - 5) Concrete objects or materials to help students
understand quantities or procedures - - - - - - - Not
Affected

Affected
A Lot

Somewhat Affected

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Fourth Grade

11.3

6.7

Eighth Grade

11.0

7.5

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

329

Exhibit 6.14: Instruction Affected by Mathematics Resource Shortages – Principals’ Reports
Students’ Results based on Principals’ Reports
Not Affected
Country

Korea, Rep. ofSingapore
Norway (5)Bulgaria
United States
Kazakhstan
Australia
PolandCanadaSwedenQatar
United Arab Emirates
Belgium (Flemish)CyprusDenmark
New ZealandFinland
Armenia
LatviaNetherlands
Spain
Georgia
Chile
Czech Republic
Russian Federation
Chinese Taipei
Bahrain
HungaryJapan
Lithuania
England
Malta
Hong Kong SAR
KuwaitSerbiaGermany
Northern Ireland
Austria
Portugal
Croatia
Ireland
Slovak Republic
Italy
Oman
FranceBosnia and Herzegovina
Montenegro
Saudi Arabia
PakistanIran, Islamic Rep. ofSouth Africa (5)North Macedonia
Albania
MoroccoTurkey (5)Azerbaijan
Philippines
KosovoSomewhat Affected

Affected A Lot

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

68 (4.0)61 (0.0)52 (5.3)
50 (4.1)
49 (2.9)45 (4.1)
44 (4.0)43 (4.0)43 (2.4)
43 (4.7)
42 (3.7)40 (1.8)
39 (4.2)
39 (4.5)
38 (3.9)38 (3.9)38 (4.3)
37 (4.0)35 (3.7)
35 (6.5)
35 (3.3)
33 (4.1)
31 (4.1)
30 (4.0)28 (3.1)
25 (3.4)
25 (2.4)
25 (3.7)
25 (3.5)
23 (4.0)23 (4.1)
22 (0.4)
22 (3.0)
21 (3.0)
20 (3.5)
19 (2.7)
18 (3.7)
18 (2.8)
16 (2.7)
16 (2.8)
16 (3.4)
15 (2.9)15 (2.8)
14 (2.0)
14 (2.8)
12 (2.7)
10 (0.2)
9 (1.8)8 (2.7)8 (1.9)8 (1.7)8 (2.3)6 (1.7)6 (1.7)5 (1.7)2 (1.0)1 (0.4)0 (0.0)601 (2.8)624 (5.2)
544 (4.0)523 (4.4)
538 (4.4)513 (4.5)
523 (5.9)526 (4.2)
521 (2.9)522 (4.0)474 (6.3)
509 (2.1)
532 (3.7)
539 (4.5)530 (3.3)
497 (6.4)
532 (3.6)505 (4.8)536 (6.0)
541 (4.7)515 (3.0)477 (7.3)
463 (7.0)
534 (4.3)
576 (6.8)600 (4.3)
495 (4.6)
520 (6.6)
598 (4.1)
542 (6.4)
566 (10.7)
523 (2.4)
602 (6.1)
398 (9.1)
524 (6.8)
524 (5.8)
571 (10.7)555 (5.7)
531 (5.9)518 (6.6)
568 (6.8)
524 (8.0)525 (7.3)
449 (7.9)504 (7.9)454 (4.9)
438 (8.8)409 (11.6)
288 (28.7)
470 (13.1)
454 (22.6)
469 (20.1)
550 (16.5)
362 (24.8)
556 (17.7)
~ ~
~ ~
~ ~

30 (3.9)27 (0.0)48 (5.3)
50 (4.1)
49 (2.8)
49 (4.0)53 (3.9)57 (4.0)56 (2.4)
57 (4.7)
27 (3.5)
44 (1.7)
59 (4.3)
57 (4.3)
59 (3.7)
60 (4.1)
62 (4.3)
62 (4.1)
65 (3.7)
65 (6.5)
65 (3.3)
66 (4.2)
65 (4.3)
69 (4.1)
69 (3.3)
72 (3.5)
48 (2.6)
73 (3.9)75 (3.6)
76 (4.1)
77 (4.1)
76 (0.4)
72 (3.9)59 (4.4)
79 (3.5)
81 (2.7)
82 (3.7)
81 (2.9)
83 (2.8)
84 (2.8)
83 (3.5)
79 (3.1)
83 (3.0)72 (2.8)
86 (2.8)
83 (3.3)
83 (0.3)
72 (3.0)
89 (3.1)
84 (2.6)
87 (2.4)
79 (3.7)
78 (3.1)
90 (2.5)
72 (2.8)
89 (2.1)
95 (1.4)
72 (4.1)

594 (4.0)635 (6.8)
544 (3.5)507 (7.1)
532 (4.5)509 (4.0)509 (4.2)
516 (3.3)
504 (2.5)
521 (3.7)
445 (7.1)
454 (2.6)
533 (2.6)
526 (4.4)522 (2.7)
482 (4.2)
532 (3.1)
495 (3.3)
551 (2.8)536 (2.7)
496 (3.2)
485 (4.5)
430 (3.5)
532 (3.6)
562 (3.3)
599 (2.3)
480 (2.8)523 (3.6)
591 (2.0)542 (3.8)555 (5.0)505 (1.6)600 (4.4)374 (6.9)504 (3.6)
521 (2.6)566 (3.5)
536 (2.1)
524 (3.1)
509 (2.3)
545 (2.7)
506 (3.8)514 (2.6)
428 (5.0)482 (3.4)452 (2.8)456 (2.0)393 (4.7)
329 (12.9)
443 (4.0)368 (3.5)475 (6.1)
489 (4.1)
379 (5.1)
524 (5.5)
516 (2.9)294 (6.7)
445 (3.9)

2 (0.7)12 (0.0)0 (0.0)0 (0.0)1 (0.7)6 (2.0)3 (1.4)0 (0.0)1 (0.6)
1 (0.8)31 (3.2)
16 (1.9)
1 (0.8)4 (2.1)2 (0.8)2 (1.1)0 (0.0)1 (1.0)0 (0.0)0 (0.0)0 (0.3)1 (0.7)4 (1.7)1 (0.8)2 (1.1)3 (1.3)27 (2.2)
2 (1.6)
1 (0.7)1 (0.8)0 (0.0)1 (0.1)6 (2.5)21 (3.7)
1 (0.9)0 (0.3)0 (0.0)1 (0.7)1 (0.7)0 (0.0)1 (0.7)6 (1.6)2 (1.3)14 (2.2)
0 (0.0)5 (1.7)7 (0.2)19 (2.5)
3 (1.3)8 (2.0)6 (1.6)
14 (3.0)
15 (2.8)
4 (1.8)23 (3.0)
9 (1.9)4 (1.4)28 (4.1)~ ~611 (10.0)
~ ~
~ ~
~ ~
526 (18.3)
485 (20.2)
~ ~
~ ~
~ ~
420 (5.6)474 (4.0)~ ~539 (14.3)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
443 (13.5)~ ~~ ~603 (9.1)
467 (6.2)
~ ~
~ ~
~ ~
~ ~
~ ~
628 (17.8)
394 (14.0)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
529 (17.6)~ ~426 (11.8)~ ~442 (18.1)
441 (4.0)
416 (8.4)
388 (29.6)
414 (10.5)
376 (18.9)
461 (15.0)495 (8.3)
508 (44.5)
513 (10.9)
509 (8.8)336 (16.6)
443 (4.4)

26 (0.4)

514 (1.3)

68 (0.5)

499 (0.6)

6 (0.2)473 (3.2)

65 (4.1)
55 (0.3)
50 (3.8)
49 (4.2)
36 (1.5)
35 (4.4)

591 (3.1)
554 (2.5)520 (3.0)535 (3.3)
469 (2.7)
530 (6.5)

35 (4.1)
29 (0.3)
50 (3.8)
49 (4.2)
51 (1.8)
64 (4.4)

596 (3.0)519 (2.3)
516 (3.8)
529 (3.5)
411 (3.7)
501 (3.8)

0 (0.0)16 (0.2)
0 (0.4)3 (1.6)13 (1.4)
1 (0.6)~ ~557 (4.6)~ ~539 (25.6)
436 (11.0)
~ ~

r

r

s

s

r

International Average

Average
Scale Score
12.3 (0.23)
11.5 (0.00)
11.3 (0.15)
11.4 (0.17)
11.4 (0.14)
11.2 (0.25)
11.3 (0.18)
11.2 (0.16)
11.1 (0.12)
10.8 (0.18)
9.7 (0.34)
10.2 (0.19)
11.0 (0.19)
10.7 (0.25)
10.8 (0.17)
11.0 (0.19)
10.8 (0.13)
10.7 (0.15)
10.8 (0.13)
10.7 (0.19)
10.8 (0.10)
10.7 (0.16)
10.4 (0.19)
10.8 (0.12)
10.3 (0.14)
10.4 (0.15)
9.0 (0.18)
10.0 (0.17)
10.4 (0.12)
10.4 (0.17)
10.6 (0.16)
10.3 (0.02)
9.8 (0.22)
8.7 (0.22)
9.9 (0.12)
10.1 (0.10)
9.9 (0.14)
10.2 (0.09)
9.9 (0.13)
10.1 (0.12)
10.2 (0.11)
9.4 (0.13)
9.9 (0.12)
8.9 (0.13)
9.8 (0.12)
9.5 (0.14)
9.3 (0.02)
8.6 (0.13)
9.1 (0.17)
8.6 (0.13)
9.1 (0.11)
8.7 (0.17)
8.7 (0.15)
9.5 (0.11)
8.1 (0.16)
8.5 (0.09)
8.7 (0.09)
7.5 (0.20)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
Ontario, Canadarr

12.5 (0.25)
10.9 (0.02)
11.6 (0.16)
11.2 (0.22)
10.2 (0.09)
10.9 (0.19)

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

330

Exhibit 6.15: Instruction Affected by Mathematics Resource Shortages – Principals’ Reports
Students’ Results based on Principals’ Reports
Not Affected
Country

Singapore
Australia
Norway (9)FranceKorea, Rep. of
New ZealandUnited States
Qatar
Hong Kong SAR
SwedenUnited Arab Emirates
CyprusKazakhstan
Japan
FinlandChile
EnglandChinese Taipei
Georgia
Ireland
Hungary
Russian Federation
LebanonBahrain
Egypt
IsraelOman
KuwaitLithuania
Portugal
Italy
Saudi Arabia
TurkeyRomania
JordanSouth Africa (9)MoroccoIran, Islamic Rep. of
Malaysia

Somewhat Affected

Affected A Lot

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

73 (0.0)62 (3.5)
59 (4.8)
57 (4.4)
52 (4.1)
51 (4.7)
49 (3.0)44 (3.6)
44 (4.5)
42 (3.8)41 (1.8)41 (0.5)
39 (3.9)39 (3.3)
38 (4.1)
35 (3.3)
34 (5.0)32 (3.4)
32 (3.4)
31 (3.5)
28 (4.1)
23 (3.4)
21 (3.0)
21 (0.2)
20 (3.3)
17 (3.5)
17 (2.7)
17 (3.6)
16 (3.1)
15 (2.9)
14 (3.0)
11 (2.3)
8 (2.3)8 (2.1)7 (2.4)6 (1.0)5 (1.7)4 (1.4)2 (0.7)617 (4.7)
535 (5.7)
507 (4.1)
493 (3.9)
611 (4.0)500 (6.3)
533 (5.3)
476 (8.4)
593 (7.0)510 (4.5)
499 (2.7)509 (3.2)
492 (6.7)
606 (5.0)508 (4.9)
466 (6.7)
530 (12.7)
619 (5.2)
474 (9.4)
533 (5.2)
510 (8.7)555 (8.7)
469 (6.5)
499 (3.1)
440 (10.9)
539 (10.8)
442 (8.6)
419 (12.7)
519 (7.1)
520 (8.1)
507 (7.6)
401 (7.9)
543 (20.7)
536 (16.4)
406 (24.9)
477 (15.7)
435 (17.9)
534 (15.9)~ ~21 (0.0)37 (3.5)
41 (4.8)42 (4.3)
44 (4.3)
45 (4.9)49 (3.0)29 (3.4)
50 (3.9)56 (3.7)
44 (1.8)
54 (0.5)
54 (4.2)
61 (3.4)
62 (4.2)
62 (3.4)
64 (4.8)
68 (3.4)
68 (3.5)
68 (3.6)
71 (4.1)
75 (3.5)
66 (3.5)52 (0.2)
73 (3.6)
80 (3.7)
71 (3.4)
59 (4.3)
81 (3.5)
82 (3.2)
86 (3.0)
67 (3.7)
71 (3.4)
86 (2.7)
82 (3.0)
88 (1.9)
92 (1.6)
87 (2.6)
79 (3.2)

610 (9.2)
493 (4.8)502 (4.0)474 (4.0)
602 (4.6)473 (5.0)504 (7.4)
430 (6.8)
562 (7.3)
498 (3.3)
450 (2.8)494 (2.3)
483 (4.7)
587 (2.9)509 (2.9)427 (3.7)515 (7.4)
610 (3.6)455 (5.2)
522 (2.9)519 (4.9)
541 (5.0)
418 (3.7)472 (2.2)
405 (6.2)
514 (5.3)
403 (3.5)393 (5.5)
518 (3.7)
496 (3.6)
497 (2.9)388 (3.4)
499 (5.4)
476 (4.6)
417 (4.5)383 (2.5)384 (2.2)
443 (3.6)452 (3.7)

6 (0.0)2 (1.2)0 (0.0)1 (0.8)4 (1.9)5 (4.0)2 (1.0)27 (3.5)
7 (2.7)2 (1.1)15 (0.7)
5 (0.2)7 (2.1)1 (0.7)1 (0.7)3 (1.4)
1 (1.4)0 (0.0)1 (1.0)1 (0.6)
1 (1.0)1 (0.7)13 (2.6)
27 (0.2)
8 (2.4)3 (1.1)
12 (2.5)
23 (3.6)
3 (1.7)3 (1.6)0 (0.0)22 (3.1)
21 (3.0)
7 (2.0)11 (2.3)
6 (1.6)3 (0.9)9 (2.3)18 (3.2)625 (20.1)
~ ~
~ ~
~ ~
601 (6.9)473 (66.4)~ ~404 (7.6)
610 (26.0)~ ~455 (4.9)
532 (6.5)
497 (26.0)~ ~~ ~426 (17.7)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
419 (10.0)
485 (4.3)
424 (10.8)535 (35.2)
408 (8.4)
412 (9.9)534 (19.9)
506 (21.0)~ ~410 (6.1)
468 (12.1)
460 (17.2)
451 (13.2)
386 (8.9)
441 (13.4)
445 (17.6)
489 (10.5)30 (0.5)509 (1.6)

63 (0.6)483 (0.7)

7 (0.3)476 (4.1)

68 (4.6)
63 (4.2)
58 (0.5)
44 (4.5)
38 (1.9)
14 (2.3)
10 (2.6)545 (3.8)574 (5.6)
551 (3.4)
539 (8.5)
461 (4.7)
546 (11.3)
500 (9.7)

31 (4.6)
37 (4.2)
28 (0.4)
55 (4.5)40 (1.9)84 (2.6)
86 (2.8)549 (8.0)
578 (6.0)
504 (3.9)518 (5.1)
418 (5.8)425 (4.6)
409 (3.5)

1 (1.1)0 (0.0)13 (0.3)
1 (1.1)21 (1.2)
3 (1.3)4 (1.3)~ ~~ ~
538 (3.8)~ ~414 (9.5)
434 (36.7)
449 (29.0)

r
r

r

s

International Average

Average
Scale Score
12.1 (0.00)
11.4 (0.13)
11.2 (0.10)
11.4 (0.14)
11.3 (0.16)
11.0 (0.30)
11.1 (0.12)
9.8 (0.25)
10.5 (0.25)
10.9 (0.09)
10.3 (0.06)
10.8 (0.02)
10.8 (0.16)
10.7 (0.08)
10.8 (0.11)
10.4 (0.13)
10.6 (0.17)
10.7 (0.10)
10.5 (0.10)
10.6 (0.11)
10.3 (0.11)
10.1 (0.12)
9.5 (0.15)
9.2 (0.01)
9.8 (0.15)
9.9 (0.12)
9.5 (0.13)
9.0 (0.18)
10.1 (0.10)
10.0 (0.10)
9.9 (0.07)
8.8 (0.13)
8.6 (0.13)
9.5 (0.12)
9.0 (0.10)
9.3 (0.08)
9.6 (0.07)
9.0 (0.10)
8.3 (0.09)

Benchmarking Participants
Quebec, Canada
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)rrr

11.7 (0.15)
11.8 (0.16)
11.2 (0.02)
11.0 (0.18)
10.0 (0.10)
9.7 (0.10)
9.4 (0.11)

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

331

Instruction Affected by Science Resource Shortages
The Instruction Affected by Science Resource Shortages scale, like its counterpart for mathematics,
includes principals’ reports about two kinds of resource shortages affecting instruction: generalschool resources and resources specific to science instruction (see About the Scale in Exhibit 6.16).
On average, 24 percent of fourth grade students were in schools “not affected” by science resource
shortages, 69 percent were in schools “somewhat affected,” and 7 percent were in schools “affected
a lot” (see Exhibit 6.17). Average science achievement ranged across the three categories froma high of 508 for students in schools “not affected” by resource shortages, to 488 for students inschools “somewhat affected,” to a low of 472 for students in schools “affected a lot.”
Eighth grade students’ results for the Instruction Affected by Science Resource Shortages scale areshown in Exhibit 6.18. On average, 30 percent of students were in schools “not affected” by science
resource shortages, 62 percent were in schools “somewhat affected,” and 8 percent were in schools“affected a lot.” Similar to the mathematics scale, there was a modest negative association between the
degree students’ schools were affected by resource shortages and average science achievement, withachievement highest for students in schools “not affected” by resource shortages (510), next highest
in “somewhat affected” schools (484), and lowest in schools that were “affected a lot” (472).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

332

Exhibit 6.16: Instruction Affected by Science Resource Shortages – Principals’ Reports
Students’ Results based on Principals’ Reports

About the Scale
Students were scored according to their principals’ responses regarding thirteen school and classroom resources on the Instruction Affected by Science
Resource Shortages scale. Cut scores divide the scale into three categories. Students in schools where instruction was Not Affected by resource
shortages had a score at or above the cut score corresponding to their principals reporting that shortages affected instruction “not at all” for seven of thethirteen resources and “a little” for the other six, on average. Students in schools where instruction was Affected A Lot had a score at or below the cut
score corresponding to their principals reporting that shortages affected instruction “a lot” for seven of the thirteen resources and “some” for the other six,
on average. All other students attended schools where instruction was Somewhat Affected by resource shortages.
How much is your school's capacity to provide instruction affected by a shortage orinadequacy of the following?
Not atall

A little

Some

A lot

A. General School Resources
1) Instructional materials (e.g., textbooks) - - - - - 2) Supplies (e.g., papers, pencils, materials) - - - 3) School buildings and grounds - - - - - - - - - - - 4) Heating/cooling and lighting systems - - - - - - 5) Instructional space (e.g., classrooms) - - - - - - 6) Technologically competent staff - - - - - - - - - - 7) Audio-visual resources for delivery of
instruction (e.g., interactive white boards,
digital projectors) - - - - - - - - - - - - - - - - - - - - 8) Computer technology for teaching andlearning (e.g., computers or tablets forstudent use) - - - - - - - - - - - - - - - - - - - - - - - - B. Resources for Science Instruction
1) Teachers with a specialization in science - - - 2) Computer software/applications forscience instruction - - - - - - - - - - - - - - - - - - - 3) Library resources relevant to science
instruction - - - - - - - - - - - - - - - - - - - - - - - - - 4) Calculators for science instruction * - - - - - - - 5) Science equipment and materials forexperiments - - - - - - - - - - - - - - - - - - - - - - - - -Not
Affected

Affected
A Lot

Somewhat Affected

Scale Cut Scores
Fourth Grade

11.4

7.0

Eighth Grade

11.1

7.5

* Item not included in scale at the fourth grade

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

333

Exhibit 6.17: Instruction Affected by Science Resource Shortages – Principals’ Reports
Students’ Results based on Principals’ Reports
Not Affected
Country

Korea, Rep. ofSingapore
Bulgaria
PolandUnited States
Qatar
Kazakhstan
United Arab Emirates
Norway (5)Georgia
Australia
Belgium (Flemish)
SwedenCyprusCanadaLatviaSpain
Armenia
Denmark
FinlandChinese Taipei
Czech Republic
Chile
Russian Federation
New ZealandBahrain
HungaryJapan
Lithuania
KuwaitEngland
Malta
SerbiaCroatia
Germany
Hong Kong SAR
Austria
Bosnia and Herzegovina
Oman
Slovak Republic
Portugal
IrelandNetherlands
Northern Ireland
Montenegro
FrancePakistan
Saudi Arabia
Iran, Islamic Rep. ofNorth Macedonia
AlbaniaSouth Africa (5)MoroccoItaly
Turkey (5)Azerbaijan
Philippines
KosovoSomewhat Affected

Affected A Lot

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

70 (4.0)63 (0.0)48 (4.1)
48 (4.2)
45 (2.9)43 (3.8)
43 (4.3)
40 (1.8)
39 (5.3)
38 (4.1)
37 (3.7)
35 (4.4)
35 (4.4)
34 (4.8)
33 (2.1)
32 (3.3)
31 (3.0)30 (4.1)
30 (3.6)
30 (3.7)
30 (3.4)
29 (4.2)
28 (3.8)
27 (3.0)27 (3.5)
24 (2.3)
24 (3.6)
23 (3.6)
23 (3.7)
22 (3.0)
21 (3.9)21 (0.4)
20 (3.5)
18 (2.9)
17 (2.6)
17 (2.7)
16 (2.8)
16 (3.0)
15 (2.1)
15 (3.0)
15 (2.9)
13 (2.9)
13 (3.8)
12 (3.1)
11 (0.2)
10 (2.6)
10 (2.7)
9 (1.8)9 (2.1)8 (2.3)8 (2.1)8 (1.9)7 (1.8)7 (1.9)5 (1.7)2 (1.0)1 (0.5)0 (0.3)590 (2.7)595 (4.5)
533 (5.4)
532 (3.6)
544 (5.1)
473 (7.6)
493 (5.9)502 (2.5)
542 (3.6)455 (6.9)
538 (5.6)
502 (3.7)
536 (5.5)517 (4.7)
530 (3.3)
533 (6.2)
523 (3.3)
474 (5.7)
523 (4.0)552 (3.9)
560 (3.4)
531 (4.3)
489 (6.8)
574 (6.3)
516 (6.3)
521 (5.5)526 (7.0)
564 (3.9)535 (6.3)
408 (10.8)557 (7.9)
513 (2.5)533 (7.0)
527 (5.5)
520 (7.1)
540 (6.3)
545 (6.5)
464 (6.7)
452 (8.0)
537 (6.4)
510 (5.6)
545 (8.0)
518 (9.1)
526 (6.8)
435 (9.3)
507 (7.8)280 (35.8)424 (11.2)
476 (11.5)
434 (19.7)
550 (10.5)423 (32.2)
340 (21.9)
518 (13.5)
568 (10.7)
~ ~
~ ~
~ ~

27 (3.9)25 (0.0)52 (4.1)
51 (4.2)
54 (2.9)24 (3.4)
49 (4.1)
42 (1.7)
61 (5.3)
61 (4.2)
61 (3.8)
64 (4.4)
64 (4.5)
60 (4.6)
66 (2.1)
66 (3.5)
68 (3.1)
69 (4.1)
67 (3.4)
70 (3.7)
67 (3.3)
70 (4.3)
66 (4.1)
69 (3.0)71 (3.6)
43 (2.3)
74 (4.0)74 (3.6)
76 (3.8)
51 (4.9)
79 (3.9)76 (0.4)
77 (3.6)
82 (2.9)82 (2.6)
74 (3.8)
83 (2.8)80 (3.4)
62 (3.5)
78 (3.2)
84 (3.0)
86 (3.1)
87 (3.8)
85 (3.4)
82 (0.3)
89 (2.7)
79 (6.2)
69 (3.0)77 (3.1)
71 (4.2)
69 (3.3)
84 (3.0)89 (2.5)
92 (2.2)
62 (3.3)
87 (2.4)
95 (1.6)
72 (4.2)

581 (3.8)601 (5.8)510 (8.0)
529 (3.5)535 (4.3)
444 (7.7)
497 (5.3)
444 (3.0)
539 (3.5)455 (5.0)
530 (3.7)500 (3.0)
538 (4.0)
506 (3.6)
520 (2.1)
545 (2.6)506 (2.9)464 (3.9)
522 (3.0)556 (3.3)
557 (2.2)535 (3.3)
462 (3.4)564 (3.2)
498 (3.3)
488 (4.9)
530 (3.5)
561 (2.0)539 (3.5)
382 (8.4)
532 (4.8)
491 (1.5)513 (4.0)524 (2.2)
518 (2.5)
528 (4.5)
518 (2.7)458 (3.2)
431 (5.1)
519 (4.7)503 (2.8)526 (3.5)
519 (3.5)
518 (2.9)457 (2.5)487 (3.3)
282 (14.7)
394 (5.7)
439 (4.3)
431 (6.7)
483 (4.6)
318 (5.4)
371 (6.4)
510 (3.1)
527 (5.1)
428 (3.6)
245 (7.6)
413 (4.6)

4 (1.2)12 (0.0)0 (0.0)1 (0.8)2 (0.8)33 (3.3)
8 (2.1)18 (1.8)
0 (0.0)1 (0.8)2 (1.4)1 (0.8)1 (0.8)6 (2.6)2 (0.7)1 (0.9)1 (0.8)1 (0.6)3 (1.1)0 (0.0)3 (1.3)1 (0.8)6 (2.1)4 (1.2)3 (1.3)33 (2.0)
3 (1.8)3 (1.0)1 (0.8)27 (4.1)
0 (0.0)3 (0.1)3 (1.2)0 (0.0)0 (0.3)8 (2.6)
1 (0.6)5 (1.9)23 (2.9)
7 (1.8)1 (0.7)1 (0.7)0 (0.0)2 (1.5)7 (0.2)1 (0.8)12 (6.1)
21 (2.7)
14 (2.4)
21 (3.7)
23 (3.0)
8 (2.2)4 (1.8)2 (1.3)33 (3.5)
11 (2.2)
5 (1.5)28 (4.2)

599 (12.5)
582 (8.8)
~ ~
~ ~
~ ~
423 (6.4)
485 (18.0)
464 (4.0)
~ ~
~ ~
~ ~
~ ~
~ ~
526 (15.1)
~ ~
~ ~
~ ~
~ ~
522 (8.4)~ ~555 (10.2)~ ~462 (12.2)
575 (11.9)
485 (21.8)
478 (7.2)
512 (40.0)
572 (6.4)~ ~401 (15.1)~ ~501 (5.9)507 (15.5)~ ~~ ~541 (24.6)~ ~452 (13.3)
432 (12.2)
514 (11.2)
~ ~
~ ~
~ ~
~ ~
437 (5.1)~ ~354 (30.1)
422 (8.7)425 (9.3)
409 (13.5)
490 (5.8)323 (25.8)
492 (45.1)~ ~519 (9.0)420 (10.3)
291 (22.0)
413 (5.6)

24 (0.4)508 (1.4)

69 (0.5)488 (0.6)

7 (0.3)472 (3.0)

63 (4.3)
54 (0.3)
51 (3.8)
36 (1.5)
29 (3.9)29 (3.7)592 (3.1)
552 (2.7)
526 (2.2)454 (3.4)
533 (6.6)
526 (3.4)

35 (4.3)30 (0.3)
49 (3.8)
48 (1.7)
70 (3.9)68 (4.0)600 (3.2)
526 (2.7)
519 (3.5)384 (4.7)
520 (3.3)
521 (3.3)

2 (1.1)
16 (0.2)
0 (0.4)16 (1.3)
1 (1.0)4 (1.8)~ ~566 (4.7)~ ~405 (12.9)~ ~525 (12.1)

r

r

s

s
r

International Average

Average
Scale Score
12.6 (0.24)
11.6 (0.00)
11.4 (0.16)
11.3 (0.16)
11.2 (0.14)
9.6 (0.36)
11.3 (0.26)
10.2 (0.19)
10.9 (0.13)
10.9 (0.18)
10.9 (0.16)
10.9 (0.17)
10.8 (0.16)
10.7 (0.25)
10.8 (0.09)
10.8 (0.14)
10.7 (0.10)
10.7 (0.16)
10.7 (0.16)
10.7 (0.13)
10.6 (0.17)
10.9 (0.13)
10.3 (0.18)
10.3 (0.15)
10.5 (0.16)
9.0 (0.19)
10.1 (0.17)
10.5 (0.13)
10.4 (0.17)
8.6 (0.26)
10.5 (0.14)
10.3 (0.02)
9.9 (0.12)
10.2 (0.14)
10.2 (0.10)
9.7 (0.20)
10.2 (0.09)
9.6 (0.14)
8.9 (0.16)
9.5 (0.13)
9.9 (0.13)
10.0 (0.11)
10.1 (0.16)
9.5 (0.13)
9.4 (0.01)
9.7 (0.12)
9.2 (0.21)
8.6 (0.15)
8.7 (0.15)
8.7 (0.17)
8.6 (0.16)
9.2 (0.11)
9.6 (0.11)
9.8 (0.11)
8.0 (0.18)
8.6 (0.09)
8.8 (0.09)
7.6 (0.20)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Madrid, Spain
Abu Dhabi, UAE
Ontario, Canada
Quebec, Canadarr

12.5 (0.26)
10.9 (0.02)
11.6 (0.16)
10.3 (0.10)
10.7 (0.17)
10.6 (0.16)

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

334

Exhibit 6.18: Instruction Affected by Science Resource Shortages – Principals’ Reports
Students’ Results based on Principals’ Reports
Not Affected
Country

Singapore
Australia
FranceNorway (9)New Zealand
Korea, Rep. of
United States
Hong Kong SAR
Qatar
CyprusSwedenUnited Arab Emirates
Kazakhstan
FinlandEnglandChinese Taipei
Japan
Ireland
Georgia
Chile
Hungary
Russian Federation
Lebanon
Egypt
BahrainOman
KuwaitPortugal
Lithuania
IsraelItaly
Saudi Arabia
JordanRomania
TurkeySouth Africa (9)Iran, Islamic Rep. of
MoroccoMalaysia

Somewhat Affected

Affected A Lot

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

75 (0.0)
63 (3.4)
56 (4.5)
55 (5.1)
55 (4.9)55 (3.9)48 (3.0)47 (4.6)
46 (3.5)44 (0.5)
44 (3.7)
41 (1.8)40 (4.1)
37 (4.1)
37 (4.9)36 (3.4)
36 (3.4)
34 (3.2)
34 (3.3)
33 (3.1)
25 (3.9)25 (3.5)
21 (2.9)21 (3.4)
20 (0.2)
19 (2.9)
17 (3.6)
15 (2.7)
15 (3.1)
14 (3.2)
13 (2.7)
12 (2.4)
9 (2.5)9 (2.2)8 (2.4)7 (1.1)5 (1.4)4 (1.4)2 (0.7)607 (4.5)
542 (4.6)
501 (4.4)
499 (4.9)516 (5.6)
564 (3.2)
540 (4.5)
517 (7.3)
499 (7.4)
489 (3.5)
528 (5.5)502 (3.2)
485 (6.2)
543 (5.8)533 (11.7)
578 (4.0)
578 (4.6)
537 (5.2)
453 (7.5)
491 (5.9)
527 (7.1)
551 (7.4)
439 (10.5)
410 (10.0)506 (3.0)475 (8.7)456 (12.1)
536 (8.0)
532 (8.0)535 (13.5)500 (9.3)
439 (9.7)
447 (25.1)
507 (13.7)
550 (18.4)
488 (22.0)
528 (18.3)
457 (16.0)~ ~18 (0.0)35 (3.4)
43 (4.4)
45 (5.1)
41 (5.0)41 (4.2)
50 (3.0)47 (4.0)25 (3.3)
51 (0.5)
55 (3.8)45 (1.8)
52 (4.2)
62 (4.1)
62 (4.7)
64 (3.5)
64 (3.5)
65 (3.3)
65 (3.4)
63 (3.4)
73 (3.9)74 (3.6)
64 (3.7)
72 (3.6)
52 (0.2)
65 (3.9)
58 (4.2)
82 (3.0)82 (3.6)
82 (3.6)
87 (2.7)
64 (3.7)
77 (3.2)
85 (2.9)68 (3.6)
86 (2.1)
83 (2.8)
93 (1.5)
77 (3.3)

607 (8.6)510 (4.6)478 (4.6)495 (4.9)
492 (5.8)557 (3.4)
514 (7.7)
487 (9.1)
462 (6.8)
478 (2.9)517 (4.6)
449 (3.3)
476 (5.1)
542 (3.8)516 (6.8)
573 (2.6)565 (2.1)
518 (3.7)
444 (4.9)
449 (4.3)
531 (4.3)
542 (4.0)357 (6.3)
383 (6.9)
468 (2.1)
452 (4.1)
432 (6.6)515 (3.2)
532 (3.6)509 (4.7)502 (2.6)424 (3.9)
449 (4.6)
468 (4.4)
519 (4.7)
362 (3.4)445 (3.5)
390 (2.8)454 (3.9)

7 (0.0)2 (1.2)1 (0.8)0 (0.0)5 (4.0)4 (1.8)1 (0.7)7 (2.7)28 (3.7)
5 (0.2)1 (0.8)14 (0.7)
9 (1.8)1 (0.9)1 (1.4)0 (0.4)1 (0.7)1 (0.6)
1 (1.0)4 (1.7)2 (1.1)2 (0.9)15 (2.7)
7 (2.3)27 (0.2)
17 (2.9)25 (3.6)
2 (1.3)3 (1.8)4 (1.7)0 (0.0)24 (3.2)
15 (2.4)
6 (1.9)23 (3.2)
7 (1.8)11 (2.4)
3 (1.1)20 (3.3)

612 (20.3)
~ ~
~ ~
~ ~
464 (66.9)
557 (7.4)~ ~
530 (34.8)445 (9.2)
497 (7.6)~ ~448 (6.2)
458 (18.5)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
453 (15.6)~ ~~ ~370 (16.0)
405 (12.5)
505 (4.3)
459 (6.2)
459 (9.4)~ ~545 (17.8)
539 (23.5)~ ~448 (6.0)
471 (15.4)
456 (14.0)
493 (9.7)
358 (10.7)
447 (14.5)
438 (21.3)
479 (8.7)30 (0.5)510 (1.7)

62 (0.6)484 (0.8)

8 (0.3)472 (4.1)

71 (4.3)
65 (4.1)
56 (0.6)
38 (1.9)31 (5.6)
14 (2.4)
11 (2.5)

538 (3.6)
566 (4.0)
567 (3.4)
450 (5.9)533 (7.2)
575 (11.4)
528 (11.1)

28 (4.3)
34 (4.1)
35 (0.6)40 (2.0)68 (5.6)
84 (2.7)
85 (2.7)545 (7.9)
568 (4.4)
520 (3.4)
388 (8.1)
514 (4.0)
418 (5.7)
406 (4.5)

2 (1.2)1 (0.5)9 (0.3)22 (1.3)
1 (1.1)3 (1.4)4 (1.4)~ ~~ ~531 (6.8)
413 (10.5)~ ~435 (37.4)
458 (32.0)

r
r

r

s

International Average

Average
Scale Score
12.3 (0.00)
11.7 (0.13)
11.5 (0.15)
11.4 (0.11)
11.3 (0.33)
11.5 (0.17)
11.2 (0.12)
10.7 (0.27)
9.9 (0.27)
10.9 (0.02)
11.0 (0.09)
10.4 (0.07)
10.9 (0.17)
10.9 (0.12)
10.8 (0.19)
10.9 (0.11)
10.8 (0.09)
10.8 (0.12)
10.7 (0.12)
10.4 (0.14)
10.3 (0.12)
10.1 (0.11)
9.5 (0.16)
9.9 (0.16)
9.2 (0.01)
9.5 (0.14)
9.0 (0.18)
10.1 (0.11)
10.1 (0.10)
10.0 (0.12)
10.0 (0.09)
8.8 (0.14)
8.9 (0.12)
9.5 (0.12)
8.5 (0.14)
9.3 (0.08)
9.0 (0.11)
9.6 (0.08)
8.3 (0.10)

Benchmarking Participants
Quebec, Canada
Moscow City, Russian Fed.
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)rrr

11.9 (0.16)
11.9 (0.17)
11.3 (0.02)
10.1 (0.10)
10.7 (0.18)
9.8 (0.11)
9.5 (0.12)

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

335

Principals’ Education and Years of Experience
Principals’ Formal Education
The main education paths for becoming a school principal can vary across countries (as described in
the TIMSS 2019 Encyclopedia). Some countries focus on formal education or completion of specialized
training and certification, while others focus on years of teaching experience and gradual promotion
into school leadership roles.
As shown in Exhibit 6.19, on average, more than half of fourth grade students (54%) had a school
principal with a postgraduate university degree, 42 percent had a principal with a bachelor’s degree,
and 5 percent had a principal who had not completed a bachelor’s degree. On average, 68 percent
of fourth grade students had a principal with an educational leadership certificate or license, and 36
percent with a postgraduate leadership degree.
At the eighth grade (see Exhibit 6.20), the situation with regard to school principals’ formal
education was rather similar, with 55 percent of students having a school principal with a postgraduate
university degree, 43 percent having a principal with a bachelor’s degree, and 2 percent with a principal
who had not completed a bachelor’s degree. On average, 71 percent of eighth grade students had aprincipal with an educational leadership certificate or license, and 39 percent had a principal with apostgraduate leadership degree.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

336

Exhibit 6.19: Principals’ Formal Education*
Students’ Results based on Principals’ Reports
Percent of Students by Principals’ Education Level
Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Percent of Students by Principals’ Educational
Leadership Qualification or Credential***Completed
Postgraduate
University Degree**Completed Bachelor’s
Degree or Equivalent
but Not a
Postgraduate Degree

Did Not Complete
Bachelor’s Degree

57 (4.2)
77 (3.9)40 (3.0)
18 (2.7)
34 (3.0)39 (2.0)
6 (2.2)17 (3.2)
93 (2.6)
64 (2.1)
67 (3.5)
91 (2.5)
96 (1.8)
72 (4.6)
99 (0.6)
22 (3.8)
22 (4.2)
98 (1.2)
32 (3.9)
94 (2.0)
91 (2.1)
66 (4.7)
42 (4.7)
28 (3.4)
53 (4.2)
87 (3.2)
13 (2.9)
15 (3.1)
91 (2.4)
42 (4.1)
22 (2.5)
91 (2.4)
82 (2.7)77 (0.4)
24 (0.5)5 (1.4)19 (4.9)47 (4.1)
24 (3.4)
75 (4.7)
34 (4.3)
27 (2.9)
66 (7.3)
79 (3.2)
99 (0.8)
36 (3.9)51 (2.5)
82 (2.6)
13 (2.5)
35 (4.0)63 (0.0)100 (0.0)
11 (2.3)
56 (3.5)
41 (4.2)
20 (3.2)
63 (0.7)
98 (0.9)37 (3.9)22 (3.8)
59 (2.9)45 (3.8)
57 (3.1)
61 (2.1)
94 (2.2)
77 (3.3)
5 (1.7)36 (2.1)
32 (3.5)
9 (2.5)2 (1.2)26 (4.4)
1 (0.6)73 (4.1)
78 (4.2)
2 (1.2)49 (4.8)
6 (2.0)3 (1.5)33 (4.7)
58 (4.7)
68 (3.6)
45 (4.2)
12 (3.2)
87 (2.9)84 (3.2)
9 (2.4)42 (4.3)
69 (3.3)
9 (2.4)18 (2.7)
23 (0.4)
74 (0.5)
70 (3.1)
69 (5.4)
36 (4.0)76 (3.4)
25 (4.7)
64 (4.4)
58 (3.4)
17 (6.8)
20 (3.2)
0 (0.0)62 (3.9)49 (2.6)
18 (2.6)
77 (3.2)
65 (4.0)36 (0.0)0 (0.0)65 (3.3)
43 (3.6)
55 (4.3)
78 (3.3)
36 (0.7)
2 (0.9)6 (2.1)1 (0.7)1 (0.8)37 (3.5)
9 (2.1)1 (0.5)0 (0.0)6 (1.6)2 (2.0)0 (0.0)0 (0.3)0 (0.0)2 (1.3)2 (1.2)0 (0.0)4 (1.9)0 (0.0)0 (0.0)20 (3.6)
0 (0.0)6 (1.6)
1 (0.6)0 (0.0)4 (1.7)2 (1.3)1 (0.8)0 (0.0)1 (1.1)1 (0.6)16 (3.0)
9 (2.4)0 (0.1)0 (0.0)0 (0.0)2 (0.1)25 (2.9)
12 (4.3)
17 (2.9)
0 (0.3)0 (0.0)2 (1.1)14 (2.5)
17 (3.4)
1 (0.7)1 (0.8)1 (0.9)1 (0.5)0 (0.2)11 (2.2)
0 (0.0)1 (0.0)0 (0.0)24 (2.8)
1 (0.7)4 (1.8)2 (1.1)1 (0.3)0 (0.0)54 (0.4)

42 (0.4)

5 (0.2)68 (0.5)

36 (0.5)

58 (4.2)
63 (4.2)
95 (1.9)60 (3.9)65 (1.1)
65 (0.3)

42 (4.2)
37 (4.2)
5 (1.9)40 (3.9)35 (1.1)
35 (0.3)

0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)69 (5.4)
44 (4.4)
97 (1.4)
81 (2.8)
77 (1.2)
73 (0.3)

38 (5.1)
39 (4.0)39 (4.4)
21 (3.4)
59 (1.3)
55 (0.3)

r

r
s

s

r
r

r

International Average

r
s

r

s

r
r

r

Certificate or
LicensePostgraduate
Degree51 (4.5)
92 (2.2)- 91 (2.3)
68 (3.7)
89 (1.7)
88 (3.6)
44 (4.0)59 (3.7)
60 (2.9)73 (3.7)
60 (3.8)
10 (2.8)42 (5.1)
90 (2.8)
93 (2.3)
61 (5.5)
89 (2.2)
23 (3.9)
92 (2.9)49 (3.8)
82 (4.4)
97 (1.5)
55 (3.5)
31 (4.1)- 24 (3.5)
83 (3.0)
79 (3.4)
93 (3.2)
64 (4.7)
54 (3.8)
67 (3.7)
67 (0.4)
79 (0.6)
76 (3.7)
85 (4.1)- 90 (2.8)
75 (4.4)
77 (4.3)
67 (3.4)
53 (7.4)
78 (3.2)
46 (4.6)- 77 (2.8)
93 (2.1)
20 (3.5)
26 (3.7)
97 (0.0)
94 (1.8)
65 (3.3)
74 (3.0)73 (4.2)
67 (3.9)76 (1.2)
91 (1.6)

48 (3.9)29 (4.1)
31 (2.7)
17 (2.5)
21 (3.3)
25 (2.0)
6 (2.7)7 (1.9)28 (3.9)45 (2.6)
57 (3.8)
77 (3.7)
41 (4.5)
42 (4.9)21 (3.6)
18 (3.3)
17 (3.5)
35 (3.8)
3 (1.4)77 (4.1)
25 (3.2)
57 (4.4)- 21 (3.0)
25 (3.7)
36 (4.1)
19 (3.5)
10 (2.4)
88 (2.8)
48 (4.5)
24 (2.6)
38 (3.9)63 (4.1)
49 (0.4)
15 (0.3)
1 (0.7)- - 18 (3.2)
59 (4.8)
28 (3.8)
22 (3.1)
53 (6.7)
80 (3.1)
63 (4.4)
35 (4.1)
47 (2.8)
16 (2.3)
9 (2.4)20 (3.5)44 (0.0)56 (4.2)
10 (2.2)
18 (2.6)
49 (4.6)
17 (3.1)
54 (1.1)
92 (1.6)

r

r
s

r

r
r

r

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

r
r

r
r

r
r

* Based on countries’ categorizations according to UNESCO’s International Standard Classification of Education (Operational Manual for ISCED-2011).
** For example, doctorate, master’s, or other postgraduate degree.
*** Principals could indicate holding more than one qualification or credential.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

337

Exhibit 6.20: Principals’ Formal Education*
Students’ Results based on Principals’ Reports
Percent of Students by Principals’ Education Level
Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Completed
Postgraduate
University Degree**Completed Bachelor’s
Degree or Equivalent
but Not a
Postgraduate Degree

Did Not Complete
Bachelor’s Degree

58 (2.9)39 (0.3)
72 (3.6)
90 (2.2)
78 (0.4)
3 (1.3)51 (5.1)
99 (0.6)
72 (4.2)
96 (1.8)
93 (2.2)
50 (4.0)35 (3.1)
77 (3.5)
98 (1.1)
93 (2.3)
8 (2.2)53 (4.4)
16 (3.3)
86 (2.9)
19 (3.7)
56 (4.1)
80 (3.2)
37 (3.6)
7 (1.9)79 (4.0)42 (4.7)
29 (3.1)
42 (3.9)45 (2.3)
59 (3.8)
83 (2.8)8 (2.1)67 (0.0)
13 (1.6)
42 (4.2)
22 (3.2)
61 (1.0)98 (1.3)

42 (2.9)60 (0.2)
27 (3.6)
10 (2.2)
22 (0.4)
90 (2.4)
49 (5.1)
1 (0.6)27 (4.3)
4 (1.8)7 (2.2)49 (4.1)
64 (3.3)
23 (3.5)
2 (1.1)7 (2.2)92 (2.2)
45 (4.4)
83 (3.4)
14 (2.9)70 (4.4)
35 (3.9)
19 (3.1)
62 (3.6)
75 (3.0)
20 (4.0)
57 (4.8)
62 (3.4)
57 (3.9)54 (2.6)
41 (3.8)
17 (2.8)
88 (2.7)
33 (0.0)80 (2.3)
56 (4.3)
76 (3.4)
39 (1.0)
2 (1.3)0 (0.0)1 (0.0)0 (0.4)0 (0.0)0 (0.0)7 (2.0)0 (0.0)0 (0.0)1 (0.9)0 (0.0)0 (0.0)1 (0.8)2 (0.8)0 (0.0)0 (0.0)1 (0.7)0 (0.0)2 (0.9)2 (1.1)0 (0.0)11 (2.5)
9 (2.0)1 (0.9)0 (0.3)18 (3.1)
1 (1.0)1 (1.2)9 (2.2)1 (0.9)1 (1.1)0 (0.0)0 (0.0)5 (1.6)0 (0.0)7 (1.6)2 (1.2)2 (1.3)1 (0.2)0 (0.0)55 (0.5)43 (0.5)

2 (0.2)52 (6.1)
55 (5.0)95 (1.7)
18 (3.1)
15 (3.2)
63 (1.4)
73 (0.4)

48 (6.1)
45 (5.0)5 (1.7)74 (3.4)
81 (3.5)
36 (1.2)
27 (0.4)

0 (0.0)0 (0.2)0 (0.0)8 (2.0)4 (1.8)1 (0.6)0 (0.0)rsrrInternational Average

Percent of Students by Principals’ Educational
Leadership Qualification or Credential***

r
s
r
r

r

Certificate or
LicensePostgraduate
Degree- 89 (0.2)
76 (3.5)
60 (3.4)
32 (0.5)
86 (2.6)
65 (4.7)
97 (1.2)
27 (3.9)
91 (3.0)85 (3.4)
98 (1.2)
45 (3.3)
60 (4.1)
88 (2.7)- 25 (3.6)
89 (2.1)
80 (3.3)
80 (2.9)63 (3.7)
62 (3.2)
69 (4.3)
67 (3.8)70 (2.9)- 69 (4.8)
64 (3.4)- 85 (2.1)
81 (2.9)93 (2.0)
19 (2.9)95 (0.0)
57 (3.2)
79 (3.4)
67 (4.1)
75 (1.2)
95 (1.4)

50 (3.0)
21 (0.2)
64 (4.1)
64 (3.3)
40 (0.5)
4 (1.7)43 (4.9)48 (3.9)30 (4.3)
75 (4.1)
66 (4.3)- 24 (3.3)
58 (4.1)
83 (2.9)33 (3.5)
12 (2.7)
37 (4.0)
10 (2.7)
83 (3.1)
14 (2.8)
34 (3.8)
48 (4.3)
43 (3.9)5 (1.5)- 34 (4.5)
23 (3.0)34 (3.5)42 (2.2)
39 (3.6)
14 (2.1)
4 (1.5)44 (0.0)
13 (1.7)
46 (4.4)
18 (2.9)50 (1.4)
95 (1.6)

r
s
r
r

r

r

71 (0.5)

39 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

r

r
r

r

r
r

83 (3.5)
56 (5.4)
97 (1.5)
53 (3.7)
58 (4.0)74 (1.6)
68 (0.4)rrr

42 (6.2)
29 (4.8)
38 (4.4)
20 (3.3)
12 (2.9)55 (1.5)
54 (0.5)* Based on countries’ categorizations according to UNESCO’s International Standard Classification of Education (Operational Manual for ISCED-2011).
** For example, doctorate, master’s, or other postgraduate degree.
*** Principals could indicate holding more than one qualification or credential.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

338

Principals’ Years of Experience
Exhibit 6.21 presents fourth grade students’ school principals’ reports about their years of experience.
On average, fourth grade students’ principals had 10 years of experience as a principal. Thirteen
percent of the students had very experienced principals with 20 years or more of experience, 29
percent had principals with at least 10 years of experience, 27 percent had principals with at least 5
years of experience, and 31 percent had principals with less than 5 years of experience.
Exhibit 6.22 shows eighth grade students’ school principals’ reports about their years ofexperience. On average, principals of schools with eighth grade students had 9 years of experience
as a principal. Eleven percent of the students had principals with 20 years or more of experience, 28
percent had principals with at least 10 years of experience, 28 percent had principals with at least 5
years of experience, and 34 percent had principals with less than 5 years of experience.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

339

Exhibit 6.21: Principals’ Years of Experience
Students’ Results based on Principals’ Reports
Percent of Students by Principals’ Years of Experience as a PrincipalCountry

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

r

r
s

s

r
r
r

r

International Average

20 Yearsor MoreAt Least 10
but Less than
20 Years

At Least 5
but Less than
10 Years

Less than
5 Years

Average Yearsof Experience
as a Principal

10 (2.7)
25 (4.0)
11 (2.2)
5 (1.5)23 (3.2)
7 (1.3)
12 (2.9)
1 (1.0)30 (3.7)
6 (2.2)15 (3.0)
7 (2.1)8 (2.6)5 (1.9)21 (3.4)
13 (3.4)
10 (3.1)
24 (3.6)
25 (4.1)
15 (3.2)
9 (2.0)15 (2.9)
11 (2.5)
16 (2.2)
20 (3.6)
14 (3.1)
0 (0.0)8 (2.3)31 (3.9)
3 (2.1)9 (1.9)37 (3.5)
33 (3.8)
7 (0.2)6 (0.5)8 (2.1)18 (4.2)
23 (3.0)
2 (1.3)14 (3.3)
8 (2.4)20 (2.7)
11 (4.1)
7 (2.3)18 (3.0)
17 (3.0)
12 (2.6)
26 (3.4)
6 (1.6)
1 (0.7)4 (0.0)12 (2.5)
14 (2.3)
5 (1.6)5 (2.4)7 (2.1)15 (1.1)
5 (1.4)19 (3.2)
24 (4.1)
32 (3.0)39 (3.3)
26 (3.2)
23 (2.1)
34 (4.7)
12 (2.5)
31 (3.7)
31 (2.2)
25 (3.7)
47 (4.3)
28 (4.0)
12 (3.1)
33 (3.8)
23 (3.8)
36 (5.6)
35 (3.2)
31 (3.6)
35 (4.1)
34 (3.7)
33 (4.6)
33 (4.1)
37 (3.8)
24 (3.9)31 (3.8)8 (2.3)39 (4.2)
0 (0.5)30 (3.8)
20 (3.6)
31 (3.5)
31 (3.6)35 (0.4)
24 (0.4)
44 (4.0)34 (5.8)
38 (4.2)
7 (2.3)31 (4.0)
26 (4.2)
28 (3.4)
12 (2.8)
35 (3.7)
37 (4.4)
41 (3.9)28 (4.3)
32 (4.1)
34 (2.8)
31 (3.9)43 (0.0)36 (4.2)
23 (3.4)
23 (2.7)
31 (4.9)15 (2.3)
31 (1.6)
28 (2.9)43 (4.3)
27 (3.5)
21 (3.9)36 (3.7)
20 (3.3)
30 (2.6)
26 (4.0)29 (4.2)
17 (3.3)
30 (2.7)
21 (3.3)
32 (4.0)25 (3.7)
73 (3.9)26 (3.9)27 (4.5)
32 (5.3)
20 (3.2)
23 (3.4)
33 (4.1)
25 (3.1)
22 (3.3)
25 (3.7)
27 (3.6)
24 (3.8)42 (3.8)
33 (4.0)30 (3.7)
21 (3.4)
33 (4.3)
27 (3.8)
10 (2.4)
13 (2.9)30 (0.4)
26 (0.5)
18 (2.8)
19 (5.5)
18 (3.1)
20 (3.6)
29 (5.0)28 (4.7)
18 (2.7)
37 (5.9)30 (3.9)20 (3.5)
19 (3.2)
30 (3.4)
25 (3.4)
26 (2.8)
32 (4.3)
36 (0.0)25 (3.9)31 (3.6)
34 (3.5)
25 (4.2)
28 (3.5)
24 (1.6)
32 (2.9)28 (4.1)
24 (3.7)
36 (3.9)20 (2.9)31 (3.7)
40 (2.7)
28 (4.5)
57 (4.2)
22 (3.4)
33 (2.2)
39 (4.4)
14 (2.9)38 (4.1)
10 (2.6)
21 (3.8)
38 (4.6)
22 (5.1)
21 (3.1)
22 (3.5)
17 (3.4)
32 (3.8)
31 (4.3)
32 (4.5)
20 (3.1)
32 (4.2)
14 (3.3)
59 (3.9)24 (3.6)
47 (4.3)
34 (4.6)
43 (4.3)
22 (3.4)
24 (3.5)
29 (0.4)
44 (0.4)
29 (3.4)
28 (6.0)
21 (3.5)
71 (4.0)27 (4.4)
38 (4.8)
35 (3.1)
39 (6.6)
27 (3.8)
25 (4.2)
22 (3.0)29 (3.8)
17 (3.2)
34 (3.5)
36 (4.5)
18 (0.0)27 (4.1)
32 (3.4)
39 (3.6)
38 (4.6)
49 (4.1)
30 (2.0)35 (3.2)

8 (0.6)
12 (0.8)
9 (0.5)10 (0.4)
13 (0.8)8 (0.4)10 (0.7)
5 (0.3)14 (0.8)8 (0.5)10 (0.8)
11 (0.5)
8 (0.6)9 (0.6)
12 (0.7)
9 (0.7)10 (0.7)
13 (0.7)
12 (0.8)
11 (0.7)
9 (0.6)
11 (0.7)
9 (0.6)
11 (0.5)
11 (0.8)
10 (0.6)
4 (0.2)10 (0.6)
14 (1.3)
8 (0.6)8 (0.5)15 (0.7)
14 (0.7)
9 (0.1)7 (0.1)10 (0.5)
11 (1.0)
13 (0.7)
4 (0.4)10 (0.8)8 (0.5)
11 (0.7)
8 (1.1)9 (0.5)12 (0.8)
12 (0.6)
10 (0.6)
13 (0.8)
9 (0.5)8 (0.4)10 (0.0)
10 (0.6)
9 (0.6)7 (0.4)8 (0.6)7 (0.5)10 (0.3)
8 (0.4)13 (0.4)

29 (0.5)27 (0.5)31 (0.5)

10 (0.1)

8 (4.2)4 (1.9)15 (3.1)
5 (1.9)14 (1.7)
6 (0.2)27 (3.8)
36 (4.4)
29 (4.1)
31 (3.8)
33 (1.5)
29 (0.3)

30 (4.9)32 (4.3)
21 (3.1)
31 (4.3)
20 (1.2)
33 (0.4)

36 (3.9)27 (4.3)
35 (4.1)
33 (4.4)
33 (1.6)
31 (0.2)

8 (0.9)9 (0.5)
11 (0.8)8 (0.5)10 (0.3)
8 (0.0)Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL COMPOSITION AND RESOURCES
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

340

Exhibit 6.22: Principals’ Years of Experience
Students’ Results based on Principals’ Reports
Percent of Students by Principals’ Years of Experience as a PrincipalCountry

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r
s
r

r

r

International Average

20 Yearsor MoreAt Least 10
but Less than
20 Years

At Least 5
but Less than
10 Years

Less than
5 Years

Average Yearsof Experience
as a Principal

8 (1.9)6 (0.2)13 (2.9)5 (1.6)
11 (0.4)
3 (0.8)4 (2.0)21 (3.5)
6 (2.2)18 (3.7)
6 (1.6)13 (2.9)
19 (3.0)
4 (1.5)8 (2.2)11 (2.8)
0 (0.0)6 (1.7)7 (2.1)23 (3.3)
11 (2.9)
19 (3.6)
32 (4.4)
5 (1.6)4 (1.2)7 (2.6)5 (2.3)27 (2.9)
16 (3.2)
13 (2.0)
14 (2.9)19 (2.6)
11 (2.7)
5 (0.0)14 (2.2)
5 (1.7)7 (2.1)19 (1.5)
4 (1.4)35 (4.5)
13 (0.2)
21 (3.5)
36 (3.0)9 (0.3)15 (3.1)
29 (4.9)35 (3.9)23 (3.9)38 (4.0)28 (4.4)
39 (4.2)
28 (3.1)
37 (3.9)33 (3.8)
33 (3.9)
7 (2.1)39 (4.2)
40 (4.2)
1 (0.8)19 (3.1)
32 (3.8)
34 (4.2)
15 (2.9)32 (3.1)
32 (4.8)
19 (3.6)
25 (3.5)
38 (3.9)35 (4.0)27 (3.4)
31 (3.5)
21 (3.0)39 (0.0)27 (2.8)
38 (3.8)
15 (2.3)
33 (1.1)
27 (2.7)

30 (4.1)
41 (0.2)
25 (3.5)
35 (3.5)37 (0.5)
26 (3.5)
41 (5.6)
23 (3.6)
34 (4.6)
29 (4.3)
32 (4.3)
22 (3.8)
26 (3.0)31 (4.1)
25 (3.8)
41 (3.7)
39 (4.2)
31 (4.0)26 (3.5)
17 (3.1)
22 (3.2)
24 (3.2)
9 (2.5)21 (3.9)33 (3.3)
23 (4.0)35 (4.9)18 (2.7)
19 (3.5)
25 (2.7)
32 (3.3)
27 (3.0)26 (3.5)31 (0.0)
22 (3.0)26 (3.9)29 (3.3)
17 (1.6)
29 (3.4)

27 (3.2)
39 (0.2)
40 (4.4)
23 (2.9)43 (0.5)
56 (3.9)26 (4.8)
21 (3.3)
37 (4.0)
15 (3.3)
35 (4.3)
26 (4.0)27 (3.4)
29 (3.5)
34 (4.0)
15 (3.0)
54 (4.4)
24 (3.2)
27 (3.7)
59 (3.8)
48 (3.1)
24 (3.6)
24 (3.9)60 (4.4)
32 (3.4)
38 (5.0)40 (5.0)30 (3.2)
27 (4.2)
27 (2.9)26 (3.9)22 (2.5)
43 (3.3)
24 (0.0)36 (3.1)
31 (3.5)
48 (3.6)
31 (1.7)
39 (3.4)

9 (0.5)7 (0.0)9 (0.9)9 (0.5)8 (0.1)6 (0.4)8 (0.6)
12 (0.8)
7 (0.5)12 (0.8)8 (0.5)10 (0.6)
11 (0.6)
8 (0.5)9 (0.7)10 (0.6)
5 (0.2)9 (0.5)9 (0.6)
11 (1.1)
8 (0.7)12 (0.8)
15 (0.9)
6 (0.5)8 (0.4)8 (0.6)7 (0.5)12 (0.6)
11 (0.8)
10 (0.5)
10 (0.7)
12 (0.6)
8 (0.6)9 (0.0)9 (0.5)8 (0.4)7 (0.5)
11 (0.4)
7 (0.4)11 (0.4)

28 (0.6)

28 (0.6)

34 (0.6)

9 (0.1)4 (1.8)4 (2.2)15 (3.0)
10 (2.9)
14 (2.5)
21 (1.7)
8 (0.2)33 (5.0)35 (5.0)28 (3.8)
26 (4.0)32 (4.2)
33 (1.6)37 (0.5)

21 (4.9)20 (3.7)
22 (3.4)
22 (3.8)
18 (3.3)
15 (1.8)25 (0.6)

42 (5.6)
41 (5.6)
36 (4.2)
42 (4.0)36 (4.5)
31 (2.2)30 (0.4)

8 (0.6)8 (0.7)
11 (0.7)
8 (0.7)9 (0.6)
11 (0.3)
9 (0.0)Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAErrr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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School Climate
School Emphasis on Academic Success
The School Emphasis on Academic Success scale was administered to school principals of fourthand eighth grade students to collect information about the school’s expectations toward academic
achievement. As described in Exhibit 7.1, students were categorized on the scale according to theirprincipals’ responses to 11 items in the TIMSS 2019 School Questionnaire (see About the Scale).
Consistent with previous TIMSS results, principals overall had positive attitudes about the degree ofemphasis on academics in their schools, so the three regions were described as “very high,” “high,”and “medium.”
Exhibits 7.2 and 7.3 present the results for fourth grade students. The two exhibits include thesame results for the School Emphasis on Academic Success scale, but Exhibit 7.2 presents results inrelation to mathematics achievement and Exhibit 7.3 in relation to science achievement. Countries
are ordered according to the percentage of students in the “very high emphasis” category. Acrosscountries, on average, 7 percent of fourth grade students attended schools where the principal reported
a “very high emphasis” on academic success, 55 percent attended schools with a “high emphasis,” and37 percent attended schools with a “medium emphasis.” Attending schools with a higher emphasison academic success was related to higher average mathematics achievement. Students in the “veryhigh emphasis” category had the highest average mathematics achievement (515), followed by the“high emphasis” category (508), and then students in the “medium emphasis” category (486). The
results were similar in relation to science, with average science achievement for students in the three
categories at 508, 499, and 474 points, respectively.
Exhibits 7.4 and 7.5 present the School Emphasis on Academic Success results for eighth gradestudents in relation to their mathematics achievement and science achievement, respectively. On
average, the principals of eighth grade students reported a similar degree of emphasis on academic
success compared with fourth grade—8 percent of eighth grade students attended schools with a“very high emphasis” on academic success, 49 percent attended schools with a “high emphasis,” and43 percent attended schools with a “medium emphasis.” At the eighth grade, there was a greaterachievement gap between the “very high emphasis” and “medium emphasis” categories than at the
fourth grade (69 points vs. 29 points in mathematics, and 68 points vs. 34 points in science).

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Exhibit 7.1: School Emphasis on Academic Success – Principals’ Reports
Students’ Results based on Principals’ Reports

About the Scale
Students were scored according to their principals’ responses characterizing eleven aspects on the School Emphasis on Academic Success scale. Cutscores divide the scale into three categories. Students in schools with a Very High Emphasis on academic success had a score at or above the cut score
corresponding to their principals characterizing six of the eleven aspects as “very high” and the other five as “high,” on average. Students in schools with a
Medium Emphasis on academic success had a score at or below the cut score corresponding to their principals characterizing six of the eleven aspects
as “medium” and the other five as “high,” on average. All other students attended schools with a High Emphasis on academic success.

How would you characterize each of the following within your school?
Very
high

High

Very High
EmphasisHigh
Emphasis

Medium

Low

Very
low

1) Teachers’ understanding of the school's
curricular goals - - - - - - - - - - - - - - - - - - - - - 2) Teachers’ degree of success in
implementing the school's curriculum - - - - - - 3) Teachers’ expectations for student
achievement - - - - - - - - - - - - - - - - - - - - - - - 4) Teachers’ ability to inspire students - - - - - - - 5) Parental involvement in school activities - - - - 6) Parental commitment to ensure thatstudents are ready to learn - - - - - - - - - - - - - 7) Parental expectations for student
achievement - - - - - - - - - - - - - - - - - - - - - - - 8) Parental support for student achievement - - - 9) Students’ desire to do well in school - - - - - - 10) Students’ ability to reach school's
academic goals - - - - - - - - - - - - - - - - - - - - 11) Students’ respect for classmates who
excel academically - - - - - - - - - - - - - - - - - - -Medium Emphasis

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Fourth Grade

13.0

9.2

Eighth Grade

13.1

9.6

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Lynch School of Education

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Exhibit 7.2: School Emphasis on Academic Success – Principals’ Reports
Students’ Results based on Principals’ Reports
Very High Emphasis
Country

Korea, Rep. of
Bahrain
Qatar
Saudi Arabia
United Arab Emirates
Ireland
KuwaitNorthern Ireland
Oman
Kazakhstan
EnglandUnited States
Pakistan
Philippines
New Zealand
Malta
Chinese Taipei
CanadaSingapore
Australia
Georgia
Cyprus
KosovoSwedenAlbania
Iran, Islamic Rep. of
Denmark
Hong Kong SAR
Bosnia and Herzegovina
Chile
Montenegro
Spain
Bulgaria
Austria
FranceSouth Africa (5)Finland
PolandTurkey (5)MoroccoBelgium (Flemish)
HungaryJapan
Czech Republic
Armenia
Italy
Lithuania
Germany
North Macedonia
Croatia
Russian Federation
Azerbaijan
Portugal
LatviaNetherlands
Norway (5)SerbiaSlovak RepublicHigh Emphasis

Medium Emphasis

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

33 (4.1)
28 (2.3)
25 (3.9)22 (3.0)22 (1.8)
21 (3.4)
18 (3.6)
15 (3.6)
15 (2.5)
14 (2.7)
12 (3.1)
11 (2.0)
11 (4.0)
10 (2.4)
10 (2.4)
9 (0.2)9 (2.0)9 (1.9)9 (0.0)9 (1.9)9 (2.7)8 (2.9)7 (2.5)6 (2.2)6 (2.0)5 (1.6)5 (1.6)5 (2.4)5 (1.9)5 (1.5)5 (0.2)5 (1.3)4 (1.7)4 (1.4)4 (1.7)4 (1.2)4 (1.4)3 (1.7)3 (1.3)3 (1.4)2 (1.4)2 (1.3)2 (1.2)2 (2.0)2 (1.2)2 (1.1)2 (1.0)2 (1.1)1 (0.8)1 (0.8)1 (0.5)0 (0.5)0 (0.3)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)613 (4.8)486 (5.0)457 (8.5)423 (7.9)
522 (3.9)562 (5.3)
421 (12.0)
590 (11.5)
458 (12.3)
525 (10.9)605 (19.0)
574 (6.9)
349 (24.7)
307 (16.3)
519 (11.9)
527 (3.9)
609 (7.1)
537 (7.7)
648 (12.8)
556 (8.6)
499 (15.5)
553 (8.4)473 (9.4)
543 (9.6)
528 (17.2)
481 (20.0)
528 (6.7)
628 (21.1)
447 (15.2)
481 (16.1)
464 (5.2)
519 (6.2)
557 (15.7)
546 (10.6)
519 (13.1)
464 (29.1)
545 (9.6)
536 (7.1)
574 (10.7)
417 (25.5)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

54 (4.4)
55 (3.0)
63 (4.2)
61 (3.8)
54 (2.1)
63 (3.7)
56 (3.9)68 (4.7)
69 (3.3)
71 (3.3)
68 (5.6)
51 (3.1)
52 (7.1)
66 (3.7)
67 (3.6)65 (0.4)
73 (3.3)
59 (2.6)70 (0.0)53 (3.2)
51 (4.3)
47 (4.7)
55 (4.2)
47 (4.5)
62 (4.3)
56 (3.3)
60 (4.5)
51 (4.5)
51 (4.0)39 (4.0)73 (0.6)
67 (3.5)
53 (4.3)
65 (3.5)
56 (4.0)34 (3.3)
53 (4.1)
55 (4.0)43 (3.9)34 (3.3)
52 (3.7)
32 (4.3)
40 (3.9)39 (4.3)
60 (4.3)
42 (3.5)
79 (3.0)
57 (3.8)
54 (4.4)
68 (3.5)
54 (3.3)
50 (3.6)
45 (3.7)
61 (4.0)40 (5.7)
57 (5.1)
59 (3.8)
38 (3.6)

596 (2.7)
481 (2.6)
448 (4.3)
396 (4.7)
488 (2.4)552 (3.4)383 (7.0)
569 (4.1)
429 (4.6)510 (2.9)556 (4.4)
544 (4.0)
341 (18.6)
300 (8.5)
497 (3.7)
517 (1.6)
601 (2.0)514 (1.8)
628 (4.5)
521 (4.1)
483 (5.0)
539 (3.7)
447 (4.3)
535 (3.9)
501 (4.2)
451 (5.6)
530 (3.2)
607 (4.3)
458 (3.5)456 (5.5)454 (2.4)510 (3.2)
539 (3.7)
547 (2.5)495 (3.5)395 (8.1)
538 (3.2)
527 (3.7)
549 (7.7)
409 (10.2)
537 (2.7)
541 (6.2)
600 (2.7)550 (4.1)
498 (3.2)
515 (3.9)545 (3.4)
534 (2.7)
486 (6.0)
512 (2.8)
578 (4.8)515 (4.6)
537 (3.9)552 (3.0)
546 (3.7)
549 (3.5)
518 (3.7)
528 (4.5)

13 (3.0)
17 (2.3)
13 (2.4)
17 (2.5)
25 (1.4)
16 (3.0)25 (3.6)
17 (3.5)
15 (2.5)
15 (2.4)
20 (4.9)38 (2.7)
37 (6.4)
24 (3.4)
23 (3.2)
26 (0.4)
18 (2.7)
32 (2.9)21 (0.0)38 (3.4)
40 (4.2)
45 (4.4)
38 (3.8)
47 (4.6)
32 (4.1)
38 (3.3)
35 (4.1)
44 (3.9)44 (3.5)
56 (4.1)
22 (0.5)
28 (3.2)
43 (3.9)31 (3.1)
40 (3.6)
62 (3.5)
44 (4.4)
42 (4.3)
53 (3.8)
63 (3.5)
45 (3.6)
66 (4.2)
58 (4.1)
59 (4.5)
38 (4.0)56 (3.4)
19 (2.8)42 (3.8)45 (4.4)
30 (3.5)
46 (3.3)
50 (3.5)
55 (3.7)
39 (4.0)60 (5.7)
43 (5.1)
41 (3.8)
62 (3.6)

580 (5.2)
468 (6.3)
441 (10.7)
379 (12.1)
422 (3.2)
520 (6.3)
354 (9.9)537 (6.7)
408 (9.7)
514 (9.5)
534 (7.8)
511 (4.0)
303 (10.9)
282 (11.3)
446 (5.5)483 (2.8)
588 (5.1)
501 (6.8)
607 (7.6)
496 (5.4)
476 (5.7)
520 (5.1)
436 (4.5)503 (4.3)
475 (6.4)
426 (6.4)
516 (3.8)
592 (5.5)444 (3.7)
428 (3.7)
448 (3.4)483 (6.4)
482 (8.9)
521 (3.9)
468 (5.2)
359 (3.4)
524 (3.7)509 (3.8)
498 (5.4)
368 (6.0)
526 (3.4)512 (4.0)
587 (2.2)
521 (3.8)
497 (4.3)
515 (3.3)
527 (7.9)503 (4.7)456 (9.5)505 (4.1)
555 (3.5)
516 (3.9)516 (3.3)
537 (4.6)
531 (2.9)536 (3.6)
492 (5.8)
499 (4.4)

12.0 (0.20)
11.7 (0.13)
11.8 (0.18)
11.3 (0.15)
11.2 (0.08)
11.5 (0.17)
11.0 (0.22)
11.1 (0.17)
11.1 (0.13)
11.2 (0.14)
10.9 (0.19)
10.1 (0.13)
10.2 (0.28)
10.8 (0.15)
10.9 (0.13)
10.5 (0.01)
10.8 (0.13)
10.2 (0.13)
10.6 (0.00)
10.2 (0.17)
10.0 (0.16)
10.0 (0.19)
10.1 (0.13)
9.7 (0.19)
10.2 (0.14)
10.0 (0.14)
10.1 (0.16)
9.8 (0.19)
9.8 (0.13)
8.9 (0.19)
10.3 (0.01)
10.1 (0.11)
9.7 (0.16)
10.0 (0.10)
9.9 (0.12)
8.9 (0.15)
9.9 (0.14)
9.8 (0.14)
9.2 (0.13)
8.9 (0.13)
9.5 (0.11)
8.9 (0.15)
9.2 (0.14)
9.0 (0.15)
9.8 (0.12)
9.3 (0.11)
10.4 (0.12)
9.6 (0.13)
9.3 (0.19)
10.0 (0.12)
9.5 (0.11)
9.4 (0.12)
9.3 (0.12)
9.6 (0.08)
8.9 (0.13)
9.7 (0.14)
9.6 (0.13)
8.9 (0.12)

7 (0.3)515 (2.1)

55 (0.5)508 (0.7)

37 (0.5)486 (0.8)###### ######

31 (0.3)
16 (1.5)
8 (3.5)8 (2.3)7 (2.6)4 (1.8)564 (2.6)
481 (8.1)
542 (15.2)
549 (9.2)
542 (5.6)
592 (12.2)

58 (0.3)
46 (1.8)
52 (4.8)
68 (4.6)
64 (4.2)
80 (3.9)541 (2.3)
461 (3.2)
513 (3.5)
536 (2.4)525 (2.6)
594 (2.6)

12 (0.1)
38 (0.9)40 (5.6)
24 (4.5)
29 (3.5)
16 (3.5)507 (4.1)
385 (3.7)504 (10.9)
517 (5.0)
498 (4.7)
587 (5.1)

12.2 (0.01)
10.3 (0.07)
9.8 (0.26)
10.5 (0.16)
10.4 (0.16)
10.6 (0.12)

r

s

r

s
r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Quebec, Canada
Madrid, Spain
Moscow City, Russian Fed.

rr

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

344

Exhibit 7.3: School Emphasis on Academic Success – Principals’ Reports
Students’ Results based on Principals’ Reports
Very High Emphasis
Country

Korea, Rep. of
Bahrain
Qatar
Saudi Arabia
United Arab Emirates
Ireland
KuwaitNorthern Ireland
Oman
Kazakhstan
EnglandUnited States
Pakistan
Philippines
New Zealand
Malta
Chinese Taipei
CanadaSingapore
Australia
Georgia
Cyprus
KosovoSwedenAlbania
Iran, Islamic Rep. of
Denmark
Hong Kong SAR
Bosnia and Herzegovina
Chile
Montenegro
Spain
Bulgaria
Austria
FranceSouth Africa (5)Finland
PolandTurkey (5)MoroccoBelgium (Flemish)
HungaryJapan
Czech Republic
Armenia
Italy
Lithuania
Germany
North Macedonia
Croatia
Russian Federation
Azerbaijan
Portugal
LatviaNetherlands
Norway (5)SerbiaSlovak RepublicHigh Emphasis

Medium Emphasis

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

33 (4.1)
28 (2.3)
25 (3.9)22 (3.0)22 (1.8)
21 (3.4)
18 (3.6)
15 (3.6)
15 (2.5)
14 (2.7)
12 (3.1)
11 (2.0)
11 (4.0)
10 (2.4)
10 (2.4)
9 (0.2)9 (2.0)9 (1.9)9 (0.0)9 (1.9)9 (2.7)8 (2.9)7 (2.5)6 (2.2)6 (2.0)5 (1.6)5 (1.6)5 (2.4)5 (1.9)5 (1.5)5 (0.2)5 (1.3)4 (1.7)4 (1.4)4 (1.7)4 (1.2)4 (1.4)3 (1.7)3 (1.3)3 (1.4)2 (1.4)2 (1.3)2 (1.2)2 (2.0)2 (1.2)2 (1.1)2 (1.0)2 (1.1)1 (0.8)1 (0.8)1 (0.5)0 (0.5)0 (0.3)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)599 (4.2)
507 (6.7)
461 (10.3)
434 (8.1)
525 (4.2)
539 (5.5)437 (15.8)
534 (8.3)
467 (12.6)
511 (13.8)
583 (13.7)
577 (6.8)
314 (32.1)
259 (18.9)
530 (9.8)518 (4.2)
566 (6.7)
543 (6.0)
617 (11.4)
568 (7.8)
471 (15.9)
532 (10.7)
446 (13.7)
563 (9.2)
515 (17.4)
476 (18.5)
519 (7.2)
567 (27.8)455 (14.2)
509 (14.5)
469 (8.5)
526 (5.4)
575 (19.3)
534 (10.1)
524 (12.6)
443 (41.9)
570 (9.5)
546 (8.6)
567 (10.5)
417 (28.0)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

54 (4.4)
55 (3.0)
63 (4.2)
61 (3.8)
54 (2.1)
63 (3.7)
56 (3.9)68 (4.7)
69 (3.3)
71 (3.3)
68 (5.6)
51 (3.1)
52 (7.1)
66 (3.7)
67 (3.6)65 (0.4)
73 (3.3)
59 (2.6)70 (0.0)53 (3.2)
51 (4.3)
47 (4.7)
55 (4.2)
47 (4.5)
62 (4.3)
56 (3.3)
60 (4.5)
51 (4.5)
51 (4.0)39 (4.0)73 (0.6)
67 (3.5)
53 (4.3)
65 (3.5)
56 (4.0)34 (3.3)
53 (4.1)
55 (4.0)43 (3.9)34 (3.3)
52 (3.7)
32 (4.3)
40 (3.9)39 (4.3)
60 (4.3)
42 (3.5)
79 (3.0)
57 (3.8)
54 (4.4)
68 (3.5)
54 (3.3)
50 (3.6)
45 (3.7)
61 (4.0)40 (5.7)
57 (5.1)
59 (3.8)
38 (3.6)585 (2.5)494 (3.9)
448 (4.7)
399 (5.1)
483 (2.6)
532 (4.6)
391 (7.6)
521 (3.1)
434 (5.4)
490 (3.9)
536 (4.2)
549 (4.3)
311 (18.2)
255 (9.9)512 (3.4)505 (1.4)
560 (2.0)526 (1.8)
598 (4.0)
537 (3.7)455 (5.4)
517 (3.5)
417 (5.2)
552 (3.8)
498 (4.3)
451 (5.6)
527 (3.3)
539 (4.4)
466 (4.0)
482 (5.0)454 (2.9)518 (2.8)554 (4.7)
534 (3.2)
498 (3.5)352 (11.0)
561 (3.1)
538 (3.6)
550 (7.4)
402 (11.1)
505 (2.6)
546 (5.8)568 (2.7)
548 (4.2)
465 (4.2)
510 (4.8)
541 (3.2)
532 (2.6)
443 (6.7)
526 (2.6)
576 (4.4)428 (5.6)
513 (3.3)
548 (2.8)530 (4.8)
546 (3.7)
527 (3.6)
541 (4.5)

13 (3.0)
17 (2.3)
13 (2.4)
17 (2.5)
25 (1.4)
16 (3.0)25 (3.6)
17 (3.5)
15 (2.5)
15 (2.4)
20 (4.9)38 (2.7)
37 (6.4)
24 (3.4)
23 (3.2)
26 (0.4)
18 (2.7)
32 (2.9)21 (0.0)38 (3.4)
40 (4.2)
45 (4.4)
38 (3.8)
47 (4.6)
32 (4.1)
38 (3.3)
35 (4.1)
44 (3.9)44 (3.5)
56 (4.1)
22 (0.5)
28 (3.2)
43 (3.9)31 (3.1)
40 (3.6)
62 (3.5)
44 (4.4)
42 (4.3)
53 (3.8)
63 (3.5)
45 (3.6)
66 (4.2)
58 (4.1)
59 (4.5)
38 (4.0)56 (3.4)
19 (2.8)42 (3.8)45 (4.4)
30 (3.5)
46 (3.3)
50 (3.5)
55 (3.7)
39 (4.0)60 (5.7)
43 (5.1)
41 (3.8)
62 (3.6)

571 (4.9)
461 (8.5)
435 (10.3)
375 (13.7)
399 (3.8)501 (6.9)363 (10.9)
497 (5.6)
401 (6.7)
500 (11.6)
515 (8.1)
514 (4.4)
255 (14.5)
229 (13.8)
464 (5.2)
464 (2.5)
547 (5.1)
513 (5.2)
575 (6.8)
516 (4.5)
448 (5.3)
501 (4.7)
402 (5.0)
517 (5.3)
468 (7.2)
420 (6.6)515 (3.5)
519 (5.7)
451 (4.1)
457 (3.4)
448 (4.0)494 (5.8)476 (10.1)
495 (5.1)
470 (5.0)
305 (5.0)
546 (4.1)
521 (3.5)505 (5.2)
357 (6.9)495 (4.1)
519 (4.0)556 (2.2)
523 (3.5)
467 (5.0)509 (3.3)
523 (7.2)
498 (4.7)
408 (11.1)
519 (3.7)557 (3.4)426 (4.7)
497 (3.0)
532 (4.2)
510 (3.4)
533 (3.5)501 (6.5)
509 (5.0)

12.0 (0.20)
11.7 (0.13)
11.8 (0.18)
11.3 (0.15)
11.2 (0.08)
11.5 (0.17)
11.0 (0.22)
11.1 (0.17)
11.1 (0.13)
11.2 (0.14)
10.9 (0.19)
10.1 (0.13)
10.2 (0.28)
10.8 (0.15)
10.9 (0.13)
10.5 (0.01)
10.8 (0.13)
10.2 (0.13)
10.6 (0.00)
10.2 (0.17)
10.0 (0.16)
10.0 (0.19)
10.1 (0.13)
9.7 (0.19)
10.2 (0.14)
10.0 (0.14)
10.1 (0.16)
9.8 (0.19)
9.8 (0.13)
8.9 (0.19)
10.3 (0.01)
10.1 (0.11)
9.7 (0.16)
10.0 (0.10)
9.9 (0.12)
8.9 (0.15)
9.9 (0.14)
9.8 (0.14)
9.2 (0.13)
8.9 (0.13)
9.5 (0.11)
8.9 (0.15)
9.2 (0.14)
9.0 (0.15)
9.8 (0.12)
9.3 (0.11)
10.4 (0.12)
9.6 (0.13)
9.3 (0.19)
10.0 (0.12)
9.5 (0.11)
9.4 (0.12)
9.3 (0.12)
9.6 (0.08)
8.9 (0.13)
9.7 (0.14)
9.6 (0.13)
8.9 (0.12)

7 (0.3)508 (2.4)

55 (0.5)

499 (0.7)

37 (0.5)474 (0.9)###### ######

31 (0.3)
16 (1.5)
8 (3.5)8 (2.3)7 (2.6)4 (1.8)567 (2.5)476 (9.2)
542 (11.0)
530 (7.0)
542 (4.9)
592 (11.9)

58 (0.3)
46 (1.8)
52 (4.8)
68 (4.6)
64 (4.2)
80 (3.9)542 (2.7)
444 (3.9)
527 (3.3)
527 (2.5)
528 (2.3)
596 (2.5)

12 (0.1)
38 (0.9)40 (5.6)
24 (4.5)
29 (3.5)
16 (3.5)508 (3.5)347 (4.2)
517 (7.9)506 (4.3)
507 (4.3)
589 (5.3)

12.2 (0.01)
10.3 (0.07)
9.8 (0.26)
10.5 (0.16)
10.4 (0.16)
10.6 (0.12)

r

s

r

s
r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Quebec, Canada
Madrid, Spain
Moscow City, Russian Fed.

rr

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

345

Exhibit 7.4: School Emphasis on Academic Success – Principals’ Reports
Students’ Results based on Principals’ Reports
Very High Emphasis
Country

Korea, Rep. of
United Arab Emirates
Singapore
England
Australia
Ireland
Qatar
Bahrain
New Zealand
Saudi Arabia
Kazakhstan
United States
Chile
Chinese Taipei
KuwaitMalaysia
SwedenOman
CyprusRomania
IsraelEgypt
FranceLebanonHong Kong SAR
JordanTurkeyJapan
Iran, Islamic Rep. ofGeorgia
Finland
Norway (9)HungarySouth Africa (9)Portugal
MoroccoLithuania
Italy
Russian Federation

High Emphasis

Medium Emphasis

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

26 (3.3)
22 (1.8)
18 (0.0)
18 (3.6)
17 (2.8)
16 (3.2)
15 (2.8)
15 (0.2)
15 (3.4)
15 (2.7)
10 (2.6)
10 (2.0)
9 (1.5)9 (2.2)8 (2.2)8 (2.2)8 (2.4)8 (1.8)7 (0.3)7 (1.8)6 (1.9)5 (1.8)5 (1.6)5 (1.8)5 (2.5)4 (1.6)4 (1.7)3 (1.6)3 (1.2)3 (1.3)3 (1.3)3 (1.3)2 (1.2)2 (0.6)
1 (0.8)1 (0.8)1 (0.9)0 (0.0)0 (0.0)631 (4.7)
519 (4.4)
681 (6.5)
602 (14.8)
587 (8.8)554 (5.6)
502 (17.0)
493 (7.5)
535 (7.4)
417 (5.3)
496 (18.3)
559 (10.2)
482 (9.7)
649 (12.1)
451 (16.6)
500 (16.5)
543 (12.2)
453 (13.2)
532 (8.4)
535 (21.4)
544 (23.0)
431 (6.4)
538 (17.9)
467 (14.1)
674 (19.2)
472 (12.1)
579 (29.7)
689 (34.0)
562 (29.3)
475 (32.1)
526 (12.2)
539 (22.2)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

56 (3.6)
56 (2.0)52 (0.0)61 (4.9)46 (3.5)
58 (4.3)
66 (3.8)48 (0.2)
61 (5.0)61 (4.0)70 (3.7)
53 (3.1)
31 (3.9)56 (3.2)
53 (4.8)
52 (3.6)
46 (4.0)
67 (3.4)
58 (0.5)
46 (4.0)
63 (3.8)
51 (4.5)
46 (4.6)
51 (3.3)
46 (4.1)
45 (4.3)
40 (3.4)
45 (4.6)
44 (3.6)
47 (4.1)
45 (4.1)
53 (5.1)
28 (3.5)
29 (2.4)
27 (3.5)
23 (2.9)65 (4.1)
38 (4.2)
36 (3.8)597 (3.6)474 (2.9)612 (6.0)
504 (7.7)525 (5.4)
531 (3.1)
438 (4.6)
490 (2.2)
487 (4.7)
394 (3.3)
489 (4.4)
539 (5.9)472 (6.2)
625 (3.6)
412 (5.8)476 (5.1)
513 (3.8)415 (3.5)512 (2.5)493 (7.1)
530 (6.1)
427 (5.6)
491 (4.4)445 (3.9)605 (6.6)
436 (6.4)
521 (7.8)601 (3.9)
467 (5.0)472 (7.3)
516 (3.4)510 (3.8)564 (8.0)
403 (5.8)525 (5.4)
411 (6.4)
525 (3.8)504 (4.6)
562 (6.6)

19 (3.0)22 (1.3)30 (0.0)
21 (3.8)
37 (3.0)26 (3.5)
19 (2.9)38 (0.2)
24 (4.1)
24 (3.3)
20 (3.2)
38 (3.1)
60 (4.0)36 (2.7)
39 (4.1)
39 (3.8)
46 (3.9)25 (3.1)
35 (0.5)
47 (4.1)
31 (3.8)
44 (4.3)
49 (4.5)
44 (3.4)
50 (3.4)
50 (4.3)
56 (3.3)
51 (4.5)
53 (3.5)
50 (4.0)52 (4.3)
45 (5.0)70 (3.4)
69 (2.4)
71 (3.7)
76 (3.1)
34 (4.1)
62 (4.2)
64 (3.8)604 (7.5)
416 (3.5)
582 (7.5)500 (11.5)
480 (5.6)
494 (5.0)414 (9.0)465 (2.3)
456 (6.9)
379 (6.3)
480 (7.0)
482 (7.5)
418 (3.6)
584 (5.2)
378 (6.4)
432 (5.1)
486 (3.5)385 (5.7)
482 (2.8)459 (5.4)
492 (11.1)
396 (9.1)
474 (3.9)404 (4.6)
546 (7.2)
402 (4.8)472 (5.6)
582 (2.6)
422 (4.5)451 (4.2)
502 (3.7)
496 (4.2)
496 (4.0)
380 (2.5)489 (3.6)
381 (2.8)506 (5.6)495 (3.3)
533 (5.4)

11.8 (0.18)
11.4 (0.08)
10.9 (0.00)
11.3 (0.16)
10.8 (0.16)
11.2 (0.16)
11.4 (0.14)
10.7 (0.01)
11.1 (0.18)
11.2 (0.17)
11.1 (0.13)
10.3 (0.14)
9.5 (0.17)
10.4 (0.12)
10.3 (0.16)
10.5 (0.14)
10.2 (0.14)
10.9 (0.12)
10.4 (0.01)
10.1 (0.13)
10.5 (0.13)
10.0 (0.14)
9.8 (0.13)
10.1 (0.12)
9.9 (0.15)
9.8 (0.14)
9.7 (0.13)
9.7 (0.16)
9.6 (0.13)
9.9 (0.12)
9.8 (0.11)
10.1 (0.13)
9.3 (0.12)
8.9 (0.10)
9.0 (0.13)
8.5 (0.13)
10.3 (0.11)
9.3 (0.11)
9.3 (0.09)

8 (0.3)538 (3.0)

49 (0.6)500 (0.8)

43 (0.6)

469 (0.9)###### ######

30 (0.5)
15 (1.8)
7 (2.6)6 (2.2)5 (1.9)5 (2.0)2 (1.1)562 (2.6)
489 (8.0)
598 (18.1)
563 (8.3)
564 (14.8)
449 (26.9)~ ~58 (0.5)
59 (1.9)64 (4.6)
56 (4.6)
25 (3.0)32 (3.6)
59 (4.3)

533 (3.5)444 (5.2)
553 (4.3)
540 (7.1)
492 (11.6)
437 (7.2)
579 (5.8)

11 (0.2)
26 (0.9)29 (4.4)
38 (4.5)
70 (3.1)
62 (3.7)
39 (4.1)

479 (7.7)
377 (6.3)
520 (7.0)
506 (6.6)
414 (4.8)409 (4.4)
571 (5.9)

12.2 (0.02)
11.0 (0.09)
10.6 (0.17)
10.2 (0.19)
9.0 (0.15)
9.2 (0.16)
10.1 (0.10)

s

r

r

r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Moscow City, Russian Fed.

rrrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

346

Exhibit 7.5: School Emphasis on Academic Success – Principals’ Reports
Students’ Results based on Principals’ Reports
Very High Emphasis
Country

Korea, Rep. of
United Arab Emirates
Singapore
England
Australia
Ireland
Qatar
Bahrain
New Zealand
Saudi Arabia
Kazakhstan
United States
Chile
Chinese Taipei
KuwaitMalaysia
SwedenOman
CyprusRomania
IsraelEgypt
FranceLebanonHong Kong SAR
JordanTurkeyJapan
Iran, Islamic Rep. ofGeorgia
Finland
Norway (9)HungarySouth Africa (9)Portugal
MoroccoLithuania
Italy
Russian Federation

High Emphasis

Medium Emphasis

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

26 (3.3)
22 (1.8)
18 (0.0)
18 (3.6)
17 (2.8)
16 (3.2)
15 (2.8)
15 (0.2)
15 (3.4)
15 (2.7)
10 (2.6)
10 (2.0)
9 (1.5)9 (2.2)8 (2.2)8 (2.2)8 (2.4)8 (1.8)7 (0.3)7 (1.8)6 (1.9)5 (1.8)5 (1.6)5 (1.8)5 (2.5)4 (1.6)4 (1.7)3 (1.6)3 (1.2)3 (1.3)3 (1.3)3 (1.3)2 (1.2)2 (0.6)
1 (0.8)1 (0.8)1 (0.9)0 (0.0)0 (0.0)578 (4.0)
526 (5.0)
671 (6.7)
600 (13.3)
581 (8.7)556 (6.5)
524 (17.5)
541 (7.1)
549 (6.3)
462 (6.3)
483 (17.8)
560 (9.5)507 (8.5)600 (9.0)506 (10.9)
511 (13.6)
570 (14.1)
494 (13.8)505 (9.8)515 (19.7)
542 (19.7)
417 (12.4)
543 (17.2)
420 (13.9)
620 (13.1)
513 (13.5)
580 (25.8)
642 (23.6)
558 (25.5)
453 (25.5)
561 (13.9)
533 (21.9)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

56 (3.6)
56 (2.0)52 (0.0)61 (4.9)46 (3.5)
58 (4.3)
66 (3.8)48 (0.2)
61 (5.0)61 (4.0)70 (3.7)
53 (3.1)
31 (3.9)56 (3.2)
53 (4.8)
52 (3.6)
46 (4.0)
67 (3.4)
58 (0.5)
46 (4.0)
63 (3.8)
51 (4.5)
46 (4.6)
51 (3.3)
46 (4.1)
45 (4.3)
40 (3.4)
45 (4.6)
44 (3.6)
47 (4.1)
45 (4.1)
53 (5.1)
28 (3.5)
29 (2.4)
27 (3.5)
23 (2.9)65 (4.1)
38 (4.2)
36 (3.8)553 (2.8)477 (3.5)604 (5.7)
506 (7.5)
537 (4.5)
531 (3.4)471 (4.7)
498 (2.1)
504 (4.8)433 (3.9)478 (4.2)
545 (5.1)
491 (5.8)583 (2.6)455 (6.0)474 (5.4)
536 (4.7)
462 (3.7)
494 (3.0)483 (6.4)
525 (5.6)
407 (5.9)
499 (4.9)405 (5.6)
522 (8.3)
469 (6.9)
537 (6.8)
574 (2.9)470 (4.6)451 (6.3)
550 (4.1)
502 (4.6)
570 (6.6)
388 (7.9)
539 (4.8)
417 (7.0)
537 (3.6)
508 (4.1)
557 (5.6)

19 (3.0)22 (1.3)30 (0.0)
21 (3.8)
37 (3.0)26 (3.5)
19 (2.9)38 (0.2)
24 (4.1)
24 (3.3)
20 (3.2)
38 (3.1)
60 (4.0)36 (2.7)
39 (4.1)
39 (3.8)
46 (3.9)25 (3.1)
35 (0.5)
47 (4.1)
31 (3.8)
44 (4.3)
49 (4.5)
44 (3.4)
50 (3.4)
50 (4.3)
56 (3.3)
51 (4.5)
53 (3.5)
50 (4.0)52 (4.3)
45 (5.0)70 (3.4)
69 (2.4)
71 (3.7)
76 (3.1)
34 (4.1)
62 (4.2)
64 (3.8)561 (5.5)
401 (4.5)
576 (7.5)503 (11.0)
497 (5.0)492 (6.3)
448 (8.0)449 (2.5)474 (7.9)
410 (7.2)
475 (8.3)
492 (8.1)
441 (3.5)554 (4.0)
414 (7.4)
431 (4.9)500 (4.5)
432 (6.7)
465 (3.2)
452 (4.9)484 (10.4)
367 (10.0)477 (4.4)
336 (8.1)
477 (8.0)
431 (5.9)495 (5.0)
561 (2.0)426 (4.4)
442 (4.1)
535 (4.6)
489 (5.3)
513 (3.8)358 (3.4)510 (3.2)
388 (3.6)
521 (5.2)
498 (3.4)535 (5.2)

11.8 (0.18)
11.4 (0.08)
10.9 (0.00)
11.3 (0.16)
10.8 (0.16)
11.2 (0.16)
11.4 (0.14)
10.7 (0.01)
11.1 (0.18)
11.2 (0.17)
11.1 (0.13)
10.3 (0.14)
9.5 (0.17)
10.4 (0.12)
10.3 (0.16)
10.5 (0.14)
10.2 (0.14)
10.9 (0.12)
10.4 (0.01)
10.1 (0.13)
10.5 (0.13)
10.0 (0.14)
9.8 (0.13)
10.1 (0.12)
9.9 (0.15)
9.8 (0.14)
9.7 (0.13)
9.7 (0.16)
9.6 (0.13)
9.9 (0.12)
9.8 (0.11)
10.1 (0.13)
9.3 (0.12)
8.9 (0.10)
9.0 (0.13)
8.5 (0.13)
10.3 (0.11)
9.3 (0.11)
9.3 (0.09)

8 (0.3)538 (2.6)

49 (0.6)

501 (0.8)

43 (0.6)

470 (1.0)###### ######

30 (0.5)
15 (1.8)
7 (2.6)6 (2.2)5 (1.9)5 (2.0)2 (1.1)571 (2.8)
491 (9.6)
580 (17.1)
550 (9.9)590 (17.0)
460 (33.6)~ ~58 (0.5)
59 (1.9)64 (4.6)
56 (4.6)
25 (3.0)32 (3.6)
59 (4.3)

545 (3.1)
434 (6.7)
548 (4.2)
529 (4.3)
503 (14.2)
444 (9.2)
570 (3.9)

11 (0.2)
26 (0.9)29 (4.4)
38 (4.5)
70 (3.1)
62 (3.7)
39 (4.1)

488 (9.2)
334 (7.8)
514 (6.9)505 (5.1)
405 (5.6)
407 (5.6)
562 (4.4)

12.2 (0.02)
11.0 (0.09)
10.6 (0.17)
10.2 (0.19)
9.0 (0.15)
9.2 (0.16)
10.1 (0.10)

s

r

r

r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Moscow City, Russian Fed.

rrrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

347

Parents’ Perceptions of the School
The TIMSS 2019 Early Learning Survey (or “Home Questionnaire”) asked the parents of fourth gradestudents about the extent to which they are satisfied that their child’s school promotes academic
standards and fosters a positive school climate. Students were categorized on the Parents’ Perceptionsof Their Child’s School scale according to their parents’ responses to eight items listed in Exhibit 7.6(see About the Scale).
Exhibit 7.7 presents the results for the Parents’ Perceptions of Their Child’s School in relationship to
students’ mathematics achievement. Overall, parents reported positive perceptions about their child’s
school. On average across countries, the majority of fourth grade students (64%) had parents whoreported being “very satisfied,” but these percentages ranged from 90 percent in Albania to 15 percent
in Korea and 9 percent in Japan. On average, 31 percent of students attended schools with which theirparents were “somewhat satisfied.” Only 5 percent of students on average had parents who were “lessthan satisfied” with their child’s school. Average mathematics achievement was similar across thethree categories of the scale, with students in the “very satisfied” category having only slightly higher
achievement than students in the “somewhat satisfied” and “less than satisfied” categories (504 vs.
497 and 495, respectively).
Exhibit 7.8 shows the same results for fourth grade students, but in relationship to scienceachievement. On average, students had very similar science achievement across the three scale
categories (493, 487, and 491, respectively).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

348

Exhibit 7.6: Parents’ Perceptions of Their Child’s SchoolStudents’ Results based on Parents’ Reports

About the Scale
Students were scored according to their parents’ responses to eight statements on the Parents’ Perceptions of Their Child’s School scale. Cut scores
divide the scale into three categories. Students whose parents are Very Satisfied with their child’s school had a score at or above the cut score
corresponding to their parents “agreeing a lot” with four of the eight statements and “agreeing a little” with the other four, on average. Students whoseparents are Less than Satisfied had a score at or below the cut score corresponding to their parents “disagreeing a little” with four of the eight statements
and “agreeing a little” with the other four, on average. All other students had parents who are Somewhat Satisfied.
What do you think of your child’s school?

Agree
a lot

Agree
a little

Very
SatisfiedSomewhat
Satisfied

Disagreea little

Disagreea lot1) My child’s school does a good job
including me in my child’s education - - - - - - - 2) My child’s school provides a safe
environment - - - - - - - - - - - - - - - - - - - - - - - - 3) My child’s school cares about my child’s
progress in school - - - - - - - - - - - - - - - - - - - 4) My child’s school does a good job
informing me of his/her progress - - - - - - - - - 5) My child’s school promotes high academic
standards - - - - - - - - - - - - - - - - - - - - - - - - - 6) My child’s school does a good job in
helping him/her become better in reading - - - 7) My child’s school does a good job in
helping him/her become better inmathematics - - - - - - - - - - - - - - - - - - - - - - - 8) My child’s school does a good job in
helping him/her become better in science - - - -Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

9.7

Less than Satisfied

6.7

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

349

Exhibit 7.7: Parents’ Perceptions of Their Child’s SchoolStudents’ Results based on Parents’ Reports
Very Satisfied
Country

Albania
Armenia
Kazakhstan
Malta
KosovoSaudi Arabia
Northern Ireland
Georgia
North Macedonia
Azerbaijan
Bulgaria
Montenegro
IrelandTurkey (5)OmanSouth Africa (5)Bosnia and Herzegovina
Pakistan
Philippines
SerbiaQatar
MoroccoPortugalIran, Islamic Rep. of
Italy
Spain
Lithuania
CyprusBahrain
Singapore
KuwaitSlovak Republic
Austria
Hungary
CanadaFinlandHong Kong SAR
Russian Federation
Denmark
Belgium (Flemish)
LatviaChinese Taipei
Germany
SwedenChile
Croatia
PolandFranceCzech Republic
Korea, Rep. ofJapan
Australia
EnglandNetherlands
Norway (5)United States
United Arab Emirates
New ZealandSomewhat Satisfied

Less than Satisfied

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

90 (0.8)
88 (1.0)87 (1.0)85 (0.7)
84 (0.8)80 (0.9)79 (1.2)
79 (1.1)
79 (1.1)
78 (1.1)
78 (1.4)
77 (0.8)
77 (1.1)
77 (1.7)
76 (1.0)76 (0.9)76 (1.2)
76 (2.7)75 (1.3)
75 (1.3)
72 (1.4)
72 (1.7)
71 (1.1)
70 (1.4)
68 (1.4)
68 (1.3)
67 (1.3)
67 (1.4)
64 (1.1)
63 (0.8)
63 (1.2)
61 (1.1)
60 (1.4)
58 (1.4)
58 (0.9)55 (1.3)
54 (1.2)
52 (1.4)
51 (1.6)
50 (1.1)
48 (1.1)
46 (1.2)
45 (1.6)
44 (1.7)
44 (1.5)
43 (1.1)
42 (1.3)
37 (1.1)
36 (1.9)
15 (0.9)9 (0.8)- - - - - 71 (0.7)
64 (1.7)

497 (3.4)500 (2.6)513 (2.6)
516 (1.7)
448 (3.0)404 (3.7)
590 (3.9)482 (3.8)473 (5.9)524 (2.8)513 (4.0)455 (2.2)552 (2.4)
522 (4.8)
442 (4.1)
384 (3.7)452 (2.5)340 (13.9)
308 (6.5)
506 (3.6)457 (3.4)
392 (4.5)
531 (2.8)
447 (4.3)
518 (2.7)508 (3.0)
546 (3.3)
537 (3.1)
486 (3.0)
632 (4.1)
397 (5.2)
510 (4.3)
545 (2.5)525 (3.1)
525 (2.7)
539 (2.8)610 (3.7)
566 (4.1)
544 (2.9)536 (2.6)
548 (3.2)
598 (2.2)
539 (3.2)
530 (4.0)444 (3.3)512 (2.9)
520 (4.1)
493 (4.1)
541 (3.9)603 (4.3)
598 (5.2)- - - - - 507 (2.3)
513 (3.9)

9 (0.7)
11 (0.9)
12 (0.9)
14 (0.7)
14 (0.6)
17 (0.7)
19 (1.1)
19 (1.0)
18 (0.9)19 (1.0)19 (1.1)
20 (0.8)
21 (1.0)
20 (1.5)
21 (0.8)
21 (0.7)
21 (1.0)22 (2.6)
23 (1.2)
22 (1.1)
24 (1.2)
25 (1.5)
25 (1.0)26 (1.2)
28 (1.3)
27 (1.0)29 (1.1)
29 (1.1)
31 (0.9)33 (0.7)30 (1.0)34 (0.9)34 (1.1)
35 (1.1)
36 (0.8)41 (1.2)
40 (1.2)
42 (1.2)
37 (1.3)
46 (1.0)44 (0.9)48 (1.1)
45 (1.4)
48 (1.5)
49 (1.2)
50 (1.0)52 (1.1)
55 (1.1)
51 (1.5)70 (0.9)68 (0.9)- - - - - 25 (0.5)
31 (1.5)484 (8.6)486 (5.5)514 (5.0)515 (3.5)
440 (5.2)
390 (6.1)
566 (5.5)490 (4.8)482 (7.7)
514 (4.3)
529 (7.0)454 (3.4)552 (4.4)523 (7.6)
407 (4.7)353 (4.3)
453 (3.8)301 (12.3)
271 (7.1)
520 (3.9)446 (5.6)
367 (6.9)
519 (3.0)
439 (5.8)512 (3.1)
509 (2.6)
536 (4.0)533 (3.0)474 (3.1)
620 (4.0)378 (6.0)
513 (3.5)
539 (2.8)
528 (3.5)
524 (2.3)
533 (2.7)
599 (3.7)
571 (3.2)
538 (3.8)533 (2.2)
548 (2.7)600 (2.5)
531 (2.9)
528 (2.8)442 (3.2)
508 (2.4)
523 (2.4)487 (3.3)
541 (2.8)600 (2.4)595 (1.7)- - - - - 491 (3.3)
511 (4.3)

2 (0.4)1 (0.1)1 (0.2)1 (0.2)2 (0.3)3 (0.3)2 (0.3)2 (0.2)3 (0.5)3 (0.3)4 (0.4)3 (0.3)2 (0.4)3 (0.4)3 (0.3)3 (0.3)3 (0.3)2 (0.5)2 (0.2)3 (0.4)4 (0.5)4 (0.5)4 (0.4)4 (0.4)4 (0.4)5 (0.5)4 (0.5)5 (0.5)5 (0.5)4 (0.3)8 (0.5)5 (0.4)6 (0.5)6 (0.5)6 (0.4)4 (0.4)5 (0.6)6 (0.6)12 (1.0)
4 (0.4)7 (0.6)6 (0.5)
11 (0.9)
8 (0.8)8 (0.7)7 (0.5)6 (0.5)8 (0.7)13 (1.0)
14 (0.7)
24 (0.9)- - - - - 5 (0.3)
5 (0.6)

~ ~
~ ~
~ ~
~ ~
~ ~
393 (10.8)~ ~~ ~473 (10.9)
514 (8.0)
526 (15.3)
455 (10.3)~ ~551 (14.1)
370 (8.3)
336 (9.7)
449 (8.7)~ ~~ ~521 (8.4)
417 (12.3)
351 (14.5)
519 (7.0)
420 (10.1)
513 (8.0)
482 (6.7)
543 (8.3)
519 (9.2)
462 (6.7)
592 (7.1)
342 (8.7)
519 (5.8)
520 (5.7)
519 (5.9)503 (5.7)
511 (8.3)
579 (6.4)555 (5.3)
522 (5.7)
519 (6.4)
535 (5.0)603 (5.3)
514 (5.3)
511 (5.2)
436 (6.7)
514 (6.2)
524 (5.1)
472 (6.4)
542 (4.0)
599 (3.3)
590 (2.8)- - - - - 472 (5.5)
490 (10.3)

11.5 (0.05)
11.5 (0.05)
11.5 (0.05)
11.2 (0.03)
11.1 (0.04)
11.0 (0.05)
11.0 (0.06)
10.9 (0.05)
10.8 (0.05)
10.9 (0.06)
10.9 (0.07)
10.9 (0.03)
10.8 (0.05)
10.9 (0.08)
10.8 (0.05)
10.8 (0.04)
10.8 (0.06)
10.9 (0.10)
10.9 (0.06)
10.8 (0.06)
10.7 (0.07)
10.5 (0.07)
10.5 (0.05)
10.4 (0.06)
10.4 (0.06)
10.4 (0.06)
10.3 (0.06)
10.3 (0.06)
10.3 (0.05)
10.3 (0.03)
10.2 (0.05)
10.2 (0.05)
10.0 (0.06)
10.0 (0.06)
10.1 (0.04)
9.9 (0.05)
9.9 (0.05)
9.7 (0.06)
9.5 (0.08)
9.7 (0.04)
9.6 (0.05)
9.6 (0.05)
9.3 (0.07)
9.4 (0.07)
9.4 (0.07)
9.5 (0.05)
9.5 (0.06)
9.1 (0.05)
9.0 (0.09)
8.2 (0.04)
7.8 (0.04)- - - - - 10.6 (0.03)
10.3 (0.07)

64 (0.2)

504 (0.6)

31 (0.2)

497 (0.6)

5 (0.1)495 (1.2)###### ######

69 (1.2)
66 (1.3)
57 (1.5)
51 (1.3)
38 (1.3)- -563 (2.2)
523 (2.7)
528 (5.4)
540 (3.1)
589 (3.0)- -26 (1.2)
28 (1.2)
35 (1.3)
45 (1.3)
49 (1.1)- -546 (3.6)
519 (3.1)
523 (3.6)
537 (3.2)
597 (2.3)- -5 (0.3)6 (0.6)8 (0.7)4 (0.5)13 (0.8)- -531 (7.0)505 (7.0)
499 (8.3)
528 (5.8)
588 (3.5)- -10.5 (0.05)
10.3 (0.05)
9.9 (0.07)
9.8 (0.05)
9.1 (0.06)
- -

r

s

r
r

r

r

r

s

s

s
r

r

x
x

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE

s
s
r
y

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

350

Exhibit 7.8: Parents’ Perceptions of Their Child’s SchoolStudents’ Results based on Parents’ Reports
Very Satisfied
Country

Albania
Armenia
Kazakhstan
Malta
KosovoSaudi Arabia
Northern Ireland
Georgia
North Macedonia
Azerbaijan
Bulgaria
Montenegro
IrelandTurkey (5)OmanSouth Africa (5)Bosnia and Herzegovina
Pakistan
Philippines
SerbiaQatar
MoroccoPortugalIran, Islamic Rep. of
Italy
Spain
Lithuania
CyprusBahrain
Singapore
KuwaitSlovak Republic
Austria
Hungary
CanadaFinlandHong Kong SAR
Russian Federation
Denmark
Belgium (Flemish)
LatviaChinese Taipei
Germany
SwedenChile
Croatia
PolandFranceCzech Republic
Korea, Rep. ofJapan
Australia
EnglandNetherlands
Norway (5)United States
United Arab Emirates
New ZealandSomewhat Satisfied

Less than Satisfied

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

90 (0.8)
88 (1.0)87 (1.0)85 (0.7)
84 (0.8)80 (0.9)79 (1.2)
79 (1.1)
79 (1.1)
78 (1.1)
78 (1.4)
77 (0.8)
77 (1.1)
77 (1.7)
76 (1.0)76 (0.9)76 (1.2)
76 (2.7)75 (1.3)
75 (1.3)
72 (1.4)
72 (1.7)
71 (1.1)
70 (1.4)
68 (1.4)
68 (1.3)
67 (1.3)
67 (1.4)
64 (1.1)
63 (0.8)
63 (1.2)
61 (1.1)
60 (1.4)
58 (1.4)
58 (0.9)55 (1.3)
54 (1.2)
52 (1.4)
51 (1.6)
50 (1.1)
48 (1.1)
46 (1.2)
45 (1.6)
44 (1.7)
44 (1.5)
43 (1.1)
42 (1.3)
37 (1.1)
36 (1.9)
15 (0.9)9 (0.8)- - - - - 71 (0.7)
64 (1.7)

492 (3.7)
468 (3.6)
494 (3.2)
501 (1.8)415 (4.0)410 (4.6)535 (2.9)454 (4.2)
427 (7.0)
436 (3.3)
518 (4.7)456 (2.9)
531 (2.8)524 (4.7)
447 (4.4)
336 (5.0)458 (3.2)
304 (14.8)
261 (7.8)515 (4.0)462 (4.1)
385 (5.9)507 (2.4)
443 (4.4)514 (3.0)516 (2.6)
541 (3.3)
515 (3.5)506 (3.4)600 (3.5)
410 (6.3)
516 (4.7)
526 (3.3)
530 (3.3)
533 (2.7)560 (2.9)
540 (3.4)
566 (3.6)
537 (3.2)
502 (2.6)
543 (3.2)
554 (2.1)
535 (3.6)
542 (4.2)
470 (3.2)
525 (2.8)
528 (4.0)
491 (4.1)
538 (3.7)
587 (4.0)
571 (5.0)- - - - - 505 (2.7)
527 (3.7)

9 (0.7)
11 (0.9)
12 (0.9)
14 (0.7)
14 (0.6)
17 (0.7)
19 (1.1)
19 (1.0)
18 (0.9)19 (1.0)19 (1.1)
20 (0.8)
21 (1.0)
20 (1.5)
21 (0.8)
21 (0.7)
21 (1.0)22 (2.6)
23 (1.2)
22 (1.1)
24 (1.2)
25 (1.5)
25 (1.0)26 (1.2)
28 (1.3)
27 (1.0)29 (1.1)
29 (1.1)
31 (0.9)33 (0.7)30 (1.0)34 (0.9)34 (1.1)
35 (1.1)
36 (0.8)41 (1.2)
40 (1.2)
42 (1.2)
37 (1.3)
46 (1.0)44 (0.9)48 (1.1)
45 (1.4)
48 (1.5)
49 (1.2)
50 (1.0)52 (1.1)
55 (1.1)
51 (1.5)70 (0.9)68 (0.9)- - - - - 25 (0.5)
31 (1.5)

480 (7.9)457 (5.7)503 (5.9)509 (4.4)413 (5.7)
388 (6.8)
517 (5.1)
465 (5.3)
439 (8.6)
429 (5.2)
541 (8.1)
456 (3.5)
532 (5.0)529 (7.0)
411 (6.0)
297 (6.2)
461 (3.8)260 (12.8)
218 (9.0)529 (3.9)
441 (6.0)352 (9.4)
503 (3.2)
439 (5.7)
507 (3.9)516 (2.8)533 (4.2)
513 (3.4)483 (4.3)
591 (3.7)
390 (7.3)
530 (3.2)
527 (3.2)
534 (3.0)
532 (2.1)
557 (3.1)
524 (3.6)
571 (3.3)
534 (3.7)504 (2.7)
544 (2.3)
562 (2.4)
530 (2.9)544 (3.5)470 (3.0)524 (2.5)535 (2.4)
491 (3.6)
543 (2.7)
588 (2.3)
564 (1.8)- - - - - 485 (3.6)
525 (4.0)

2 (0.4)1 (0.1)1 (0.2)1 (0.2)2 (0.3)3 (0.3)2 (0.3)2 (0.2)3 (0.5)3 (0.3)4 (0.4)3 (0.3)2 (0.4)3 (0.4)3 (0.3)3 (0.3)3 (0.3)2 (0.5)2 (0.2)3 (0.4)4 (0.5)4 (0.5)4 (0.4)4 (0.4)4 (0.4)5 (0.5)4 (0.5)5 (0.5)5 (0.5)4 (0.3)8 (0.5)5 (0.4)6 (0.5)6 (0.5)6 (0.4)4 (0.4)5 (0.6)6 (0.6)12 (1.0)
4 (0.4)7 (0.6)6 (0.5)
11 (0.9)
8 (0.8)8 (0.7)7 (0.5)6 (0.5)8 (0.7)13 (1.0)
14 (0.7)
24 (0.9)- - - - - 5 (0.3)
5 (0.6)

~ ~
~ ~
~ ~
~ ~
~ ~
388 (10.9)~ ~~ ~418 (12.6)
434 (10.3)
544 (19.1)
464 (10.3)~ ~551 (9.7)
363 (12.0)
284 (12.4)
460 (8.3)~ ~~ ~533 (8.6)
413 (12.7)
345 (17.9)
487 (8.5)426 (10.5)
506 (7.0)
497 (6.2)
535 (8.1)
504 (7.3)
458 (8.4)
569 (7.0)
349 (10.1)
543 (7.0)
513 (5.0)
530 (5.8)
528 (5.1)
537 (7.6)
514 (7.3)
558 (4.6)
523 (5.9)494 (6.1)
531 (4.7)
564 (5.2)
526 (5.3)
534 (6.6)
470 (6.7)
528 (5.8)
539 (5.5)
480 (6.4)
540 (4.9)590 (3.9)557 (2.6)- - - - - 465 (6.4)
516 (8.3)

11.5 (0.05)
11.5 (0.05)
11.5 (0.05)
11.2 (0.03)
11.1 (0.04)
11.0 (0.05)
11.0 (0.06)
10.9 (0.05)
10.8 (0.05)
10.9 (0.06)
10.9 (0.07)
10.9 (0.03)
10.8 (0.05)
10.9 (0.08)
10.8 (0.05)
10.8 (0.04)
10.8 (0.06)
10.9 (0.10)
10.9 (0.06)
10.8 (0.06)
10.7 (0.07)
10.5 (0.07)
10.5 (0.05)
10.4 (0.06)
10.4 (0.06)
10.4 (0.06)
10.3 (0.06)
10.3 (0.06)
10.3 (0.05)
10.3 (0.03)
10.2 (0.05)
10.2 (0.05)
10.0 (0.06)
10.0 (0.06)
10.1 (0.04)
9.9 (0.05)
9.9 (0.05)
9.7 (0.06)
9.5 (0.08)
9.7 (0.04)
9.6 (0.05)
9.6 (0.05)
9.3 (0.07)
9.4 (0.07)
9.4 (0.07)
9.5 (0.05)
9.5 (0.06)
9.1 (0.05)
9.0 (0.09)
8.2 (0.04)
7.8 (0.04)- - - - - 10.6 (0.03)
10.3 (0.07)

64 (0.2)

493 (0.6)

31 (0.2)

487 (0.7)

5 (0.1)491 (1.3)###### ######

69 (1.2)
66 (1.3)
57 (1.5)
51 (1.3)
38 (1.3)- -567 (2.5)526 (2.5)534 (4.8)
528 (3.5)
589 (3.0)- -26 (1.2)
28 (1.2)
35 (1.3)
45 (1.3)
49 (1.1)- -547 (3.8)521 (3.1)
536 (3.2)
528 (3.2)
600 (2.4)- -5 (0.3)6 (0.6)8 (0.7)4 (0.5)13 (0.8)- -533 (8.0)
518 (6.3)
529 (7.0)525 (5.6)
593 (3.7)- -10.5 (0.05)
10.3 (0.05)
9.9 (0.07)
9.8 (0.05)
9.1 (0.06)
- -

r

s

r
r

r

r

r

s

s

s
r

r

x
x

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE

s
s
r
y

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

351

Students’ Sense of School Belonging
The items forming the Sense of School Belonging scale asked students about their attitudes towardschool, including the extent to which they like being in school, feel that they belong, and have good
relationships with teachers. Both fourth and eighth grade students were asked how much they agreed
or disagreed with the five statements listed in Exhibit 7.9 (see About the Scale).
The percentages of fourth grade students assigned to the three categories on the TIMSS 2019
Sense of School Belonging scale are shown in Exhibit 7.10 in relation to mathematics achievement
and in Exhibit 7.11 in relation to science achievement. Overall, the majority of fourth grade students
had positive attitudes toward school, and each successive category of increased school belonging was
related to an increase in average achievement. More than half of students (58%) reported having a“high sense of school belonging,” and these students had the highest average mathematics achievement(508) and average science achievement (497). On average, 34 percent of students had a “moderate
sense of school belonging” with comparatively lower achievement (498 in mathematics and 487 inscience). Only 8 percent of fourth grade students had “little sense of school belonging,” and thesestudents had the lowest average achievement (484 in mathematics and 476 in science).
Exhibits 7.12 and 7.13 present the same results for eighth grade students in relation to mathematics
achievement and science achievement, respectively. Compared with the fourth grade, smaller
percentages of eighth grade students reported having a “high sense of school belonging,” and larger
percentages reported having a “moderate sense of school belonging.” On average, across countries, 37
percent of eighth grade students reported a “high sense of school belonging,” and 49 percent had a“moderate sense of school belonging.” Like the fourth grade, there was a positive association between
eighth grade students’ sense of school belonging and their average achievement in mathematics andscience. The 14 percent of students with “little sense of school belonging” had the lowest averageachievement (470 in both mathematics and science). Students in the “high sense of school belonging”
and “moderate sense of school belonging” categories had comparatively higher average achievement(500 and 489, respectively, in mathematics, and 502 and 490, respectively, in science).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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Exhibit 7.9: Students’ Sense of School Belonging
Students’ Reports

About the Scale
Students were scored according to their responses to five statements on the Sense of School Belonging scale. Cut scores divide the scale into three
categories. Students with a High Sense of School Belonging had a score at or above the cut score corresponding to “agreeing a lot” with three of the fivestatements and “agreeing a little” with the other two statements, on average. Students with Little Sense of School Belonging had a score at or below thecut score corresponding to “disagreeing a little” to three of the five statements and “agreeing a little” with the other two statements, on average. All otherstudents had Some Sense of School Belonging.

What do you think about your school? Tell how much you agree with these statements.
Agree
a lot

Agree
a little

Disagreea little

High Senseof School
BelongingSome Senseof School
Belonging

Disagreea lot1) I like being in school - - - - - - - - - - - - - - - - - - 2) I feel safe when I am at school - - - - - - - - - - - 3) I feel like I belong at this school - - - - - - - - - - 4) Teachers at my school are fair to me - - - - - - 5) I am proud to go to this school - - - - - - - - - - - -Little Sense of
School Belonging

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Fourth Grade

9.6

7.2

Eighth Grade

10.7

7.8

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

353

Exhibit 7.10: Students’ Sense of School Belonging
Students’ Reports
High Senseof School Belonging

Country

Some Senseof School Belonging

Little Senseof School Belonging

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
KosovoNorth Macedonia
Montenegro
MoroccoAzerbaijan
Portugal
Georgia
Pakistan
Bulgaria
Armenia
Turkey (5)Kazakhstan
Bosnia and Herzegovina
Spain
Saudi Arabia
Oman
Norway (5)SerbiaBahrainIrelandFinland
Northern Ireland
Lithuania
Netherlands
United Arab Emirates
New ZealandAustria
Malta
KuwaitChile
CyprusEngland
South Africa (5)DenmarkIran, Islamic Rep. of
Hungary
Australia
Belgium (Flemish)
Canada
Italy
United States
SwedenQatar
Slovak Republic
Germany
Russian Federation
Philippines
Singapore
LatviaFranceKorea, Rep. of
Czech Republic
Croatia
Chinese Taipei
PolandHong Kong SAR
Japan

96 (0.4)
94 (0.5)
82 (1.1)
81 (0.7)80 (1.1)
78 (1.1)
76 (1.3)
74 (1.3)
74 (3.0)72 (1.4)
72 (1.2)
71 (1.1)
68 (1.3)
68 (1.2)
67 (1.3)
65 (1.1)
64 (1.3)
64 (1.4)
63 (1.4)
62 (1.3)
61 (1.4)
60 (1.0)60 (1.7)
60 (1.5)
59 (1.4)
59 (0.6)
59 (1.2)
58 (1.2)
57 (0.8)
57 (1.5)
57 (1.2)
56 (1.5)
56 (1.7)
56 (1.2)
55 (1.1)
55 (1.6)
54 (1.4)
54 (1.2)
54 (1.3)
53 (0.8)
52 (1.1)
52 (1.1)
51 (1.9)50 (1.2)
49 (1.5)
47 (1.4)
47 (1.3)
46 (2.0)45 (0.9)42 (1.4)
40 (1.2)
40 (1.4)
40 (1.7)
38 (1.3)
34 (1.2)
34 (1.1)
34 (1.5)
32 (1.3)

496 (3.5)
448 (2.8)481 (5.1)
456 (2.0)391 (4.7)
526 (2.4)
526 (2.7)
481 (4.1)
333 (13.0)
512 (4.0)
506 (2.6)
533 (4.4)
517 (2.8)455 (2.6)
508 (2.6)
409 (3.7)
443 (4.3)
549 (2.5)506 (4.0)484 (3.0)556 (3.1)
538 (2.3)
576 (3.4)
544 (2.9)
542 (2.3)
495 (2.0)495 (3.0)545 (2.4)
513 (1.8)
398 (5.6)
450 (2.9)534 (2.7)565 (4.6)
388 (3.9)534 (2.4)
439 (4.0)
527 (3.1)
526 (3.2)
539 (2.0)515 (2.4)
521 (3.0)
549 (2.7)
529 (3.6)
461 (3.9)507 (4.1)
535 (2.8)570 (4.5)
320 (7.6)
633 (4.1)
552 (3.0)491 (3.8)
610 (2.8)534 (3.8)512 (3.3)
603 (3.0)
518 (4.1)
612 (5.1)
603 (2.7)

4 (0.4)6 (0.5)16 (1.1)
16 (0.6)
18 (0.9)19 (0.9)21 (1.1)
24 (1.3)
21 (2.5)
23 (1.1)
24 (0.9)25 (0.9)29 (1.1)
26 (1.0)27 (1.1)
27 (1.0)28 (1.0)31 (1.2)
32 (1.1)
30 (1.0)32 (1.1)
34 (0.8)
33 (1.3)
35 (1.4)
33 (1.2)
31 (0.5)33 (0.9)34 (0.9)33 (0.8)
31 (1.2)
36 (1.0)31 (0.9)35 (1.4)
36 (1.0)36 (1.1)
38 (1.4)
37 (1.2)
36 (0.9)38 (1.1)
37 (0.7)
39 (0.9)34 (0.8)40 (1.4)
36 (0.9)42 (1.1)
41 (1.1)
43 (1.1)
44 (1.5)44 (0.6)
47 (1.1)
52 (1.1)
54 (1.2)
49 (1.4)
54 (1.3)
51 (1.1)
49 (0.9)45 (1.5)
55 (1.0)482 (9.5)424 (9.4)
463 (10.3)
449 (4.1)
362 (6.3)
514 (4.6)
522 (3.6)484 (5.2)
328 (14.8)
528 (7.1)
496 (3.8)500 (6.0)
507 (3.1)
452 (3.5)
498 (3.6)
393 (4.2)
418 (4.4)
540 (3.6)
514 (3.5)477 (2.8)543 (3.7)
528 (3.7)557 (3.9)
542 (4.1)
535 (3.2)
470 (2.0)
481 (3.2)
534 (2.5)508 (2.4)
380 (5.3)
437 (3.1)
535 (4.1)
550 (3.3)
364 (4.1)
518 (3.1)
455 (4.5)
522 (3.5)509 (3.3)
529 (2.4)510 (2.1)
511 (3.2)
530 (3.0)517 (2.9)445 (4.6)515 (3.6)
517 (2.7)
567 (3.1)
289 (6.6)
624 (4.1)
546 (3.2)
485 (3.5)595 (2.7)
537 (2.6)509 (2.7)601 (2.3)
526 (2.7)
602 (3.3)
592 (2.2)

0 (0.1)0 (0.1)2 (0.2)3 (0.2)3 (0.4)3 (0.4)3 (0.4)2 (0.3)6 (1.1)4 (0.5)4 (0.6)4 (0.4)3 (0.4)6 (0.4)6 (0.5)8 (0.5)8 (0.6)5 (0.7)5 (0.7)8 (0.6)7 (0.8)6 (0.6)8 (0.7)5 (0.4)7 (0.7)10 (0.3)
9 (0.6)7 (0.6)
10 (0.4)
12 (0.7)
7 (0.7)13 (0.9)9 (0.8)8 (0.5)9 (0.7)8 (0.6)9 (0.8)10 (0.6)
8 (0.5)10 (0.4)
8 (0.6)14 (0.6)
9 (0.9)14 (0.8)
10 (0.8)
12 (0.8)
10 (0.7)
10 (0.7)
11 (0.5)
11 (0.7)
8 (0.5)6 (0.5)
11 (0.8)
9 (0.6)14 (0.8)
16 (0.9)21 (1.3)
13 (0.9)

~ ~
~ ~
~ ~
443 (11.4)
331 (13.4)
497 (8.9)518 (8.9)~ ~294 (13.2)
530 (10.1)
493 (7.3)
497 (12.7)
498 (7.7)
436 (5.2)
474 (6.9)
383 (6.7)
406 (6.8)
517 (7.8)504 (5.9)
469 (6.2)
519 (6.2)
506 (4.9)
529 (8.2)
529 (7.5)
515 (7.0)451 (3.6)
466 (5.0)523 (4.8)493 (4.4)373 (7.9)
407 (6.3)
519 (5.0)527 (7.5)
351 (5.6)503 (6.0)
439 (7.3)
510 (5.4)
490 (6.4)
506 (4.7)
495 (4.2)
497 (4.8)502 (5.1)
501 (6.0)
433 (6.1)
506 (6.1)
505 (4.5)556 (4.2)
257 (7.5)
602 (4.9)
531 (4.1)
458 (6.1)
575 (8.0)
517 (5.0)506 (5.6)
584 (3.5)514 (4.1)
586 (4.6)
576 (3.8)

12.3 (0.03)
12.2 (0.03)
11.4 (0.05)
11.2 (0.04)
11.3 (0.06)
11.1 (0.06)
10.9 (0.06)
11.0 (0.05)
11.0 (0.16)
10.7 (0.07)
10.8 (0.08)
10.7 (0.05)
10.6 (0.06)
10.5 (0.06)
10.4 (0.06)
10.5 (0.06)
10.4 (0.07)
10.2 (0.06)
10.1 (0.06)
10.2 (0.07)
10.0 (0.06)
10.0 (0.05)
10.0 (0.07)
10.0 (0.06)
10.0 (0.06)
10.1 (0.03)
10.0 (0.06)
9.9 (0.05)
10.0 (0.04)
10.0 (0.08)
10.0 (0.06)
9.8 (0.08)
9.8 (0.08)
10.0 (0.06)
9.8 (0.05)
10.0 (0.07)
9.8 (0.06)
9.8 (0.06)
9.8 (0.06)
9.7 (0.03)
9.6 (0.05)
9.6 (0.05)
9.6 (0.08)
9.6 (0.06)
9.5 (0.07)
9.4 (0.06)
9.4 (0.06)
9.5 (0.09)
9.4 (0.04)
9.2 (0.05)
9.3 (0.05)
9.4 (0.06)
9.2 (0.07)
9.2 (0.06)
8.9 (0.05)
8.9 (0.05)
8.8 (0.08)
9.0 (0.06)

International Average

58 (0.2)

508 (0.5)

34 (0.1)

498 (0.6)

8 (0.1)484 (0.9)###### ######

68 (1.5)66 (0.6)
53 (1.4)
50 (1.0)47 (1.5)40 (1.3)

519 (2.5)
549 (1.6)
519 (4.2)
450 (2.5)535 (2.8)
597 (2.7)

26 (1.2)
27 (0.6)
37 (1.1)
35 (0.7)
41 (1.3)
46 (1.0)520 (3.2)
537 (2.7)509 (3.5)
438 (2.8)533 (3.2)
593 (2.4)

6 (0.6)6 (0.3)10 (0.7)
15 (0.7)
12 (1.0)
14 (0.8)508 (6.9)
523 (5.4)495 (6.8)423 (5.1)
511 (4.7)
582 (4.1)

10.4 (0.06)
10.4 (0.03)
9.7 (0.06)
9.6 (0.05)
9.4 (0.07)
9.1 (0.06)

Benchmarking Participants
Madrid, Spain
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAE
Quebec, Canada
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

354

Exhibit 7.11: Students’ Sense of School Belonging
Students’ Reports
High Senseof School Belonging

Country

Some Senseof School Belonging

Little Senseof School Belonging

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
KosovoNorth Macedonia
Montenegro
MoroccoAzerbaijan
Portugal
Georgia
Pakistan
Bulgaria
Armenia
Turkey (5)Kazakhstan
Bosnia and Herzegovina
Spain
Saudi Arabia
Oman
Norway (5)SerbiaBahrainIrelandFinland
Northern Ireland
Lithuania
Netherlands
United Arab Emirates
New ZealandAustria
Malta
KuwaitChile
CyprusEngland
South Africa (5)DenmarkIran, Islamic Rep. of
Hungary
Australia
Belgium (Flemish)
Canada
Italy
United States
SwedenQatar
Slovak Republic
Germany
Russian Federation
Philippines
Singapore
LatviaFranceKorea, Rep. of
Czech Republic
Croatia
Chinese Taipei
PolandHong Kong SAR
Japan

96 (0.4)
94 (0.5)
82 (1.1)
81 (0.7)80 (1.1)
78 (1.1)
76 (1.3)
74 (1.3)
74 (3.0)72 (1.4)
72 (1.2)
71 (1.1)
68 (1.3)
68 (1.2)
67 (1.3)
65 (1.1)
64 (1.3)
64 (1.4)
63 (1.4)
62 (1.3)
61 (1.4)
60 (1.0)60 (1.7)
60 (1.5)
59 (1.4)
59 (0.6)
59 (1.2)
58 (1.2)
57 (0.8)
57 (1.5)
57 (1.2)
56 (1.5)
56 (1.7)
56 (1.2)
55 (1.1)
55 (1.6)
54 (1.4)
54 (1.2)
54 (1.3)
53 (0.8)
52 (1.1)
52 (1.1)
51 (1.9)50 (1.2)
49 (1.5)
47 (1.4)
47 (1.3)
46 (2.0)45 (0.9)42 (1.4)
40 (1.2)
40 (1.4)
40 (1.7)
38 (1.3)
34 (1.2)
34 (1.1)
34 (1.5)
32 (1.3)

492 (3.7)
418 (3.6)
435 (6.2)
456 (2.3)
385 (6.4)
437 (2.9)505 (2.8)452 (4.4)294 (14.9)
518 (4.9)476 (3.6)
536 (4.2)
501 (3.5)
462 (3.4)
517 (2.0)416 (3.9)
450 (4.4)
543 (2.6)514 (4.3)
502 (3.5)535 (4.0)559 (2.5)527 (2.7)
540 (2.8)524 (2.9)490 (2.4)510 (2.9)
528 (2.6)
498 (1.6)
412 (6.8)
477 (2.8)514 (3.1)
544 (3.9)343 (5.4)
530 (2.8)436 (4.3)
532 (3.2)
541 (2.9)508 (2.2)
528 (2.3)
515 (3.3)
551 (2.6)
544 (4.1)
467 (4.1)
514 (4.8)533 (2.9)567 (4.2)
272 (9.4)
600 (3.7)
546 (2.7)
494 (4.1)
596 (2.9)534 (3.3)
529 (2.8)563 (2.4)
529 (3.7)
543 (4.3)
569 (2.5)

4 (0.4)6 (0.5)16 (1.1)
16 (0.6)
18 (0.9)19 (0.9)21 (1.1)
24 (1.3)
21 (2.5)
23 (1.1)
24 (0.9)25 (0.9)29 (1.1)
26 (1.0)27 (1.1)
27 (1.0)28 (1.0)31 (1.2)
32 (1.1)
30 (1.0)32 (1.1)
34 (0.8)
33 (1.3)
35 (1.4)
33 (1.2)
31 (0.5)33 (0.9)34 (0.9)33 (0.8)
31 (1.2)
36 (1.0)31 (0.9)35 (1.4)
36 (1.0)36 (1.1)
38 (1.4)
37 (1.2)
36 (0.9)38 (1.1)
37 (0.7)
39 (0.9)34 (0.8)40 (1.4)
36 (0.9)42 (1.1)
41 (1.1)
43 (1.1)
44 (1.5)44 (0.6)
47 (1.1)
52 (1.1)
54 (1.2)
49 (1.4)
54 (1.3)
51 (1.1)
49 (0.9)45 (1.5)
55 (1.0)473 (8.8)382 (11.8)
416 (10.3)
454 (4.9)344 (7.6)
430 (5.5)502 (3.5)458 (5.8)294 (16.3)
539 (7.6)
462 (4.5)507 (5.8)484 (4.0)458 (3.6)
506 (3.5)395 (4.6)
421 (5.1)
536 (3.4)525 (3.6)484 (3.8)524 (3.7)
551 (3.5)510 (3.1)
537 (3.5)
516 (3.4)459 (2.4)
496 (2.7)
517 (3.2)
498 (2.5)388 (6.8)
467 (3.1)
512 (4.0)533 (3.2)
313 (5.6)515 (3.3)454 (4.8)
529 (3.5)
528 (2.7)
496 (2.6)
520 (2.2)
506 (3.7)
536 (3.3)
533 (3.6)
443 (5.9)
529 (3.7)
514 (2.9)569 (2.7)
242 (7.6)
594 (3.5)
542 (3.0)
487 (3.3)
584 (2.5)
538 (3.0)522 (2.5)559 (2.1)
537 (2.4)
530 (3.6)
561 (2.4)

0 (0.1)0 (0.1)2 (0.2)3 (0.2)3 (0.4)3 (0.4)3 (0.4)2 (0.3)6 (1.1)4 (0.5)4 (0.6)4 (0.4)3 (0.4)6 (0.4)6 (0.5)8 (0.5)8 (0.6)5 (0.7)5 (0.7)8 (0.6)7 (0.8)6 (0.6)8 (0.7)5 (0.4)7 (0.7)10 (0.3)
9 (0.6)7 (0.6)
10 (0.4)
12 (0.7)
7 (0.7)13 (0.9)9 (0.8)8 (0.5)9 (0.7)8 (0.6)9 (0.8)10 (0.6)
8 (0.5)10 (0.4)
8 (0.6)14 (0.6)
9 (0.9)14 (0.8)
10 (0.8)
12 (0.8)
10 (0.7)
10 (0.7)
11 (0.5)
11 (0.7)
8 (0.5)6 (0.5)
11 (0.8)
9 (0.6)14 (0.8)
16 (0.9)21 (1.3)
13 (0.9)

~ ~
~ ~
~ ~
454 (11.4)
310 (15.1)
422 (11.3)
497 (5.7)~ ~261 (18.7)
529 (12.7)
447 (8.3)
509 (12.1)
479 (10.8)
443 (5.7)
486 (6.7)
381 (8.8)407 (9.1)
526 (6.9)
513 (6.8)
470 (6.7)
498 (6.7)
540 (5.6)
497 (6.1)
527 (7.6)
489 (8.3)
431 (3.7)
485 (4.9)507 (6.6)
482 (4.7)
367 (8.4)
436 (6.6)
498 (4.9)517 (5.6)
293 (8.5)504 (5.6)
440 (7.5)
518 (5.5)510 (5.6)476 (5.1)
514 (3.4)495 (5.1)
509 (4.5)
521 (6.3)
422 (7.0)525 (6.6)
507 (5.2)
564 (3.9)
205 (8.1)
578 (4.9)
529 (4.5)
462 (6.0)
568 (6.8)
521 (4.9)514 (4.9)545 (4.2)
525 (4.4)
516 (5.9)
549 (3.5)

12.3 (0.03)
12.2 (0.03)
11.4 (0.05)
11.2 (0.04)
11.3 (0.06)
11.1 (0.06)
10.9 (0.06)
11.0 (0.05)
11.0 (0.16)
10.7 (0.07)
10.8 (0.08)
10.7 (0.05)
10.6 (0.06)
10.5 (0.06)
10.4 (0.06)
10.5 (0.06)
10.4 (0.07)
10.2 (0.06)
10.1 (0.06)
10.2 (0.07)
10.0 (0.06)
10.0 (0.05)
10.0 (0.07)
10.0 (0.06)
10.0 (0.06)
10.1 (0.03)
10.0 (0.06)
9.9 (0.05)
10.0 (0.04)
10.0 (0.08)
10.0 (0.06)
9.8 (0.08)
9.8 (0.08)
10.0 (0.06)
9.8 (0.05)
10.0 (0.07)
9.8 (0.06)
9.8 (0.06)
9.8 (0.06)
9.7 (0.03)
9.6 (0.05)
9.6 (0.05)
9.6 (0.08)
9.6 (0.06)
9.5 (0.07)
9.4 (0.06)
9.4 (0.06)
9.5 (0.09)
9.4 (0.04)
9.2 (0.05)
9.3 (0.05)
9.4 (0.06)
9.2 (0.07)
9.2 (0.06)
8.9 (0.05)
8.9 (0.05)
8.8 (0.08)
9.0 (0.06)

International Average

58 (0.2)

497 (0.6)

34 (0.1)

487 (0.7)

8 (0.1)476 (1.0)###### ######

68 (1.5)66 (0.6)
53 (1.4)
50 (1.0)47 (1.5)40 (1.3)

524 (2.3)
550 (1.8)530 (3.8)
431 (3.5)525 (3.3)
596 (3.2)

26 (1.2)
27 (0.6)
37 (1.1)
35 (0.7)
41 (1.3)
46 (1.0)524 (3.0)
537 (2.5)
521 (3.6)415 (3.2)
522 (3.1)
596 (2.3)

6 (0.6)6 (0.3)10 (0.7)
15 (0.7)
12 (1.0)
14 (0.8)511 (7.8)
522 (5.2)
518 (5.2)
390 (5.6)
509 (3.9)
588 (3.7)

10.4 (0.06)
10.4 (0.03)
9.7 (0.06)
9.6 (0.05)
9.4 (0.07)
9.1 (0.06)

Benchmarking Participants
Madrid, Spain
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAE
Quebec, Canada
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

355

Exhibit 7.12: Students’ Sense of School Belonging
Students’ Reports
High Senseof School Belonging

Country

Some Senseof School Belonging

Little Senseof School Belonging

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Egypt
JordanMoroccoRomania
TurkeyKazakhstan
South Africa (9)Georgia
LebanonSaudi Arabia
Oman
FinlandIsrael
KuwaitUnited Arab Emirates
Norway (9)Bahrain
Malaysia
Iran, Islamic Rep. of
New ZealandIreland
Portugal
Lithuania
United States
Qatar
Chile
Australia
Hungary
Singapore
SwedenEngland
Italy
Russian Federation
Chinese Taipei
Cyprus
Korea, Rep. ofJapan
Hong Kong SAR
France66 (1.3)
62 (1.3)
58 (1.2)
54 (1.3)
54 (1.3)
51 (1.4)
48 (0.7)
47 (1.4)
46 (1.4)
45 (1.2)
44 (1.1)
43 (1.1)
42 (1.3)
42 (1.2)
41 (0.8)41 (1.4)
38 (1.0)37 (1.1)
36 (1.1)
33 (0.9)33 (1.2)
32 (1.4)
31 (1.4)
31 (0.9)31 (1.3)
30 (1.1)
30 (0.9)30 (1.2)
28 (0.8)
28 (1.2)
27 (1.3)
27 (1.3)
25 (1.2)
23 (1.0)22 (0.9)22 (0.9)21 (1.1)
21 (0.9)20 (0.9)417 (5.3)
424 (3.9)387 (3.0)484 (4.8)500 (4.1)
491 (4.0)
391 (2.4)
463 (5.2)
440 (3.5)
398 (3.2)
425 (3.0)523 (3.2)
520 (5.2)
414 (5.4)
493 (3.0)514 (3.1)
491 (3.0)461 (3.6)455 (4.6)503 (3.8)545 (3.1)
508 (3.9)
528 (3.8)
547 (5.6)456 (6.3)
447 (3.7)
548 (4.6)
536 (5.4)
636 (4.4)515 (3.8)
544 (6.0)
500 (4.0)551 (5.9)624 (5.5)
520 (3.6)
627 (4.5)
602 (3.9)593 (6.8)
490 (3.9)

27 (0.9)30 (0.9)34 (1.0)35 (1.0)37 (1.0)44 (1.2)
43 (0.5)
44 (1.2)
42 (1.1)
43 (0.9)44 (0.9)48 (0.9)43 (1.0)41 (1.0)42 (0.7)
47 (1.2)
46 (0.9)58 (1.0)50 (0.9)53 (0.7)
51 (1.1)
53 (1.0)57 (1.2)
48 (0.8)48 (0.8)
57 (1.1)
50 (0.8)
52 (1.0)58 (0.8)57 (0.9)53 (1.0)58 (0.9)59 (1.0)60 (0.9)48 (1.0)65 (0.9)59 (0.8)
57 (1.0)
68 (0.8)410 (6.1)
422 (5.1)
389 (2.3)
480 (5.7)
490 (5.4)
485 (3.5)
390 (2.4)
463 (4.6)426 (3.8)394 (2.7)
406 (3.5)505 (2.5)527 (4.9)403 (5.0)472 (1.8)504 (3.1)
480 (1.9)
461 (3.6)
440 (3.9)482 (3.7)
523 (2.9)
499 (3.5)
521 (3.1)
518 (4.9)
450 (4.4)
441 (3.2)
516 (4.1)
514 (3.3)
614 (4.2)
505 (2.7)
521 (5.4)
500 (2.8)
544 (4.7)
613 (2.5)504 (2.2)
606 (2.9)
598 (3.1)
586 (3.7)
485 (2.7)

7 (0.7)9 (0.8)8 (0.6)
10 (0.8)
9 (0.7)5 (0.5)9 (0.4)10 (0.7)
12 (0.8)
12 (0.6)
11 (0.6)
9 (0.6)14 (0.9)
17 (1.1)
16 (0.4)
12 (0.8)
16 (0.8)
5 (0.5)14 (0.9)
14 (0.8)
17 (1.0)
15 (1.0)
12 (0.8)22 (0.9)22 (1.1)
13 (0.8)
20 (0.9)18 (1.1)
14 (0.5)
15 (0.9)19 (1.0)
15 (0.8)
16 (0.8)
17 (0.8)30 (1.2)
14 (0.7)
19 (0.9)23 (1.1)
12 (0.7)

418 (8.6)
411 (8.1)
397 (6.5)
465 (7.5)
494 (8.9)489 (6.2)
392 (3.5)457 (8.3)
411 (5.6)
387 (4.2)
392 (4.9)471 (5.5)504 (7.1)
382 (6.2)
439 (3.5)470 (5.7)
462 (4.2)
462 (8.3)
448 (6.1)
439 (5.6)
489 (4.5)490 (5.1)
504 (5.8)476 (4.5)
414 (4.4)428 (4.4)476 (4.1)
492 (4.7)
581 (5.6)475 (4.6)
470 (6.9)
485 (4.4)533 (5.2)
596 (4.5)482 (2.7)
577 (5.6)
574 (4.1)
548 (6.3)
459 (4.4)

11.1 (0.06)
10.9 (0.07)
10.8 (0.05)
10.5 (0.06)
10.5 (0.06)
10.6 (0.06)
10.3 (0.03)
10.2 (0.06)
10.2 (0.06)
10.2 (0.05)
10.1 (0.05)
10.2 (0.05)
10.0 (0.06)
9.9 (0.06)
9.9 (0.04)
10.0 (0.06)
9.8 (0.05)
10.0 (0.04)
9.9 (0.06)
9.7 (0.04)
9.6 (0.05)
9.6 (0.06)
9.7 (0.06)
9.4 (0.04)
9.4 (0.08)
9.6 (0.04)
9.4 (0.05)
9.5 (0.06)
9.5 (0.03)
9.5 (0.05)
9.3 (0.06)
9.4 (0.05)
9.4 (0.05)
9.3 (0.04)
8.9 (0.05)
9.3 (0.04)
9.2 (0.05)
9.1 (0.05)
9.3 (0.04)

International Average

37 (0.2)

500 (0.7)

49 (0.2)

489 (0.6)

14 (0.1)

470 (0.9)###### ######

46 (1.3)
43 (1.1)
41 (1.2)
38 (1.5)
33 (1.1)
29 (1.4)
17 (0.9)442 (5.1)
550 (2.8)420 (3.8)
543 (5.1)
463 (3.9)562 (4.0)
586 (6.5)

44 (0.8)
44 (1.1)
47 (0.9)47 (1.3)
46 (0.8)55 (1.1)
60 (0.9)443 (4.6)
534 (3.3)
422 (3.3)
530 (5.0)434 (3.1)
544 (3.6)
577 (4.3)

10 (0.8)
12 (0.5)
13 (0.9)15 (1.1)
21 (0.7)
16 (1.1)
23 (1.0)439 (5.8)500 (4.6)
428 (4.3)
498 (4.6)
410 (5.4)
513 (6.3)
564 (5.1)

10.2 (0.06)
10.1 (0.04)
10.0 (0.05)
9.9 (0.07)
9.5 (0.06)
9.5 (0.06)
9.0 (0.05)

Benchmarking ParticipantsWestern Cape, RSA (9)Dubai, UAE
Gauteng, RSA (9)Ontario, Canada
Abu Dhabi, UAE
Quebec, Canada
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

356

Exhibit 7.13: Students’ Sense of School Belonging
Students’ Reports
High Senseof School Belonging

Country

Some Senseof School Belonging

Little Senseof School Belonging

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Egypt
JordanMoroccoRomania
TurkeyKazakhstan
South Africa (9)Georgia
LebanonSaudi Arabia
Oman
FinlandIsrael
KuwaitUnited Arab Emirates
Norway (9)Bahrain
Malaysia
Iran, Islamic Rep. of
New ZealandIreland
Portugal
Lithuania
United States
Qatar
Chile
Australia
Hungary
Singapore
SwedenEngland
Italy
Russian Federation
Chinese Taipei
Cyprus
Korea, Rep. ofJapan
Hong Kong SAR
France66 (1.3)
62 (1.3)
58 (1.2)
54 (1.3)
54 (1.3)
51 (1.4)
48 (0.7)
47 (1.4)
46 (1.4)
45 (1.2)
44 (1.1)
43 (1.1)
42 (1.3)
42 (1.2)
41 (0.8)41 (1.4)
38 (1.0)37 (1.1)
36 (1.1)
33 (0.9)33 (1.2)
32 (1.4)
31 (1.4)
31 (0.9)31 (1.3)
30 (1.1)
30 (0.9)30 (1.2)
28 (0.8)
28 (1.2)
27 (1.3)
27 (1.3)
25 (1.2)
23 (1.0)22 (0.9)22 (0.9)21 (1.1)
21 (0.9)20 (0.9)398 (5.6)
458 (4.3)
396 (3.5)474 (4.8)518 (3.6)
480 (3.7)
370 (3.4)
449 (4.7)
394 (4.9)436 (3.2)
473 (2.9)558 (3.9)517 (4.7)
459 (6.1)
498 (3.6)
508 (3.5)501 (2.8)465 (3.8)456 (4.5)
521 (4.3)
545 (3.2)
525 (3.8)
541 (3.9)
548 (5.1)
489 (6.9)
469 (3.9)557 (4.2)
544 (4.8)626 (4.3)
537 (4.5)551 (5.4)
501 (4.0)545 (5.4)
582 (4.1)
501 (3.8)
577 (3.5)
573 (2.9)519 (7.5)
499 (4.4)

27 (0.9)30 (0.9)34 (1.0)35 (1.0)37 (1.0)44 (1.2)
43 (0.5)
44 (1.2)
42 (1.1)
43 (0.9)44 (0.9)48 (0.9)43 (1.0)41 (1.0)42 (0.7)
47 (1.2)
46 (0.9)58 (1.0)50 (0.9)53 (0.7)
51 (1.1)
53 (1.0)57 (1.2)
48 (0.8)48 (0.8)
57 (1.1)
50 (0.8)
52 (1.0)58 (0.8)57 (0.9)53 (1.0)58 (0.9)59 (1.0)60 (0.9)48 (1.0)65 (0.9)59 (0.8)
57 (1.0)
68 (0.8)384 (6.1)
456 (6.1)
392 (2.8)472 (5.2)512 (4.8)476 (3.5)371 (3.2)
450 (4.2)
371 (6.4)
434 (2.9)452 (3.8)
538 (2.8)519 (5.1)
447 (5.2)
470 (2.2)495 (3.9)487 (2.5)
460 (3.9)444 (4.1)
497 (3.9)
522 (3.1)
518 (3.2)
534 (3.2)
527 (4.6)
481 (4.4)463 (3.2)
529 (3.5)
528 (2.9)606 (4.2)
525 (3.5)
522 (4.8)503 (2.5)
543 (4.4)574 (1.9)488 (2.7)560 (2.1)
572 (2.5)509 (4.9)490 (2.7)

7 (0.7)9 (0.8)8 (0.6)
10 (0.8)
9 (0.7)5 (0.5)9 (0.4)10 (0.7)
12 (0.8)
12 (0.6)
11 (0.6)
9 (0.6)14 (0.9)
17 (1.1)
16 (0.4)
12 (0.8)
16 (0.8)
5 (0.5)14 (0.9)
14 (0.8)
17 (1.0)
15 (1.0)
12 (0.8)22 (0.9)22 (1.1)
13 (0.8)
20 (0.9)18 (1.1)
14 (0.5)
15 (0.9)19 (1.0)
15 (0.8)
16 (0.8)
17 (0.8)30 (1.2)
14 (0.7)
19 (0.9)23 (1.1)
12 (0.7)388 (9.2)
435 (8.5)
393 (5.5)456 (6.0)515 (8.0)
488 (7.4)
380 (4.4)
438 (7.8)
349 (8.7)
421 (4.8)433 (5.5)
498 (7.1)
499 (6.9)415 (8.3)
431 (3.9)459 (6.5)
453 (5.0)
436 (9.9)453 (5.6)
463 (5.5)486 (5.0)507 (4.8)519 (5.7)
488 (4.9)445 (5.2)
449 (5.0)
487 (3.1)
512 (4.2)
577 (5.4)
490 (6.0)
466 (7.4)
492 (5.2)
540 (4.8)563 (3.9)464 (3.0)
537 (4.7)
558 (3.3)
477 (8.0)
462 (5.6)

11.1 (0.06)
10.9 (0.07)
10.8 (0.05)
10.5 (0.06)
10.5 (0.06)
10.6 (0.06)
10.3 (0.03)
10.2 (0.06)
10.2 (0.06)
10.2 (0.05)
10.1 (0.05)
10.2 (0.05)
10.0 (0.06)
9.9 (0.06)
9.9 (0.04)
10.0 (0.06)
9.8 (0.05)
10.0 (0.04)
9.9 (0.06)
9.7 (0.04)
9.6 (0.05)
9.6 (0.06)
9.7 (0.06)
9.4 (0.04)
9.4 (0.08)
9.6 (0.04)
9.4 (0.05)
9.5 (0.06)
9.5 (0.03)
9.5 (0.05)
9.3 (0.06)
9.4 (0.05)
9.4 (0.05)
9.3 (0.04)
8.9 (0.05)
9.3 (0.04)
9.2 (0.05)
9.1 (0.05)
9.3 (0.04)

International Average

37 (0.2)502 (0.7)

49 (0.2)

490 (0.6)

14 (0.1)

470 (1.0)###### ######

46 (1.3)
43 (1.1)
41 (1.2)
38 (1.5)
33 (1.1)
29 (1.4)
17 (0.9)437 (6.2)
563 (3.2)
418 (5.0)536 (4.1)
454 (4.8)553 (3.7)
572 (4.9)

44 (0.8)
44 (1.1)
47 (0.9)47 (1.3)
46 (0.8)55 (1.1)
60 (0.9)442 (5.5)
544 (3.1)
424 (4.0)
521 (3.5)
416 (4.1)
537 (3.8)567 (3.1)

10 (0.8)
12 (0.5)
13 (0.9)15 (1.1)
21 (0.7)
16 (1.1)
23 (1.0)447 (6.1)
508 (5.0)
437 (5.1)
492 (4.5)
390 (6.9)
509 (6.0)
561 (3.5)

10.2 (0.06)
10.1 (0.04)
10.0 (0.05)
9.9 (0.07)
9.5 (0.06)
9.5 (0.06)
9.0 (0.05)

Benchmarking ParticipantsWestern Cape, RSA (9)Dubai, UAE
Gauteng, RSA (9)Ontario, Canada
Abu Dhabi, UAE
Quebec, Canada
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL CLIMATETIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

357

School Discipline and Safety
School Discipline
Continuing from previous TIMSS assessments, TIMSS 2019 asked school principals for theirperceptions about the extent that discipline, disorder, and bullying behaviors are problems in theirschool. As described in Exhibit 8.1, fourth grade students were assigned scores on the School Discipline
scale according to their principals’ characterizations of 10 discipline and safety problems (see About
the Scale). The eighth grade scale included one additional problem more suited to older students—“physical injury to teachers or staff.” Since TIMSS first reported results on the School Discipline scale in2011, data have shown that attending schools with fewer discipline and safety problems was associatedwith higher average achievement in mathematics and science.
Exhibit 8.2 presents the results for the School Discipline scale at the fourth grade in relation tomathematics achievement. Countries are ordered according to the percentage of students in schools
where principals reported “hardly any problems” with discipline and safety. On average, the majorityof fourth grade students (60%) attended schools with “hardly any problems,” and 32 percent attended
schools with “minor problems.” Only 8 percent of students, on average, attended schools for whichprincipals reported “moderate to severe problems” with discipline and safety. Consistent with previous
TIMSS results, average mathematics achievement was higher for students in schools with “hardly
any problems” than for students in schools with “minor problems” (508 vs. 494). At 466 points, on
average, mathematics achievement for students in schools with “moderate to severe problems” withschool discipline and safety was substantially lower (42 points) than for students in schools with“hardly any problems.”
Exhibit 8.3 presents the same percentages of fourth grade students in the three categories of thescale, but in relation to science achievement. Similar to the results for mathematics, fewer discipline
problems were related to higher average science achievement. Students in schools with “hardly any
problems” with discipline and safety had the highest average science achievement (498), followed by
students in schools with “minor problems” (483) and “moderate to severe problems” (457).
Exhibits 8.4 and 8.5 present the School Discipline results for eighth grade students in relation tomathematics achievement and science achievement, respectively. Compared with the fourth grade,
fewer eighth grade students attended schools with “hardly any problems” (45% vs. 60%) and more
eighth grade students attended schools with “minor problems” (43% vs. 32%). Similar to fourth grade
results, the 11 percent of eighth grade students in the “moderate to severe problems” category had thelowest average achievement (448 and 452 in mathematics and science, respectively). However, eighth
grade results showed a greater difference in average achievement between students in schools with“hardly any problems” and those in schools with “moderate to severe problems.” There was a 55-point
gap in average mathematics achievement between the two categories (503 vs. 448) and a 52-point gap
in average science achievement (504 vs. 452).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

358

Exhibit 8.1: School Discipline – Principals’ Reports
Students’ Results based on Principals’ Reports

About the Scale
Students were scored according to their principals’ reports regarding eleven potential problems on the School Discipline scale. Cut scores divide the scale
into three categories. Students in schools with Hardly Any Problems had a score at or above the cut score corresponding to their principals reporting thatsix of the eleven issues are “not a problem” and the other five are a “minor problem,” on average. Students in schools with Moderate to Severe Problems
had a score at or below the cut score corresponding to their principals reporting that six of the eleven issues are a “moderate problem” and the other fiveare a “minor problem,” on average. All other students were in schools with Minor Problems.
To what degree is each of the following a problem among <fourth/eighth grade> students inyour school?
Not aproblemMinor
problemModerate
problem

HardlyAny
Problems

Minor
Problems

Moderate to
Severe Problems

SevereProblem

1) Arriving late at school - - - - - - - - - - - - - - - - 2) Absenteeism (i.e., unjustified absences) - - - - 3) Classroom disturbance - - - - - - - - - - - - - - - 4) Cheating - - - - - - - - - - - - - - - - - - - - - - - - - 5) Profanity - - - - - - - - - - - - - - - - - - - - - - - - - - 6) Vandalism - - - - - - - - - - - - - - - - - - - - - - - - 7) Theft - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8) Intimidation or verbal abuse among
students (including texting, emailing, etc.) - - - 9) Physical injury to other students - - - - - - - - - 10) Intimidation or verbal abuse of teachers
or staff (including texting, emailing, etc.) - - - 11) Physical injury to teachers or staff * - - - - - - -Scale Cut Scores
Fourth Grade

9.7

7.6

Eighth Grade

10.8

8.0

* Item not included in scale at the fourth grade

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

359

Exhibit 8.2: School Discipline – Principals’ Reports
Students’ Results based on Principals’ Reports
Hardly Any Problems
Country

Albania
Ireland
Kazakhstan
Netherlands
Hong Kong SAR
Singapore
Armenia
Croatia
Spain
Slovak Republic
Japan
Korea, Rep. ofNorthern Ireland
Chinese Taipei
Lithuania
LatviaCzech Republic
Azerbaijan
United Arab Emirates
Bulgaria
Malta
North Macedonia
Qatar
Russian Federation
England
Italy
Georgia
BahrainSaudi Arabia
Belgium (Flemish)Iran, Islamic Rep. of
New Zealand
Norway (5)FranceAustralia
SerbiaBosnia and Herzegovina
United States
Finland
CanadaMontenegro
Pakistan
Hungary
CyprusAustria
KosovoDenmark
Portugal
Philippines
KuwaitChile
Oman
PolandGermany
Turkey (5)SwedenMoroccoSouth Africa (5)Minor Problems

Moderate to Severe Problems

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

82 (3.4)
82 (3.2)
82 (3.3)
81 (5.0)77 (4.3)
76 (0.0)76 (3.4)
76 (3.6)
75 (3.4)
73 (3.6)
73 (3.6)
73 (3.7)
73 (3.8)
73 (3.2)
72 (3.8)
72 (3.2)
71 (3.5)
71 (3.2)
70 (2.0)70 (4.1)
69 (0.4)
68 (3.7)
68 (3.8)
68 (3.6)
67 (5.1)
66 (4.0)66 (4.4)
65 (2.8)
64 (3.5)
61 (4.5)
59 (3.7)
59 (3.6)
58 (4.3)
57 (4.1)
57 (3.5)
55 (4.3)
55 (3.7)
55 (2.6)
53 (3.8)
53 (2.9)52 (0.5)
51 (6.5)
50 (4.7)
49 (4.8)
49 (3.7)
47 (4.4)
47 (4.0)46 (3.8)
44 (4.1)
44 (3.9)41 (4.1)
36 (3.2)
36 (4.1)
36 (3.2)
33 (3.4)
30 (3.8)
28 (2.8)
19 (2.6)495 (3.8)552 (3.1)
514 (3.0)
540 (2.8)
607 (3.2)
628 (4.3)
501 (3.2)
509 (2.6)
508 (2.8)517 (4.1)
595 (2.1)
602 (2.7)
573 (4.2)
600 (2.2)
537 (3.4)
548 (3.3)
538 (3.1)
514 (3.5)
494 (2.0)528 (4.1)
519 (1.4)
478 (5.8)455 (4.7)
569 (4.5)566 (5.5)517 (2.8)486 (4.6)
486 (2.7)
404 (4.7)
540 (2.7)450 (5.4)504 (3.8)
547 (3.7)
494 (4.3)
529 (4.0)505 (4.4)453 (3.6)
547 (3.9)
537 (3.4)
516 (2.4)452 (2.3)
321 (16.7)
532 (4.1)
540 (3.4)
548 (3.3)
439 (4.9)534 (3.4)
533 (4.1)
319 (9.5)
401 (7.1)
454 (5.8)436 (5.6)
522 (4.9)
541 (2.9)552 (6.1)
529 (3.9)406 (12.9)
397 (12.0)

16 (3.2)
16 (3.1)
7 (2.0)19 (5.0)23 (4.2)
24 (0.0)
13 (3.2)
22 (3.5)
22 (3.1)
20 (3.5)
23 (3.6)
16 (2.8)
27 (3.9)26 (3.2)
28 (3.8)
27 (3.2)
26 (3.3)
17 (2.9)26 (2.0)24 (3.9)29 (0.4)
24 (4.2)
24 (3.6)
32 (3.5)
33 (5.1)
29 (4.2)
23 (3.8)
27 (2.8)
23 (3.2)
37 (4.6)
33 (3.6)
38 (3.7)
33 (4.1)
39 (4.3)
40 (3.4)
32 (3.7)
29 (3.5)
41 (2.6)
42 (3.8)
43 (3.0)34 (0.4)
38 (6.4)
42 (4.5)
45 (4.6)
41 (3.8)
26 (3.6)
52 (3.9)45 (3.8)
52 (3.9)37 (4.1)
49 (4.4)
36 (3.1)
60 (4.2)
52 (3.5)
40 (3.7)
65 (4.1)
24 (2.7)
53 (3.8)491 (9.3)
540 (5.5)500 (11.4)
527 (4.6)
583 (7.7)
616 (8.3)
484 (6.1)
513 (5.4)
486 (8.1)
504 (6.9)
588 (3.5)595 (5.7)552 (6.2)
597 (3.7)
556 (7.4)
541 (4.7)
525 (4.8)
529 (6.2)
444 (3.6)477 (11.9)
490 (3.0)461 (11.1)
439 (8.8)563 (4.1)
540 (7.6)
510 (4.9)473 (6.0)
476 (5.0)394 (7.8)
523 (3.8)436 (8.2)
466 (5.5)
540 (4.9)476 (4.8)500 (4.8)513 (5.8)453 (4.8)521 (4.4)
529 (3.1)
510 (4.7)457 (3.6)
331 (20.2)
520 (6.0)
527 (5.0)535 (3.3)
447 (5.7)
517 (2.7)
521 (4.2)
276 (8.3)
373 (8.5)
435 (4.0)422 (5.2)
518 (3.2)
516 (3.3)
517 (7.5)
518 (4.4)
365 (10.8)
373 (5.9)

2 (1.1)2 (1.2)12 (2.6)
0 (0.0)1 (0.7)0 (0.0)11 (2.3)
2 (1.3)3 (1.2)6 (1.7)4 (1.8)12 (3.0)
1 (0.8)1 (1.0)0 (0.3)1 (0.0)3 (1.2)12 (2.7)
4 (0.3)6 (2.0)2 (0.1)8 (2.7)8 (1.8)1 (0.6)0 (0.0)5 (1.8)11 (2.9)
8 (0.7)14 (2.7)
2 (1.4)8 (1.8)3 (1.4)9 (3.2)4 (1.4)3 (1.3)
12 (2.8)
16 (3.1)
4 (1.1)5 (1.9)4 (1.0)14 (0.3)
11 (2.7)
8 (2.3)6 (2.3)10 (2.3)
27 (3.7)
1 (1.0)9 (2.1)4 (1.6)
19 (3.2)
9 (2.5)28 (3.3)
4 (1.6)
12 (2.0)27 (3.3)
5 (1.5)48 (3.5)
28 (3.7)~ ~~ ~506 (7.8)
~ ~
~ ~
~ ~
498 (7.6)~ ~493 (14.7)
447 (14.5)
584 (9.1)
588 (7.1)
~ ~
~ ~
~ ~
~ ~
494 (6.6)
508 (5.5)446 (9.9)517 (17.7)~ ~458 (24.9)
434 (13.1)~ ~~ ~509 (7.6)
479 (11.6)
442 (7.8)385 (15.5)~ ~423 (15.4)
438 (9.9)533 (7.4)
445 (9.2)
442 (15.7)512 (8.9)447 (7.6)
501 (18.4)
499 (11.9)
470 (9.4)
447 (3.8)352 (17.7)
474 (15.0)
502 (12.5)
515 (9.2)
451 (4.5)~ ~511 (6.9)
317 (13.7)
364 (11.6)
416 (11.8)
435 (11.1)
538 (7.6)
484 (9.2)
496 (9.4)
491 (13.4)
380 (7.4)
364 (7.3)

10.9 (0.14)
10.8 (0.11)
10.9 (0.19)
10.9 (0.15)
10.7 (0.14)
10.6 (0.00)
10.4 (0.15)
10.5 (0.12)
10.6 (0.13)
10.3 (0.11)
10.4 (0.12)
10.6 (0.18)
10.4 (0.11)
10.8 (0.12)
10.4 (0.11)
10.4 (0.09)
10.3 (0.11)
10.0 (0.16)
10.5 (0.07)
10.4 (0.17)
10.4 (0.01)
10.4 (0.16)
10.2 (0.13)
10.2 (0.08)
10.1 (0.10)
10.0 (0.12)
10.1 (0.19)
10.2 (0.09)
10.0 (0.16)
10.1 (0.12)
10.1 (0.12)
10.1 (0.10)
9.7 (0.12)
9.9 (0.11)
9.9 (0.11)
9.7 (0.16)
9.6 (0.18)
9.9 (0.08)
9.9 (0.10)
9.9 (0.09)
9.7 (0.02)
9.4 (0.19)
9.7 (0.12)
9.8 (0.16)
9.6 (0.11)
8.9 (0.21)
9.7 (0.11)
9.6 (0.14)
9.5 (0.11)
9.1 (0.15)
9.4 (0.13)
8.7 (0.18)
9.3 (0.10)
9.2 (0.09)
8.8 (0.16)
9.2 (0.10)
7.8 (0.18)
8.5 (0.09)

60 (0.5)508 (0.7)

32 (0.5)494 (0.9)

8 (0.3)466 (1.8)###### ######

89 (0.1)
77 (3.8)
73 (4.2)
60 (4.4)
59 (1.1)
42 (5.3)

546 (1.8)523 (2.1)
595 (2.6)534 (3.2)
452 (2.8)519 (5.5)

10 (0.1)
19 (3.6)
26 (4.3)
37 (4.4)
38 (1.1)
51 (5.5)

530 (4.8)
497 (7.4)
587 (4.1)
528 (3.6)
414 (4.1)
513 (7.8)

0 (0.0)4 (1.4)1 (0.6)2 (0.8)3 (0.1)7 (2.0)~ ~528 (9.3)~ ~~ ~392 (11.3)
456 (9.9)

11.1 (0.01)
10.7 (0.14)
10.4 (0.11)
10.1 (0.13)
10.1 (0.04)
9.6 (0.14)

s

r

r

s

r

r

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Moscow City, Russian Fed.
Quebec, Canada
Abu Dhabi, UAE
Ontario, CanadarrThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

360

Exhibit 8.3: School Discipline – Principals’ Reports
Students’ Results based on Principals’ Reports
Hardly Any Problems
Country

Albania
Ireland
Kazakhstan
Netherlands
Hong Kong SAR
Singapore
Armenia
Croatia
Spain
Slovak Republic
Japan
Korea, Rep. ofNorthern Ireland
Chinese Taipei
Lithuania
LatviaCzech Republic
Azerbaijan
United Arab Emirates
Bulgaria
Malta
North Macedonia
Qatar
Russian Federation
England
Italy
Georgia
BahrainSaudi Arabia
Belgium (Flemish)Iran, Islamic Rep. of
New Zealand
Norway (5)FranceAustralia
SerbiaBosnia and Herzegovina
United States
Finland
CanadaMontenegro
Pakistan
Hungary
CyprusAustria
KosovoDenmark
Portugal
Philippines
KuwaitChile
Oman
PolandGermany
Turkey (5)SwedenMoroccoSouth Africa (5)Minor Problems

Moderate to Severe Problems

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

82 (3.4)
82 (3.2)
82 (3.3)
81 (5.0)77 (4.3)
76 (0.0)76 (3.4)
76 (3.6)
75 (3.4)
73 (3.6)
73 (3.6)
73 (3.7)
73 (3.8)
73 (3.2)
72 (3.8)
72 (3.2)
71 (3.5)
71 (3.2)
70 (2.0)70 (4.1)
69 (0.4)
68 (3.7)
68 (3.8)
68 (3.6)
67 (5.1)
66 (4.0)66 (4.4)
65 (2.8)
64 (3.5)
61 (4.5)
59 (3.7)
59 (3.6)
58 (4.3)
57 (4.1)
57 (3.5)
55 (4.3)
55 (3.7)
55 (2.6)
53 (3.8)
53 (2.9)52 (0.5)
51 (6.5)
50 (4.7)
49 (4.8)
49 (3.7)
47 (4.4)
47 (4.0)46 (3.8)
44 (4.1)
44 (3.9)41 (4.1)
36 (3.2)
36 (4.1)
36 (3.2)
33 (3.4)
30 (3.8)
28 (2.8)
19 (2.6)

490 (3.9)
530 (3.9)
497 (3.5)
522 (3.6)
538 (3.2)
597 (3.8)
469 (3.9)524 (2.6)
517 (2.6)
529 (4.1)
564 (2.1)
590 (2.5)524 (3.3)
558 (2.0)533 (3.2)
544 (3.1)
538 (3.1)
424 (4.2)
489 (2.4)
537 (5.5)507 (1.5)435 (6.5)
456 (5.0)
570 (4.1)
545 (4.8)513 (3.1)
458 (4.9)505 (3.5)
410 (5.2)
508 (2.9)449 (5.7)
519 (3.3)
543 (3.2)
497 (4.3)
545 (3.6)515 (4.6)
462 (4.0)552 (4.2)
560 (3.6)
528 (2.3)
452 (3.0)
281 (19.4)
538 (3.9)518 (3.7)
533 (3.8)406 (5.7)
530 (3.8)510 (3.5)275 (11.2)
419 (8.6)
481 (5.0)
437 (6.0)
533 (4.6)
541 (3.1)
553 (5.3)
545 (3.9)396 (15.4)
355 (16.5)

16 (3.2)
16 (3.1)
7 (2.0)19 (5.0)23 (4.2)
24 (0.0)
13 (3.2)
22 (3.5)
22 (3.1)
20 (3.5)
23 (3.6)
16 (2.8)
27 (3.9)26 (3.2)
28 (3.8)
27 (3.2)
26 (3.3)
17 (2.9)26 (2.0)24 (3.9)29 (0.4)
24 (4.2)
24 (3.6)
32 (3.5)
33 (5.1)
29 (4.2)
23 (3.8)
27 (2.8)
23 (3.2)
37 (4.6)
33 (3.6)
38 (3.7)
33 (4.1)
39 (4.3)
40 (3.4)
32 (3.7)
29 (3.5)
41 (2.6)
42 (3.8)
43 (3.0)34 (0.4)
38 (6.4)
42 (4.5)
45 (4.6)
41 (3.8)
26 (3.6)
52 (3.9)45 (3.8)
52 (3.9)37 (4.1)
49 (4.4)
36 (3.1)
60 (4.2)
52 (3.5)
40 (3.7)
65 (4.1)
24 (2.7)
53 (3.8)483 (10.5)
524 (5.9)
481 (15.6)
504 (6.4)
510 (7.7)
585 (7.5)
448 (7.0)
526 (4.4)495 (7.1)
519 (7.4)
557 (3.2)
582 (5.6)
508 (5.0)557 (3.6)551 (6.8)535 (4.1)
527 (4.4)
446 (7.8)
428 (4.2)
477 (13.1)
475 (2.9)409 (13.8)
439 (10.3)
562 (3.8)521 (7.3)
503 (5.8)446 (5.7)
483 (7.9)
390 (9.8)
491 (4.3)
432 (8.7)
482 (4.9)
539 (4.7)
480 (4.7)
519 (4.2)
519 (6.1)
459 (5.5)524 (4.4)552 (2.9)
521 (3.6)
458 (4.0)296 (20.1)
526 (5.8)508 (4.8)517 (4.4)
417 (6.9)
516 (3.0)500 (3.6)
225 (10.0)377 (10.7)
465 (4.1)
429 (6.0)
528 (3.0)514 (3.3)
521 (7.3)
534 (5.1)
356 (11.8)
323 (8.1)

2 (1.1)2 (1.2)12 (2.6)
0 (0.0)1 (0.7)0 (0.0)11 (2.3)
2 (1.3)3 (1.2)6 (1.7)4 (1.8)12 (3.0)
1 (0.8)1 (1.0)0 (0.3)1 (0.0)3 (1.2)12 (2.7)
4 (0.3)6 (2.0)2 (0.1)8 (2.7)8 (1.8)1 (0.6)0 (0.0)5 (1.8)11 (2.9)
8 (0.7)14 (2.7)
2 (1.4)8 (1.8)3 (1.4)9 (3.2)4 (1.4)3 (1.3)
12 (2.8)
16 (3.1)
4 (1.1)5 (1.9)4 (1.0)14 (0.3)
11 (2.7)
8 (2.3)6 (2.3)10 (2.3)
27 (3.7)
1 (1.0)9 (2.1)4 (1.6)
19 (3.2)
9 (2.5)28 (3.3)
4 (1.6)
12 (2.0)27 (3.3)
5 (1.5)48 (3.5)
28 (3.7)~ ~~ ~488 (10.3)
~ ~
~ ~
~ ~
468 (8.6)~ ~498 (13.0)
429 (17.1)
554 (8.2)
579 (6.2)
~ ~
~ ~
~ ~
~ ~
497 (7.5)
418 (6.5)
433 (11.6)
520 (25.5)~ ~
410 (23.9)
430 (13.0)~ ~~ ~507 (9.8)
449 (11.2)
431 (11.4)
389 (16.9)~ ~415 (11.1)
451 (10.7)
525 (7.6)
442 (8.0)
467 (14.3)
523 (8.8)447 (6.9)503 (16.7)
518 (13.4)
489 (9.6)
447 (4.2)
318 (23.7)
485 (14.7)
483 (7.4)
488 (11.9)
423 (6.2)~ ~494 (5.9)
268 (19.5)
366 (14.6)
443 (10.8)
438 (11.8)
549 (7.7)473 (8.9)502 (9.5)509 (15.9)
371 (9.5)313 (10.8)

10.9 (0.14)
10.8 (0.11)
10.9 (0.19)
10.9 (0.15)
10.7 (0.14)
10.6 (0.00)
10.4 (0.15)
10.5 (0.12)
10.6 (0.13)
10.3 (0.11)
10.4 (0.12)
10.6 (0.18)
10.4 (0.11)
10.8 (0.12)
10.4 (0.11)
10.4 (0.09)
10.3 (0.11)
10.0 (0.16)
10.5 (0.07)
10.4 (0.17)
10.4 (0.01)
10.4 (0.16)
10.2 (0.13)
10.2 (0.08)
10.1 (0.10)
10.0 (0.12)
10.1 (0.19)
10.2 (0.09)
10.0 (0.16)
10.1 (0.12)
10.1 (0.12)
10.1 (0.10)
9.7 (0.12)
9.9 (0.11)
9.9 (0.11)
9.7 (0.16)
9.6 (0.18)
9.9 (0.08)
9.9 (0.10)
9.9 (0.09)
9.7 (0.02)
9.4 (0.19)
9.7 (0.12)
9.8 (0.16)
9.6 (0.11)
8.9 (0.21)
9.7 (0.11)
9.6 (0.14)
9.5 (0.11)
9.1 (0.15)
9.4 (0.13)
8.7 (0.18)
9.3 (0.10)
9.2 (0.09)
8.8 (0.16)
9.2 (0.10)
7.8 (0.18)
8.5 (0.09)

60 (0.5)

498 (0.8)

32 (0.5)483 (1.0)

8 (0.3)457 (1.9)###### ######

89 (0.1)
77 (3.8)
73 (4.2)
60 (4.4)
59 (1.1)
42 (5.3)

547 (2.0)527 (2.0)597 (2.6)525 (2.8)434 (3.6)
529 (4.5)

10 (0.1)
19 (3.6)
26 (4.3)
37 (4.4)
38 (1.1)
51 (5.5)532 (6.1)
507 (5.9)
589 (4.1)
518 (4.0)384 (4.8)525 (5.6)

0 (0.0)4 (1.4)1 (0.6)2 (0.8)3 (0.1)7 (2.0)~ ~522 (8.7)~ ~~ ~350 (12.3)
480 (10.2)

11.1 (0.01)
10.7 (0.14)
10.4 (0.11)
10.1 (0.13)
10.1 (0.04)
9.6 (0.14)

s

r

r

s

r

r

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Moscow City, Russian Fed.
Quebec, Canada
Abu Dhabi, UAE
Ontario, CanadarrThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

361

Exhibit 8.4: School Discipline – Principals’ Reports
Students’ Results based on Principals’ Reports
Hardly Any Problems
Country

Kazakhstan
Hong Kong SAR
United Arab Emirates
Singapore
Chinese Taipei
Japan
IrelandBahrainSaudi Arabia
Qatar
Oman
Russian Federation
Korea, Rep. ofAustralia
Romania
Lithuania
Iran, Islamic Rep. ofGeorgia
IsraelHungary
Malaysia
CyprusEngland
LebanonUnited States
Chile
New ZealandFranceTurkeyNorway (9)JordanItaly
Portugal
KuwaitFinland
Egypt
MoroccoSwedenSouth Africa (9)Minor Problems

Moderate to Severe Problems

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

78 (3.7)
76 (3.6)
72 (1.5)70 (0.0)68 (3.0)68 (3.5)
60 (4.1)
59 (0.2)
58 (3.6)
53 (3.9)51 (3.4)
51 (4.0)50 (4.6)
50 (3.2)
49 (4.1)
49 (4.5)
47 (3.8)
46 (4.3)
46 (3.6)
45 (4.0)45 (4.1)
44 (0.5)
43 (5.2)
41 (4.3)
40 (3.0)38 (3.9)37 (4.8)
37 (4.3)
36 (3.6)
36 (4.7)
36 (3.6)
33 (4.1)
32 (3.8)
28 (3.9)26 (3.3)
25 (3.7)
17 (3.1)
14 (3.1)
11 (1.9)491 (3.9)
586 (4.9)486 (2.2)
624 (4.6)
619 (3.4)
598 (3.6)
534 (3.3)
487 (1.9)399 (3.2)
451 (5.9)420 (4.6)
547 (5.4)
608 (4.1)
549 (5.5)497 (6.5)
521 (4.3)
465 (6.4)
466 (5.9)
541 (7.2)
535 (6.7)
477 (5.5)
529 (2.8)534 (10.0)
436 (4.3)
549 (6.3)
464 (5.5)510 (6.3)
502 (4.3)
519 (6.6)
511 (3.7)
432 (9.0)508 (4.9)
511 (6.0)
421 (9.7)
519 (4.6)
432 (8.9)400 (7.3)
522 (8.4)
420 (13.0)

11 (2.6)
24 (3.6)
25 (1.5)30 (0.0)32 (3.0)25 (3.3)
36 (4.0)28 (0.2)
24 (2.8)
39 (3.5)
27 (3.5)
48 (3.9)40 (4.3)
44 (3.4)
43 (4.1)
50 (4.5)
46 (3.9)41 (4.1)
49 (3.8)
50 (4.2)
49 (4.0)40 (0.5)
57 (5.2)
35 (4.0)
54 (2.9)51 (3.9)61 (4.6)
56 (4.7)
44 (4.0)60 (4.8)
41 (3.6)
62 (4.2)
60 (4.1)
45 (4.2)
71 (3.3)
34 (3.9)31 (3.2)
78 (3.8)
50 (3.0)480 (9.6)555 (13.3)
437 (4.0)
597 (7.6)
600 (5.7)
590 (5.1)
515 (4.4)
470 (2.7)
391 (4.8)
439 (9.3)
412 (7.1)
540 (6.4)605 (4.3)
491 (5.8)
464 (5.5)517 (4.8)
431 (5.3)
468 (6.4)
504 (6.4)
508 (4.7)
450 (5.1)
483 (2.4)
511 (9.1)
420 (5.9)503 (6.4)
429 (5.0)474 (4.6)
481 (3.6)
482 (6.7)
501 (4.3)
418 (6.5)
493 (3.6)
497 (4.4)
401 (5.9)506 (2.9)407 (8.6)
380 (5.6)503 (2.8)395 (3.7)

11 (2.6)
0 (0.0)3 (0.2)0 (0.0)0 (0.0)7 (2.2)3 (1.5)13 (0.1)
18 (2.8)8 (1.9)22 (3.1)
1 (0.6)9 (2.6)6 (1.7)8 (2.6)
1 (0.7)7 (1.9)13 (3.0)5 (1.6)5 (1.7)6 (2.0)17 (0.4)
0 (0.0)24 (3.7)
6 (1.7)12 (2.4)
2 (1.3)7 (2.5)
19 (3.2)
4 (1.7)23 (3.1)
5 (1.7)8 (2.4)28 (3.8)
3 (1.6)41 (4.0)52 (3.5)
9 (2.4)39 (2.7)

467 (18.0)~ ~383 (8.4)~ ~~ ~576 (8.0)
467 (19.4)
476 (8.0)
381 (5.5)415 (14.6)
388 (7.7)~ ~
610 (7.1)
467 (7.6)
454 (15.7)~ ~419 (12.8)
425 (11.3)
464 (20.2)
436 (20.1)
424 (14.1)
475 (5.5)~ ~428 (7.9)
466 (15.2)
418 (8.4)~ ~427 (7.7)
483 (14.0)
497 (10.3)
406 (5.3)
497 (10.8)
485 (15.1)
384 (9.7)
468 (11.4)
407 (7.9)
390 (3.5)475 (6.4)
373 (2.9)

11.7 (0.21)
11.7 (0.12)
11.6 (0.05)
11.4 (0.00)
11.7 (0.11)
11.0 (0.14)
10.9 (0.14)
10.7 (0.01)
10.8 (0.21)
10.8 (0.15)
10.3 (0.20)
10.7 (0.11)
10.8 (0.19)
10.7 (0.10)
10.6 (0.19)
10.7 (0.12)
10.6 (0.13)
10.3 (0.19)
10.5 (0.11)
10.4 (0.14)
10.5 (0.15)
10.2 (0.02)
10.8 (0.13)
9.6 (0.22)
10.3 (0.10)
10.1 (0.14)
10.4 (0.16)
10.1 (0.14)
9.8 (0.18)
10.2 (0.14)
9.8 (0.20)
10.1 (0.13)
10.0 (0.13)
9.3 (0.21)
10.0 (0.10)
8.6 (0.19)
8.1 (0.19)
9.4 (0.09)
8.7 (0.09)

45 (0.6)503 (1.0)

43 (0.6)481 (1.0)

11 (0.4)

448 (2.1)###### ######

87 (0.2)
64 (1.3)
56 (4.6)
46 (4.7)
37 (5.1)
13 (2.3)
10 (2.1)

543 (2.5)
447 (4.4)
579 (5.4)555 (5.0)
542 (5.9)559 (9.4)
502 (13.2)

12 (0.2)
31 (1.3)
44 (4.6)
49 (4.9)56 (5.5)
43 (3.9)44 (4.3)

486 (7.4)
417 (4.7)
570 (6.4)
540 (6.4)
522 (8.1)
445 (7.2)
427 (5.5)

0 (0.0)5 (0.1)0 (0.0)5 (2.2)6 (2.3)43 (3.9)46 (3.9)~ ~361 (11.0)~ ~538 (7.0)
499 (15.6)
402 (5.1)
395 (3.9)

12.0 (0.01)
11.3 (0.06)
10.8 (0.09)
10.5 (0.15)
10.2 (0.15)
8.7 (0.12)
8.5 (0.10)

r
s

r
r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Moscow City, Russian Fed.
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)rrrThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

362

Exhibit 8.5: School Discipline – Principals’ Reports
Students’ Results based on Principals’ Reports
Hardly Any Problems
Country

Kazakhstan
Hong Kong SAR
United Arab Emirates
Singapore
Chinese Taipei
Japan
IrelandBahrainSaudi Arabia
Qatar
Oman
Russian Federation
Korea, Rep. ofAustralia
Romania
Lithuania
Iran, Islamic Rep. ofGeorgia
IsraelHungary
Malaysia
CyprusEngland
LebanonUnited States
Chile
New ZealandFranceTurkeyNorway (9)JordanItaly
Portugal
KuwaitFinland
Egypt
MoroccoSwedenSouth Africa (9)Minor Problems

Moderate to Severe Problems

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

78 (3.7)
76 (3.6)
72 (1.5)70 (0.0)68 (3.0)68 (3.5)
60 (4.1)
59 (0.2)
58 (3.6)
53 (3.9)51 (3.4)
51 (4.0)50 (4.6)
50 (3.2)
49 (4.1)
49 (4.5)
47 (3.8)
46 (4.3)
46 (3.6)
45 (4.0)45 (4.1)
44 (0.5)
43 (5.2)
41 (4.3)
40 (3.0)38 (3.9)37 (4.8)
37 (4.3)
36 (3.6)
36 (4.7)
36 (3.6)
33 (4.1)
32 (3.8)
28 (3.9)26 (3.3)
25 (3.7)
17 (3.1)
14 (3.1)
11 (1.9)481 (3.7)505 (6.2)
489 (2.7)615 (4.4)
579 (2.4)
572 (2.7)535 (3.5)
496 (2.4)
438 (3.7)479 (5.7)
466 (4.8)
546 (4.8)561 (3.3)
556 (4.1)
486 (6.2)
534 (4.1)
466 (6.1)
451 (5.3)
533 (6.5)
546 (5.7)476 (5.7)
509 (3.0)535 (9.7)
390 (7.7)555 (5.0)486 (5.1)
524 (7.6)
511 (4.3)
535 (5.7)
506 (5.1)
468 (10.2)
509 (4.5)
527 (5.1)
468 (9.6)555 (5.4)
409 (8.8)406 (8.7)
545 (9.6)
406 (18.4)

11 (2.6)
24 (3.6)
25 (1.5)30 (0.0)32 (3.0)25 (3.3)
36 (4.0)28 (0.2)
24 (2.8)
39 (3.5)
27 (3.5)
48 (3.9)40 (4.3)
44 (3.4)
43 (4.1)
50 (4.5)
46 (3.9)41 (4.1)
49 (3.8)
50 (4.2)
49 (4.0)40 (0.5)
57 (5.2)
35 (4.0)
54 (2.9)51 (3.9)61 (4.6)
56 (4.7)
44 (4.0)60 (4.8)
41 (3.6)
62 (4.2)
60 (4.1)
45 (4.2)
71 (3.3)
34 (3.9)31 (3.2)
78 (3.8)
50 (3.0)472 (10.9)
499 (13.2)
430 (5.0)590 (7.7)
564 (4.3)
565 (4.0)513 (5.1)
465 (2.7)
427 (5.9)
470 (10.0)456 (8.1)
540 (5.7)
560 (3.3)
506 (5.1)
457 (4.8)
531 (4.5)
436 (5.3)
451 (5.7)
499 (6.5)
523 (4.3)
449 (5.5)
466 (3.3)512 (8.3)
362 (8.7)
511 (6.6)
451 (4.9)493 (4.7)
484 (3.9)504 (5.7)
492 (4.7)
446 (7.0)
498 (3.6)
516 (4.0)440 (7.5)
540 (3.7)
386 (9.9)384 (7.0)
522 (3.5)377 (5.0)

11 (2.6)
0 (0.0)3 (0.2)0 (0.0)0 (0.0)7 (2.2)3 (1.5)13 (0.1)
18 (2.8)8 (1.9)22 (3.1)
1 (0.6)9 (2.6)6 (1.7)8 (2.6)
1 (0.7)7 (1.9)13 (3.0)5 (1.6)5 (1.7)6 (2.0)17 (0.4)
0 (0.0)24 (3.7)
6 (1.7)12 (2.4)
2 (1.3)7 (2.5)
19 (3.2)
4 (1.7)23 (3.1)
5 (1.7)8 (2.4)28 (3.8)
3 (1.6)41 (4.0)52 (3.5)
9 (2.4)39 (2.7)464 (18.0)~ ~345 (7.6)~ ~~ ~559 (6.6)
469 (23.4)
485 (4.8)416 (5.6)
462 (11.2)
437 (8.7)~ ~560 (5.5)482 (7.7)
445 (11.2)~ ~426 (12.6)
420 (11.1)
472 (20.8)
457 (18.5)
430 (16.0)
461 (5.9)~ ~374 (12.1)
473 (14.6)
439 (8.7)~ ~426 (8.3)
505 (12.5)
488 (12.6)
437 (7.4)
498 (11.1)
506 (15.0)423 (10.7)
491 (8.7)
381 (8.3)
396 (4.2)
484 (10.2)
350 (4.3)

11.7 (0.21)
11.7 (0.12)
11.6 (0.05)
11.4 (0.00)
11.7 (0.11)
11.0 (0.14)
10.9 (0.14)
10.7 (0.01)
10.8 (0.21)
10.8 (0.15)
10.3 (0.20)
10.7 (0.11)
10.8 (0.19)
10.7 (0.10)
10.6 (0.19)
10.7 (0.12)
10.6 (0.13)
10.3 (0.19)
10.5 (0.11)
10.4 (0.14)
10.5 (0.15)
10.2 (0.02)
10.8 (0.13)
9.6 (0.22)
10.3 (0.10)
10.1 (0.14)
10.4 (0.16)
10.1 (0.14)
9.8 (0.18)
10.2 (0.14)
9.8 (0.20)
10.1 (0.13)
10.0 (0.13)
9.3 (0.21)
10.0 (0.10)
8.6 (0.19)
8.1 (0.19)
9.4 (0.09)
8.7 (0.09)

45 (0.6)504 (1.0)

43 (0.6)482 (1.0)

11 (0.4)452 (2.1)###### ######

87 (0.2)
64 (1.3)
56 (4.6)
46 (4.7)
37 (5.1)
13 (2.3)
10 (2.1)

554 (2.3)
436 (5.4)
568 (4.0)
547 (4.5)
531 (5.4)
585 (11.5)
524 (16.6)

12 (0.2)
31 (1.3)
44 (4.6)
49 (4.9)56 (5.5)
43 (3.9)44 (4.3)

499 (7.6)
395 (6.3)
565 (4.5)535 (6.0)
516 (5.2)
443 (8.9)432 (7.0)

0 (0.0)5 (0.1)0 (0.0)5 (2.2)6 (2.3)43 (3.9)46 (3.9)~ ~305 (8.0)~ ~531 (8.9)494 (14.7)
392 (6.2)
388 (5.2)

12.0 (0.01)
11.3 (0.06)
10.8 (0.09)
10.5 (0.15)
10.2 (0.15)
8.7 (0.12)
8.5 (0.10)

r
s

r
r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Moscow City, Russian Fed.
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)rrrThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

363

Safe and Orderly School
In addition to principals’ reports, previous TIMSS assessments have also asked teachers about theirperceptions of school safety and found that a strong perception of safety and order in school was
related to higher average achievement in mathematics and science. For TIMSS 2019, teachers ofstudents in both the fourth and eighth grade assessments were asked the degree to which they agreed
or disagreed with eight statements on the Safe and Orderly School scale (see About the Scale in Exhibit8.6). Based on their teachers’ responses, students were categorized as being in “very safe and orderly”
schools, “somewhat safe and orderly” schools, and “less than safe and orderly” schools.
Exhibits 8.7 and 8.8 present the percentages of fourth grade students in the three categories inrelation to average mathematics achievement and average science achievement, respectively. Acrosscountries, on average, more than half the fourth grade students (61%) attended schools judged bytheir teachers to be “very safe and orderly,” with almost all of the remaining students (36%) in schools
perceived to be “somewhat safe and orderly.” Internationally, on average, students attending “very safeand orderly” schools as reported by their teachers had the highest average mathematics achievement(507) and science achievement (497) compared with students in “somewhat safe and orderly” schools(495 in mathematics and 484 in science). Only small percentages of students (4%, on average) werein schools judged to be “less than safe and orderly.”
Exhibits 8.9 and 8.10 present the corresponding Safe and Orderly School scale results at the eighth
grade in relation to mathematics achievement and science achievement, respectively. Similar to thefourth grade, almost all the eighth grade students (93% on average across countries) were in “very safeand orderly” or “somewhat safe and orderly” schools, but smaller percentages of eighth grade students
were in the “very safe and orderly” category, and larger percentages of were in the “somewhat safeand orderly” category. On average, 48 percent of eighth grade students attended schools judged bytheir teachers to be “very safe and orderly,” 45 percent were in “somewhat safe and orderly” schools,
and 6 percent were in “less than safe and orderly” schools. There was a strong positive association
between eighth grade students’ average achievement and their teachers’ reports about school safety,
with students in “very safe and orderly” schools having average mathematics achievement 41 points
higher than students in “less than safe and orderly” schools (501 vs. 460). Similarly, students in “verysafe and orderly” schools had average science achievement 35 points higher than students in “lessthan safe and orderly” schools (501 vs. 466).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

364

Exhibit 8.6: Safe and Orderly School – Teachers’ Reports
Students’ Results based on Teachers’ Reports

About the Scale
Students were scored according to their teachers’ responses to eight statements on the Safe and Orderly School scale. Cut scores divide the scale into
three categories. Students in Very Safe and Orderly schools had a score at or above the cut score corresponding to their teachers “agreeing a lot” withfour of the eight statements and “agreeing a little” with the other four, on average. Students in Less than Safe and Orderly schools had a score at or
below the cut score corresponding to their teachers “disagreeing a little” with four of the eight statements and “agreeing a little” with the other four, on
average. All other students were in Somewhat Safe and Orderly schools.
Thinking about your current school, indicate the extent to which you agree or disagree witheach of the following statements.
Agree
a lot

Agree
a little

Very Safe
andOrderly

Somewhat
Safe andOrderly

Disagreea little

Disagreea lot1) This school is located in a safe neighborhood 2) I feel safe at this school - - - - - - - - - - - - - - - - 3) This school’s security policies and practices
are sufficient - - - - - - - - - - - - - - - - - - - - - - - 4) The students behave in an orderly manner - - 5) The students are respectful of the teachers - - 6) The students respect school property - - - - - - 7) This school has clear rules about student
conduct - - - - - - - - - - - - - - - - - - - - - - - - - - - 8) This school’s rules are enforced in a fair andconsistent manner - - - - - - - - - - - - - - - - - - - -Less than Safe andOrderly

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Fourth Grade

9.9

6.8

Eighth Grade

10.5

7.3

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

365

Exhibit 8.7: Safe and Orderly School – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Safe and OrderlyCountry

Albania
KosovoAzerbaijan
Armenia
Montenegro
KuwaitGeorgia
Bosnia and Herzegovina
Saudi Arabia
Pakistan
Ireland
North Macedonia
Spain
Northern Ireland
United Arab Emirates
Qatar
Bulgaria
SerbiaKazakhstan
Portugal
Philippines
Netherlands
SingaporeIran, Islamic Rep. of
New Zealand
Oman
Bahrain
Australia
Lithuania
Russian Federation
Hong Kong SAR
Austria
Norway (5)Cyprus
LatviaItaly
England
MoroccoSlovak RepublicCzech Republic
PolandTurkey (5)CanadaGermany
Denmark
United States
Croatia
Hungary
Malta
Chinese Taipei
FranceSwedenSouth Africa (5)Korea, Rep. of
Chile
Finland
Belgium (Flemish)Japan

Somewhat Safe and OrderlyLess than Safe and Orderly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

97 (1.3)
91 (2.3)
86 (2.8)
85 (3.0)85 (1.7)
82 (2.9)81 (3.3)
80 (2.8)
79 (3.1)
79 (3.9)78 (3.1)
76 (3.4)
76 (3.1)
75 (3.6)75 (1.0)74 (2.5)
73 (3.1)
73 (4.2)
72 (3.4)
71 (2.9)70 (3.8)
69 (3.6)
68 (2.5)
67 (3.1)
67 (2.8)
66 (3.4)
65 (2.8)
64 (3.5)
63 (3.6)
62 (3.5)
61 (4.3)
60 (2.7)
59 (4.1)
59 (3.4)
58 (3.6)
57 (3.7)
55 (5.6)
54 (3.5)
53 (3.0)52 (4.1)
51 (3.8)
51 (3.8)
48 (2.9)47 (3.8)
47 (4.1)
47 (2.7)
47 (3.2)
45 (3.7)45 (0.4)
40 (3.7)
37 (3.2)
37 (3.9)35 (3.5)
33 (4.1)
31 (4.1)
31 (2.9)28 (3.0)8 (1.8)494 (3.5)445 (3.2)
513 (2.9)502 (2.8)453 (2.2)
387 (5.4)
479 (3.9)452 (3.1)
403 (4.6)343 (14.0)553 (2.8)
469 (6.3)
508 (2.3)
572 (3.4)
496 (2.0)448 (4.6)
521 (5.6)
504 (3.9)514 (3.1)
533 (2.8)304 (7.4)
541 (3.3)
627 (4.6)445 (4.8)
496 (3.4)
435 (5.3)
481 (3.1)
529 (3.7)
543 (3.8)567 (4.4)
612 (3.7)
545 (2.4)
549 (3.4)
534 (3.8)552 (2.8)518 (2.8)564 (6.1)
399 (5.4)
515 (4.2)
539 (3.6)
520 (3.4)
538 (5.5)515 (4.4)534 (3.1)
531 (3.3)
552 (3.3)
508 (3.6)
532 (4.5)
517 (1.8)602 (2.7)
501 (4.7)
538 (4.3)
387 (7.8)
610 (4.1)
453 (6.0)
542 (3.7)
544 (3.1)
596 (3.8)

3 (1.3)9 (2.4)13 (2.6)
15 (3.0)
14 (1.7)
17 (2.8)
18 (3.3)
18 (2.7)
20 (3.0)
19 (3.5)
19 (2.9)22 (3.4)
22 (2.9)23 (3.4)
22 (0.9)25 (2.5)
26 (2.9)24 (4.0)27 (3.3)
27 (2.9)27 (3.8)
28 (3.6)30 (2.5)
30 (3.1)
29 (2.5)
33 (3.4)
33 (2.9)28 (3.0)36 (3.5)
36 (3.4)
38 (4.4)
37 (2.8)
38 (4.0)37 (3.1)
40 (3.4)
41 (3.5)
41 (5.6)
40 (3.3)
45 (3.0)47 (4.1)
47 (3.9)41 (3.9)45 (2.9)46 (4.0)44 (4.1)
43 (2.6)
52 (3.2)
48 (3.9)48 (0.4)
54 (3.6)
60 (3.2)
59 (3.9)51 (4.0)61 (4.2)
59 (4.2)
63 (3.1)
66 (3.0)80 (2.9)502 (17.7)
432 (10.3)
525 (9.0)483 (6.4)
452 (7.7)
365 (13.2)
493 (7.7)454 (5.2)
382 (8.0)
293 (17.4)
535 (5.8)484 (10.1)
489 (3.8)545 (6.1)
441 (5.7)452 (8.1)
497 (7.3)
518 (6.2)
510 (5.2)
509 (5.1)
272 (10.7)
529 (3.4)
624 (6.4)
439 (8.4)473 (5.6)
427 (7.5)
480 (5.4)504 (7.4)
539 (3.3)
566 (4.5)585 (5.4)
533 (3.5)
540 (3.5)
532 (4.0)
541 (4.1)
512 (4.2)
553 (7.9)367 (6.4)
504 (4.7)
527 (4.3)
520 (4.4)515 (7.6)512 (3.6)
513 (3.9)
520 (3.4)
527 (3.8)510 (2.7)
524 (4.7)505 (2.1)
596 (2.7)477 (4.0)514 (3.3)
366 (5.8)
594 (2.9)438 (3.8)
528 (2.4)
531 (2.3)
594 (2.1)

0 (0.0)0 (0.5)1 (0.8)0 (0.2)0 (0.0)1 (0.7)1 (0.5)1 (0.7)1 (0.7)2 (1.4)3 (1.4)1 (0.7)2 (0.9)2 (1.5)3 (0.4)2 (0.9)1 (0.8)3 (1.4)1 (0.6)
1 (0.4)2 (1.2)3 (1.5)3 (0.9)2 (1.1)4 (1.3)1 (0.5)2 (1.1)8 (2.3)1 (0.6)2 (1.0)0 (0.5)2 (0.9)3 (1.1)4 (1.2)2 (1.3)2 (1.2)4 (1.9)6 (1.8)2 (0.9)1 (0.5)2 (1.0)8 (2.0)7 (1.3)7 (1.8)9 (2.1)10 (1.3)
1 (0.7)7 (1.9)8 (0.2)6 (1.9)3 (1.0)4 (1.6)14 (2.0)
6 (1.7)10 (2.2)
6 (1.5)5 (1.5)12 (2.6)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
511 (11.3)
~ ~
~ ~
~ ~
393 (11.9)~ ~~ ~516 (10.9)
~ ~
~ ~
~ ~
513 (7.3)
594 (29.4)~ ~451 (20.6)~ ~~ ~479 (9.0)
~ ~
~ ~
~ ~
~ ~
535 (6.6)
539 (16.5)~ ~~ ~537 (20.9)
336 (9.4)
~ ~
~ ~
~ ~
461 (12.4)
493 (7.8)486 (10.4)
513 (5.9)495 (6.1)~ ~476 (16.1)
491 (3.0)603 (5.9)456 (13.3)
497 (13.9)
366 (8.8)
599 (7.3)
420 (8.8)516 (9.5)505 (8.8)583 (3.3)

12.6 (0.10)
12.2 (0.12)
11.5 (0.14)
11.4 (0.13)
11.5 (0.07)
11.3 (0.13)
11.2 (0.14)
11.3 (0.13)
11.3 (0.13)
11.2 (0.27)
11.5 (0.15)
11.2 (0.15)
11.2 (0.14)
11.6 (0.18)
11.4 (0.05)
11.2 (0.13)
10.8 (0.13)
10.8 (0.15)
11.2 (0.14)
10.7 (0.12)
10.8 (0.15)
10.6 (0.17)
10.9 (0.10)
10.7 (0.13)
10.7 (0.13)
10.7 (0.13)
10.7 (0.11)
10.6 (0.16)
10.4 (0.12)
10.3 (0.14)
10.5 (0.16)
10.2 (0.10)
10.2 (0.18)
10.4 (0.16)
10.0 (0.10)
10.0 (0.12)
10.4 (0.22)
10.1 (0.16)
9.8 (0.10)
10.0 (0.14)
9.7 (0.12)
9.8 (0.16)
10.0 (0.13)
9.6 (0.14)
9.7 (0.16)
9.8 (0.13)
10.0 (0.12)
9.5 (0.12)
9.7 (0.02)
9.4 (0.15)
9.5 (0.11)
9.3 (0.13)
9.0 (0.12)
9.5 (0.18)
9.0 (0.16)
9.2 (0.10)
9.1 (0.11)
8.2 (0.09)

61 (0.4)507 (0.6)

36 (0.4)

495 (0.9)

4 (0.2)495 (2.4)###### ######

85 (1.6)
72 (3.8)
60 (4.3)
57 (2.1)
49 (5.7)
31 (4.1)

550 (2.2)
523 (2.1)
595 (2.6)
470 (3.5)
522 (8.4)
537 (3.9)

15 (1.7)
25 (3.9)39 (4.3)
36 (2.1)
43 (5.3)
62 (4.4)

525 (8.7)508 (5.1)
588 (4.0)
406 (5.8)506 (7.2)
531 (3.1)

0 (0.4)2 (1.5)1 (0.7)6 (1.1)9 (2.3)7 (2.3)

~ ~
~ ~
~ ~
388 (13.1)
484 (10.6)
523 (7.4)

11.9 (0.08)
11.1 (0.14)
10.4 (0.16)
10.5 (0.10)
10.0 (0.26)
9.2 (0.12)

r

r

r

s

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Moscow City, Russian Fed.
Abu Dhabi, UAE
Ontario, Canada
Quebec, CanadarrThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

366

Exhibit 8.8: Safe and Orderly School – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Safe and OrderlyCountry

Albania
KosovoArmenia
Azerbaijan
Montenegro
Pakistan
Bosnia and Herzegovina
KuwaitGeorgia
Ireland
Philippines
North Macedonia
Saudi Arabia
Spain
United Arab Emirates
Northern Ireland
Qatar
Kazakhstan
SerbiaBulgaria
Portugal
Oman
Netherlands
Bahrain
Iran, Islamic Rep. ofSingapore
New ZealandAustralia
Lithuania
Norway (5)Austria
Russian Federation
Cyprus
Italy
LatviaHong Kong SAR
England
PolandMoroccoSlovak RepublicCzech RepublicTurkey (5)Germany
CanadaHungary
Denmark
Croatia
United States
Malta
Chinese Taipei
South Africa (5)SwedenFranceKorea, Rep. of
FinlandChile
Belgium (Flemish)Japan

Somewhat Safe and OrderlyLess than Safe and Orderly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

97 (1.2)
91 (2.3)
88 (2.2)
85 (2.8)85 (1.7)
81 (3.4)
80 (2.8)
78 (3.3)
78 (3.5)
78 (3.1)
77 (3.3)
76 (3.4)
76 (3.6)
76 (3.4)
75 (1.0)75 (3.6)75 (2.9)73 (3.4)
73 (4.2)
72 (3.0)71 (2.9)70 (3.2)
69 (3.6)
68 (3.0)
67 (3.1)
67 (2.0)66 (2.8)
65 (3.5)
65 (3.6)
62 (4.2)
62 (2.4)
61 (3.6)
57 (3.9)57 (3.7)
56 (4.0)55 (4.2)
55 (5.6)
55 (4.1)
55 (3.3)
54 (3.0)52 (3.9)52 (3.9)50 (3.9)49 (2.5)
49 (3.7)
48 (3.6)
47 (3.2)
46 (2.8)45 (0.4)
42 (3.5)
42 (3.5)
38 (4.2)
37 (3.0)35 (3.7)
32 (2.8)
28 (3.5)
28 (2.9)
11 (2.8)489 (3.7)
414 (4.0)
468 (3.9)425 (3.4)453 (2.8)
303 (15.5)
459 (3.7)
401 (7.5)453 (4.3)
533 (3.7)
251 (8.4)
422 (7.3)
412 (4.4)514 (2.6)
490 (2.7)
524 (2.6)
447 (5.1)
497 (4.0)514 (4.2)
531 (6.4)
510 (2.6)
436 (5.5)525 (3.9)500 (3.9)444 (5.1)
594 (4.2)
510 (3.0)
544 (3.0)
540 (3.3)
541 (3.1)
532 (2.9)565 (4.0)515 (4.1)
513 (3.6)
545 (2.7)
536 (4.5)
542 (5.5)
529 (3.2)
393 (9.1)
528 (4.1)
540 (3.2)
538 (5.2)
530 (3.3)
532 (2.6)534 (4.0)
528 (3.5)
523 (3.2)
556 (3.8)504 (1.9)
560 (2.6)
341 (9.1)
552 (4.1)
501 (4.7)
595 (3.9)562 (3.2)
483 (5.7)512 (3.3)
564 (6.3)

3 (1.2)9 (2.4)12 (2.2)
13 (2.6)
14 (1.7)
17 (3.0)
18 (2.7)
22 (3.3)
21 (3.4)
19 (2.9)21 (3.3)
22 (3.4)
21 (3.5)
23 (3.3)
22 (1.1)
23 (3.4)
22 (2.8)
26 (3.3)
24 (4.0)25 (2.8)
27 (2.9)29 (3.1)
28 (3.6)
28 (2.7)
30 (3.1)
31 (2.0)29 (2.5)
26 (2.9)35 (3.5)
34 (4.0)36 (2.5)
37 (3.5)
40 (3.9)41 (3.5)
44 (3.9)42 (4.2)
41 (5.6)
42 (4.0)43 (3.6)
43 (3.0)47 (3.9)41 (3.4)
44 (3.9)44 (2.5)
46 (3.9)40 (3.9)52 (3.2)
44 (2.6)47 (0.4)
52 (3.7)
46 (3.8)
56 (4.2)
60 (3.1)
59 (3.6)
62 (3.0)60 (4.2)
66 (2.9)80 (3.4)504 (18.3)
396 (12.3)
466 (6.1)
441 (9.4)455 (8.6)
249 (17.2)
460 (5.7)
360 (10.6)
458 (8.9)512 (6.4)
237 (15.4)
442 (10.8)
387 (10.7)
502 (6.3)
419 (4.6)503 (4.4)455 (12.0)
488 (6.6)
523 (6.3)
498 (8.7)
491 (4.6)
438 (8.9)507 (4.9)
480 (8.3)
435 (8.7)
597 (5.7)
491 (5.1)
518 (6.1)
534 (3.0)
539 (4.5)509 (4.3)
570 (4.0)509 (3.9)506 (4.3)
538 (4.3)
528 (5.5)535 (6.8)
536 (4.4)354 (6.5)512 (6.0)
527 (3.9)519 (6.4)
509 (4.0)
520 (2.9)
529 (4.7)
519 (3.8)524 (2.6)
531 (3.8)490 (1.9)557 (2.5)314 (7.8)
534 (3.7)
482 (3.9)584 (2.6)552 (3.1)
465 (3.4)
499 (2.5)562 (2.1)

0 (0.0)0 (0.5)0 (0.2)1 (0.8)0 (0.0)2 (1.4)1 (0.7)0 (0.0)1 (0.5)3 (1.4)1 (0.9)1 (0.7)2 (1.4)2 (0.9)2 (0.6)2 (1.5)3 (1.4)1 (0.6)3 (1.4)3 (1.4)1 (0.4)2 (0.8)3 (1.5)4 (1.6)2 (1.1)2 (0.7)4 (1.3)8 (2.3)1 (0.6)4 (1.6)2 (0.9)2 (1.0)3 (1.3)2 (1.2)1 (0.5)2 (1.4)4 (1.9)3 (1.4)2 (1.1)3 (1.1)1 (0.5)7 (2.0)6 (1.8)7 (1.3)5 (1.8)12 (2.1)
1 (0.7)10 (1.5)
8 (0.2)5 (1.8)12 (2.1)
6 (1.6)3 (1.0)6 (2.0)7 (1.5)12 (2.6)6 (1.6)9 (2.2)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
491 (10.4)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
457 (18.4)~ ~527 (10.2)
466 (39.6)~ ~~ ~487 (9.7)
450 (15.9)~ ~~ ~467 (16.6)
497 (5.8)~ ~531 (6.8)~ ~~ ~505 (15.7)
~ ~
~ ~
~ ~
515 (21.4)
528 (10.6)~ ~510 (26.5)~ ~481 (20.0)
484 (14.5)500 (4.5)487 (14.2)
512 (4.6)~ ~493 (6.4)
481 (5.0)551 (7.4)
319 (12.2)
511 (13.1)
452 (13.7)
582 (7.0)
538 (10.4)
446 (8.7)473 (10.2)
553 (4.2)

12.6 (0.10)
12.2 (0.12)
11.5 (0.12)
11.5 (0.14)
11.5 (0.07)
11.2 (0.25)
11.3 (0.13)
11.2 (0.15)
11.1 (0.13)
11.5 (0.15)
11.2 (0.14)
11.2 (0.15)
11.3 (0.17)
11.1 (0.14)
11.4 (0.05)
11.6 (0.18)
11.3 (0.15)
11.3 (0.14)
10.8 (0.15)
10.6 (0.15)
10.7 (0.12)
10.7 (0.13)
10.6 (0.17)
10.6 (0.12)
10.7 (0.13)
10.9 (0.08)
10.8 (0.13)
10.6 (0.17)
10.4 (0.11)
10.3 (0.19)
10.2 (0.10)
10.3 (0.13)
10.4 (0.17)
10.0 (0.12)
10.0 (0.11)
10.3 (0.17)
10.4 (0.22)
9.8 (0.13)
10.2 (0.14)
9.9 (0.12)
9.9 (0.13)
9.9 (0.16)
9.7 (0.15)
10.0 (0.11)
9.7 (0.12)
9.7 (0.14)
10.0 (0.12)
9.8 (0.13)
9.7 (0.02)
9.6 (0.15)
9.3 (0.15)
9.3 (0.13)
9.5 (0.11)
9.5 (0.16)
9.2 (0.11)
8.9 (0.15)
9.1 (0.11)
8.4 (0.11)

61 (0.4)

497 (0.6)

35 (0.4)484 (0.9)

4 (0.2)493 (2.7)###### ######

85 (1.4)
75 (3.8)
63 (2.0)60 (4.3)
52 (4.7)
30 (4.0)553 (2.4)
528 (2.1)
449 (4.3)
596 (2.6)
536 (4.9)
527 (3.7)

14 (1.4)
22 (3.4)
32 (2.1)
39 (4.3)
38 (4.7)
64 (4.4)

518 (7.3)
510 (3.6)
370 (6.8)
593 (4.0)522 (5.5)522 (3.3)

0 (0.0)3 (1.7)6 (1.3)1 (0.7)10 (2.5)
6 (2.4)~ ~473 (18.1)
357 (17.0)~ ~497 (7.2)
508 (6.4)

12.1 (0.08)
11.0 (0.18)
10.5 (0.10)
10.4 (0.16)
10.1 (0.21)
9.1 (0.13)

r

s

s

r

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Abu Dhabi, UAE
Moscow City, Russian Fed.
Ontario, Canada
Quebec, CanadarrThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

367

Exhibit 8.9: Safe and Orderly School – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Safe and OrderlyCountry

KuwaitKazakhstan
United Arab Emirates
Romania
Saudi Arabia
Georgia
Qatar
Ireland
Egypt
Oman
Iran, Islamic Rep. ofAustralia
Singapore
EnglandLithuania
IsraelHong Kong SAR
Norway (9)Bahrain
LebanonRussian Federation
JordanNew ZealandMoroccoPortugal
Hungary
Chinese Taipei
CyprusUnited States
TurkeyChile
Malaysia
FranceSwedenKorea, Rep. of
Finland
Italy
South Africa (9)Japan

Somewhat Safe and OrderlyLess than Safe and Orderly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

77 (3.3)
74 (3.1)
72 (1.6)
70 (3.4)
70 (3.5)
65 (4.1)
64 (3.4)
62 (2.8)
61 (4.4)
61 (3.6)
59 (2.9)59 (3.0)58 (2.9)57 (5.6)
55 (3.6)
55 (2.9)54 (4.1)
53 (4.0)53 (2.6)
48 (4.4)
48 (3.1)
47 (4.4)
47 (3.5)
45 (3.6)
45 (3.7)
43 (3.6)
42 (3.5)
38 (3.4)
38 (2.6)
38 (3.7)
31 (3.3)
30 (3.1)
29 (4.0)28 (2.7)
24 (2.9)23 (2.6)
20 (3.3)
18 (2.0)
17 (2.6)405 (5.2)
486 (4.2)
491 (2.8)486 (5.6)
397 (2.9)465 (5.8)451 (6.5)
537 (3.6)
421 (6.7)
417 (4.2)
453 (5.2)
535 (5.9)
621 (5.5)
532 (9.4)
524 (4.8)533 (7.5)
587 (7.3)
511 (3.3)
486 (2.9)444 (4.8)
546 (5.8)
432 (7.3)
503 (5.2)
398 (3.4)
511 (4.9)533 (5.6)
619 (4.5)
521 (5.7)
532 (6.5)
508 (8.8)468 (5.8)477 (6.8)
496 (5.8)523 (5.0)615 (6.1)
520 (4.2)
507 (5.7)423 (7.7)
608 (8.1)

22 (3.3)
26 (3.1)
25 (1.6)
29 (3.5)
27 (3.4)
34 (4.1)
32 (3.3)
33 (2.6)
36 (4.3)
39 (3.6)
36 (2.7)
35 (2.9)38 (2.9)35 (5.4)
43 (3.5)
37 (3.0)44 (4.0)43 (3.9)44 (2.6)
48 (4.5)
50 (3.0)
46 (4.4)
45 (3.1)
42 (3.4)
47 (4.0)52 (3.8)
55 (3.6)
47 (3.6)
52 (2.7)
52 (3.4)
51 (3.9)66 (3.2)
54 (4.6)
66 (3.1)
70 (3.3)
66 (2.6)
75 (3.5)
58 (2.9)69 (3.2)

392 (10.5)
487 (6.8)
432 (5.4)
465 (8.3)
383 (4.7)456 (7.9)
429 (6.0)
509 (4.2)
405 (8.6)
403 (5.2)
439 (8.0)502 (6.4)
610 (6.8)505 (14.7)
517 (4.5)
516 (9.1)
568 (7.2)
498 (4.4)477 (2.9)419 (4.4)
541 (5.2)
417 (5.6)
470 (6.1)
381 (4.0)492 (5.3)
504 (5.7)
608 (3.9)
501 (5.3)
517 (6.1)
494 (6.5)
439 (4.4)453 (4.7)
483 (4.3)
497 (3.2)
606 (3.4)
507 (3.1)
498 (3.3)
384 (3.1)
594 (3.3)

1 (0.5)0 (0.0)2 (0.4)1 (0.6)3 (1.5)0 (0.4)4 (1.2)5 (1.3)3 (1.4)0 (0.0)4 (1.4)6 (1.7)5 (0.8)8 (3.1)2 (0.8)8 (1.8)3 (1.3)4 (2.4)4 (1.0)4 (1.5)2 (0.9)7 (2.3)9 (2.0)12 (2.5)
8 (2.5)5 (1.5)2 (1.1)
15 (2.7)
11 (1.5)
10 (2.3)
18 (3.2)
4 (1.3)16 (3.2)
6 (2.0)6 (2.0)11 (2.0)5 (1.7)24 (2.6)
14 (2.5)

~ ~
~ ~
~ ~
~ ~
379 (19.7)~ ~441 (16.1)
475 (19.2)
356 (20.1)~ ~413 (18.6)
472 (19.9)
599 (11.0)
519 (24.0)~ ~442 (15.6)
522 (24.4)
493 (6.0)455 (7.0)
372 (11.3)~ ~375 (11.3)
437 (9.7)
382 (6.3)
484 (12.7)
465 (16.4)~ ~481 (6.6)
459 (10.3)
465 (13.2)
399 (6.3)
468 (12.2)
454 (6.6)
478 (12.2)
590 (8.9)495 (6.7)
461 (9.6)
378 (4.5)
583 (4.5)

11.5 (0.13)
11.6 (0.12)
11.9 (0.06)
11.5 (0.14)
11.5 (0.16)
11.0 (0.12)
11.2 (0.15)
11.1 (0.13)
10.9 (0.16)
11.0 (0.12)
10.9 (0.13)
10.7 (0.14)
11.1 (0.12)
10.7 (0.22)
10.6 (0.14)
10.7 (0.14)
10.6 (0.15)
10.4 (0.16)
10.8 (0.09)
10.4 (0.17)
10.5 (0.13)
10.4 (0.17)
10.4 (0.15)
9.9 (0.18)
10.2 (0.17)
10.2 (0.13)
10.2 (0.11)
9.8 (0.13)
10.0 (0.11)
10.0 (0.19)
9.4 (0.16)
9.6 (0.11)
9.5 (0.16)
9.5 (0.08)
9.5 (0.15)
9.3 (0.12)
9.4 (0.12)
8.7 (0.12)
8.9 (0.11)

48 (0.5)501 (0.9)

45 (0.6)482 (1.0)

6 (0.3)460 (2.5)###### ######

75 (2.5)
63 (2.1)
57 (3.9)46 (4.1)
35 (4.1)
19 (2.6)
18 (3.0)547 (3.2)
467 (4.8)
544 (6.6)
587 (5.9)557 (6.3)
468 (8.8)521 (14.9)

23 (2.5)
33 (2.2)
37 (3.9)51 (4.1)
57 (4.2)
52 (4.1)
50 (4.4)509 (6.1)
381 (5.6)
520 (5.0)566 (5.2)
538 (5.8)
419 (4.7)
437 (6.7)

2 (0.1)4 (1.1)6 (2.1)3 (1.3)7 (2.4)29 (4.2)
32 (3.8)~ ~371 (17.0)
491 (10.5)
563 (16.8)
511 (11.3)
391 (4.2)
401 (5.6)

12.0 (0.12)
11.3 (0.11)
10.7 (0.20)
10.3 (0.14)
9.8 (0.16)
8.6 (0.16)
8.5 (0.15)

s

r

s

r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Moscow City, Russian Fed.
Quebec, Canada
Gauteng, RSA (9)Western Cape, RSA (9)rThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

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368

Exhibit 8.10: Safe and Orderly School – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Safe and OrderlyCountry

Romania
KuwaitUnited Arab Emirates
Qatar
Saudi Arabia
Singapore
Kazakhstan
Georgia
Egypt
IrelandIran, Islamic Rep. of
Oman
Norway (9)Hong Kong SAR
IsraelAustralia
Russian Federation
Lithuania
JordanNew ZealandBahrain
LebanonTurkeyPortugal
England
CyprusChinese Taipei
Hungary
MoroccoUnited States
Korea, Rep. of
Malaysia
SwedenFranceChile
South Africa (9)Italy
FinlandJapan

Somewhat Safe and OrderlyLess than Safe and Orderly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

79 (2.4)
75 (3.6)
73 (1.2)
70 (4.1)
69 (3.7)
68 (2.7)
68 (1.9)67 (2.9)64 (4.0)62 (3.4)
62 (3.3)
60 (3.6)
58 (3.6)
56 (4.2)
56 (2.7)
54 (3.4)
53 (2.6)
52 (2.5)
49 (3.9)49 (3.6)
49 (3.1)
47 (3.4)
47 (3.7)
46 (3.0)45 (4.8)
44 (2.0)43 (3.4)
43 (2.6)
42 (2.5)
34 (2.3)
33 (3.6)
32 (3.0)29 (2.7)
26 (2.8)
26 (3.3)
24 (2.8)
20 (3.4)
20 (2.0)
13 (2.7)477 (4.8)446 (6.1)
493 (3.1)
477 (5.9)
440 (3.0)613 (4.5)482 (3.6)
450 (4.3)
396 (7.1)
539 (3.3)
457 (4.6)
469 (4.5)505 (3.7)
514 (8.3)
520 (6.3)
547 (5.4)
548 (3.8)
538 (3.4)
466 (4.7)
516 (6.0)
498 (4.0)
401 (6.5)
534 (6.1)
527 (3.5)
532 (9.4)
496 (3.4)
583 (3.7)
541 (3.7)400 (5.1)
545 (6.4)565 (3.7)
483 (7.2)
545 (5.8)508 (4.1)
486 (5.8)
390 (10.7)
505 (4.6)555 (4.9)
566 (3.9)

20 (2.3)
25 (3.7)
24 (1.3)
27 (4.1)
28 (3.5)
29 (2.8)
32 (1.8)
32 (2.8)
33 (3.8)30 (3.3)
31 (2.9)37 (3.6)
37 (3.5)
43 (4.1)
39 (3.1)
37 (3.2)
44 (2.4)
45 (2.3)
45 (4.2)
44 (3.3)
48 (3.3)
48 (3.4)
45 (3.7)
47 (2.9)49 (4.8)
44 (2.5)
50 (3.5)
52 (2.4)
45 (2.4)
49 (2.6)
62 (3.9)63 (3.0)64 (3.2)
64 (2.8)
59 (4.1)
51 (2.9)76 (3.4)
67 (2.2)
77 (3.4)453 (6.0)
439 (10.9)
429 (6.5)
468 (8.5)415 (6.6)
594 (7.9)
470 (4.5)
441 (4.5)383 (9.5)
516 (6.9)
443 (6.4)
442 (5.9)489 (5.2)
494 (8.6)
514 (8.4)
518 (4.6)
538 (5.3)
528 (3.2)
440 (8.2)
487 (4.9)478 (3.9)356 (6.2)
504 (6.2)
515 (3.8)518 (11.3)
484 (3.3)
566 (2.9)523 (3.5)
390 (4.2)
528 (7.8)
560 (2.5)
449 (5.1)
513 (3.6)
486 (3.2)
463 (4.2)
371 (5.1)
502 (3.2)
542 (2.9)572 (2.7)

1 (0.7)0 (0.3)3 (0.4)3 (1.2)3 (1.4)2 (0.7)1 (0.5)1 (0.6)2 (1.2)8 (1.9)7 (1.7)2 (1.0)4 (2.4)1 (0.8)5 (1.7)10 (2.0)
3 (0.8)4 (0.9)6 (1.7)7 (1.8)3 (1.5)5 (1.3)8 (2.2)7 (1.6)7 (2.7)12 (1.6)6 (1.8)5 (1.1)13 (1.9)
16 (2.1)
6 (1.9)4 (1.6)7 (2.1)10 (1.7)
16 (2.9)25 (2.1)
4 (1.2)13 (1.7)
11 (2.3)~ ~~ ~338 (14.0)
477 (18.3)
406 (20.9)
~ ~
~ ~
~ ~
~ ~
485 (10.2)
413 (6.7)~ ~476 (14.4)~ ~455 (25.5)
509 (10.6)
533 (8.0)
522 (9.1)
429 (18.9)
481 (13.9)
439 (19.8)
347 (15.7)
471 (13.5)500 (8.6)512 (16.9)
465 (6.9)
581 (9.1)
473 (11.3)
398 (4.7)
471 (10.4)
543 (10.8)
446 (27.3)
500 (22.4)
448 (7.2)
431 (7.2)
350 (4.7)
464 (10.2)
526 (7.2)
558 (4.8)

11.9 (0.11)
11.5 (0.15)
11.7 (0.06)
11.4 (0.16)
11.3 (0.17)
11.4 (0.12)
11.4 (0.09)
11.1 (0.10)
11.1 (0.17)
11.1 (0.17)
10.9 (0.15)
10.8 (0.10)
10.5 (0.15)
11.0 (0.15)
10.6 (0.13)
10.6 (0.15)
10.6 (0.08)
10.5 (0.10)
10.4 (0.16)
10.4 (0.17)
10.5 (0.10)
10.4 (0.14)
10.3 (0.16)
10.2 (0.12)
10.5 (0.23)
10.0 (0.09)
10.2 (0.14)
10.2 (0.10)
9.9 (0.11)
9.6 (0.12)
9.7 (0.16)
9.8 (0.12)
9.6 (0.12)
9.4 (0.13)
9.2 (0.14)
8.9 (0.12)
9.3 (0.12)
9.2 (0.09)
8.9 (0.11)

49 (0.5)501 (0.9)

45 (0.5)483 (1.0)

6 (0.3)466 (2.5)###### ######

79 (2.0)61 (2.7)
50 (5.6)45 (2.2)
23 (3.6)
20 (3.0)- -556 (3.4)452 (5.9)537 (6.6)
571 (3.3)
467 (12.5)
558 (13.9)- -20 (2.1)
33 (2.5)
42 (5.8)
51 (2.1)
51 (4.7)
47 (4.6)- -530 (6.8)375 (8.9)507 (6.5)
564 (3.1)
421 (6.5)
431 (8.2)- -1 (0.4)6 (0.8)9 (2.8)4 (1.0)26 (3.7)
33 (3.9)- -~ ~302 (15.8)505 (8.3)
546 (8.1)
385 (6.3)
382 (6.2)- -12.1 (0.09)
11.2 (0.11)
10.6 (0.27)
10.3 (0.09)
8.8 (0.16)
8.4 (0.16)
- -

r

r

s
s

r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Quebec, CanadasyThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

369

Student Bullying
Since 2011, TIMSS has asked students about how often they experienced various bullying behaviors
by their school peers, such as being teased, excluded from activities, or physically hurt. The TIMSS
2019 fourth grade Student Bullying scale is described in Exhibit 8.11 (see About the Scale). Students
were assigned to one of three categories of the scale (“never or almost never,” “about monthly,” “about
weekly”) according to their reports of how often they experienced 11 bullying behaviors.
Exhibits 8.12 and 8.13 present the scale results in relation to mathematics achievement andscience achievement, respectively. Internationally, the majority of fourth grade students (63%, on
average) reported to be “never or almost never” bullied by school peers, 29 percent reported beingbullied “about monthly,” and only 8 percent were bullied “about weekly.” Reports from fourth gradestudents’ about being bullied were related to their average achievement in mathematics and science.
Across countries, there was a negative association between fourth grade students’ reports about thefrequency of being bullied and average achievement, with students bullied “about weekly” having
substantially lower average mathematics achievement (451) and lower average science achievement(437) than students bullied “about monthly” (495 and 486 in mathematics and science, respectively).
Students in the “never or almost never” category had the highest achievement on average—512 inmathematics and 503 in science.
The eighth grade Student Bullying scale used in previous TIMSS assessments was revised in
TIMSS 2019 to better reflect current trends related to social media and cyberbullying. As described in
Exhibit 8.14, the scale in 2019 included 14 items with an emphasis on bullying experienced throughdigital devices (see About the Scale). Students were assigned to one of three scale categories (“neveror almost never,” “about monthly,” “about weekly”) according to their reports of how often theyexperienced these 14 behaviors.
Exhibits 8.15 and 8.16 provide the results for the TIMSS 2019 eighth grade Student Bullying
scale in relation to mathematics achievement and science achievement, respectively. On average,
more than two-thirds of eighth grade students (71%) reported being bullied “never or almost never,”and these students had the highest average achievement—496 in mathematics and 499 in science.
With each reported increase in the frequency they experienced bullying, eighth grade students
had progressively lower average achievement to the extent that there was a 68-point difference inmathematics achievement and a 78-point difference in science achievement between students in the“never or almost never” category and students in the “about weekly” category. Students bullied “aboutmonthly” also had much higher achievement than students bullied “about weekly” (482 vs. 428 inmathematics and 482 vs. 421 in science).

TIMSS & PIRLSInternational Study Center
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Exhibit 8.11: Student Bullying
Students’ Reports

About the Scale
Students were scored according to their reports regarding eleven bullying behaviors on the Student Bullying scale. Cut scores divide the scale into three
categories. Students bullied Never or Almost Never had a score at or above the cut score corresponding to reporting that they “never” experienced six ofthe eleven bullying behaviors and experienced the other five “a few times a year,” on average. Students bullied About Weekly had a score at or below thecut score corresponding to reporting that they experienced six of the eleven behaviors “once or twice a month” and the other five “a few times a year,” onaverage. All other students were bullied About Monthly.
During this school year, how often have other students from your school done any of thefollowing things to you, including through texting or the Internet?

Never

A few times
a yearOnce or twicea monthAbout
Monthly

About Weekly

At least
once aweek1) Made fun of me or called me names - - - - - - 2) Left me out of their games or activities - - - - - 3) Spread lies about me - - - - - - - - - - - - - - - - - 4) Stole something from me - - - - - - - - - - - - - - 5) Damaged something of mine on purpose - - - 6) Hit or hurt me (e.g., shoving, hitting, kicking ) 7) Made me do things I didn't want to do - - - - - 8) Sent me nasty or hurtful messages online - - - 9) Shared nasty or hurtful messages about
me online - - - - - - - - - - - - - - - - - - - - - - - - - 10) Shared embarrassing photos of me online - - 11) Threatened me - - - - - - - - - - - - - - - - - - - - - Never or
AlmostNever

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

9.2

7.4

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Exhibit 8.12: Student Bullying
Students’ Reports
Never or Almost NeverCountry

About Monthly

About Weekly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
Armenia
SerbiaKosovoMontenegro
Japan
Georgia
Finland
Azerbaijan
Bosnia and Herzegovina
Korea, Rep. of
IrelandFranceNorway (5)Croatia
PolandLithuania
Kazakhstan
Northern Ireland
North Macedonia
Chinese Taipei
Austria
SwedenCzech RepublicNetherlands
Slovak Republic
United States
Hungary
CyprusGermany
Hong Kong SAR
Spain
Iran, Islamic Rep. of
Portugal
Denmark
England
Bulgaria
Chile
Turkey (5)Singapore
Italy
Malta
Russian Federation
CanadaAustralia
Belgium (Flemish)
Morocco
LatviaUnited Arab Emirates
Saudi Arabia
New Zealand
Oman
Bahrain
KuwaitPakistan
Qatar
South Africa (5)Philippines

85 (0.9)84 (0.9)
83 (1.2)
82 (1.0)81 (0.7)
81 (0.9)80 (1.1)
79 (1.0)78 (1.1)
78 (0.8)
77 (1.1)
76 (0.9)74 (1.0)73 (1.2)
73 (1.3)
73 (0.9)72 (1.3)
69 (1.3)
68 (1.4)
68 (2.3)
67 (1.2)
67 (1.3)
66 (1.5)
66 (1.1)
66 (1.3)
66 (1.3)
64 (0.8)
63 (1.2)
63 (1.2)
62 (1.1)
62 (1.2)
61 (1.1)
61 (1.3)
61 (0.9)61 (1.4)
60 (1.3)
60 (1.9)60 (1.2)
60 (1.3)
59 (0.9)58 (1.3)
57 (0.8)
56 (1.2)
55 (0.7)
54 (1.3)
53 (1.4)
53 (1.6)
52 (1.1)
51 (0.8)50 (1.2)
48 (1.1)
47 (1.4)
46 (1.1)
45 (1.3)
45 (3.4)
42 (1.3)
26 (1.1)
11 (1.0)500 (3.2)
506 (2.5)513 (3.3)453 (2.8)
461 (1.8)595 (1.8)486 (3.8)
538 (2.2)
528 (2.3)
458 (2.3)
601 (2.3)555 (2.6)494 (3.2)
548 (2.3)
513 (2.3)
527 (2.8)
548 (3.0)517 (2.7)
574 (3.2)
489 (4.7)
604 (1.8)
547 (2.3)
530 (2.8)
542 (2.5)
541 (2.2)
519 (3.2)
548 (2.7)
530 (2.8)541 (2.8)535 (2.4)
608 (3.1)
512 (2.2)
450 (4.8)
532 (2.8)532 (2.3)
566 (4.4)
528 (3.5)454 (2.3)
540 (4.3)
638 (3.6)
522 (2.6)
519 (1.7)
575 (3.2)
520 (2.2)525 (3.1)
538 (2.1)
397 (4.4)556 (2.7)
501 (1.9)421 (4.3)
503 (2.8)451 (4.9)
491 (3.0)
406 (6.0)
344 (13.0)473 (4.1)
423 (5.5)351 (10.3)

12 (0.8)
11 (0.7)
15 (0.9)
13 (0.8)
15 (0.6)
18 (0.9)
16 (0.9)19 (0.9)
18 (0.9)
17 (0.7)
21 (1.0)
21 (0.7)
22 (0.9)24 (1.1)
22 (1.2)
22 (0.8)25 (1.2)
25 (1.1)
28 (1.3)
23 (2.0)28 (1.0)28 (1.1)
30 (1.5)28 (0.9)30 (1.1)
29 (1.1)
29 (0.8)
32 (1.2)
30 (1.0)32 (1.0)32 (1.0)31 (0.9)32 (1.2)
32 (0.9)35 (1.3)
34 (1.1)
31 (1.3)
29 (0.9)32 (1.1)
34 (0.7)
36 (1.1)
35 (0.8)37 (1.0)38 (0.7)
39 (1.0)41 (1.2)
37 (1.3)
38 (0.9)34 (0.6)
33 (1.0)40 (0.9)38 (1.2)
37 (0.9)34 (0.9)36 (2.8)37 (1.3)
45 (1.1)
44 (1.3)

480 (5.7)
494 (4.5)
497 (5.6)
435 (4.8)
438 (4.0)585 (3.3)
470 (6.4)
519 (4.0)
511 (4.6)
446 (3.7)
596 (3.9)
536 (3.8)463 (4.0)
536 (3.1)
506 (3.8)513 (3.4)
534 (4.2)
507 (3.7)
556 (3.7)
464 (7.8)
593 (3.3)
530 (2.9)511 (3.4)
526 (3.6)535 (2.9)500 (5.5)527 (3.1)
516 (3.6)
523 (3.7)512 (3.4)595 (4.7)
495 (3.3)
443 (4.4)523 (3.0)519 (2.5)
546 (4.1)
511 (4.3)
437 (3.6)
511 (5.8)616 (4.0)510 (2.9)504 (2.6)563 (4.0)505 (2.2)
513 (3.4)
529 (2.5)379 (5.6)
541 (2.8)476 (2.1)
399 (3.8)486 (3.1)
429 (3.9)
481 (3.4)
392 (5.2)
326 (13.2)
456 (4.0)376 (3.3)
314 (6.6)

3 (0.4)5 (0.5)3 (0.4)5 (0.5)4 (0.3)1 (0.2)4 (0.4)2 (0.2)4 (0.4)5 (0.4)2 (0.3)3 (0.4)3 (0.4)3 (0.4)5 (0.4)5 (0.4)3 (0.3)6 (0.4)4 (0.4)9 (0.8)5 (0.4)5 (0.5)4 (0.4)6 (0.6)4 (0.5)6 (0.5)7 (0.4)4 (0.5)7 (0.5)6 (0.6)6 (0.5)7 (0.6)7 (0.4)7 (0.5)4 (0.4)6 (0.6)9 (1.0)11 (0.7)
9 (0.6)7 (0.4)7 (0.6)8 (0.5)8 (0.5)8 (0.3)7 (0.6)5 (0.4)10 (0.8)
10 (0.8)
15 (0.4)
17 (0.7)
12 (0.5)
15 (0.8)
17 (0.7)
21 (1.1)
19 (2.1)
21 (1.2)
29 (1.4)
45 (1.8)404 (15.7)
463 (7.1)
443 (12.6)
368 (9.2)
391 (7.4)~ ~418 (11.0)~ ~465 (9.6)
402 (5.2)~ ~497 (8.5)
430 (10.1)
503 (15.9)476 (8.2)
470 (8.4)475 (11.9)
486 (5.1)
501 (9.4)
403 (10.4)
576 (7.5)
499 (5.0)474 (9.4)
470 (7.0)
512 (8.7)
461 (10.8)477 (5.7)
492 (7.7)
493 (6.2)
466 (6.9)
576 (7.8)
460 (5.2)
405 (7.3)
480 (6.2)
481 (7.7)
513 (8.5)
463 (10.4)
392 (5.9)451 (9.0)569 (9.1)
482 (6.9)
469 (5.2)
538 (6.3)
477 (4.4)
470 (6.2)
506 (6.5)
342 (8.0)
514 (6.0)
434 (3.2)
349 (5.8)
438 (4.4)385 (5.4)
452 (4.4)344 (7.5)
301 (13.0)
397 (3.8)333 (4.0)
269 (6.4)

11.3 (0.05)
11.3 (0.05)
11.1 (0.06)
11.1 (0.06)
11.1 (0.04)
10.9 (0.05)
10.9 (0.06)
10.7 (0.04)
10.9 (0.06)
10.8 (0.05)
10.6 (0.05)
10.5 (0.05)
10.5 (0.05)
10.3 (0.05)
10.4 (0.05)
10.4 (0.04)
10.3 (0.06)
10.5 (0.07)
10.1 (0.06)
10.3 (0.09)
10.3 (0.05)
10.2 (0.06)
10.0 (0.06)
10.2 (0.06)
10.0 (0.05)
10.2 (0.06)
10.0 (0.03)
9.9 (0.04)
10.0 (0.05)
9.8 (0.04)
9.9 (0.05)
9.9 (0.05)
10.0 (0.06)
9.8 (0.04)
9.7 (0.05)
9.8 (0.05)
9.8 (0.08)
9.8 (0.05)
9.9 (0.06)
9.7 (0.03)
9.7 (0.05)
9.7 (0.03)
9.6 (0.05)
9.6 (0.03)
9.5 (0.04)
9.5 (0.04)
9.6 (0.07)
9.4 (0.05)
9.5 (0.04)
9.6 (0.06)
9.3 (0.04)
9.3 (0.06)
9.3 (0.05)
9.2 (0.07)
9.3 (0.15)
9.0 (0.06)
8.4 (0.05)
7.7 (0.06)

International Average

63 (0.2)

512 (0.5)

29 (0.1)

495 (0.6)

8 (0.1)451 (1.1)###### ######

65 (1.3)
58 (1.2)
55 (1.3)
54 (1.3)
54 (1.2)
44 (1.0)523 (2.2)552 (1.8)523 (3.9)
539 (3.0)
602 (2.3)
462 (2.7)30 (1.1)
32 (0.9)38 (1.2)
39 (1.0)37 (0.9)37 (0.8)514 (2.7)
538 (3.0)506 (3.5)
526 (3.0)
587 (2.8)439 (3.0)

5 (0.5)10 (0.5)
7 (0.5)7 (0.7)9 (0.6)19 (0.7)483 (5.4)
514 (4.6)475 (7.8)
499 (6.2)
563 (5.0)
399 (4.0)

10.1 (0.06)
9.8 (0.05)
9.6 (0.04)
9.5 (0.05)
9.5 (0.04)
9.1 (0.05)

Benchmarking Participants
Madrid, Spain
Dubai, UAE
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE

This TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

372

Exhibit 8.13: Student Bullying
Students’ Reports
Never or Almost NeverCountry

About Monthly

About Weekly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
Armenia
SerbiaKosovoMontenegro
Japan
Georgia
Finland
Azerbaijan
Bosnia and Herzegovina
Korea, Rep. of
IrelandFranceNorway (5)Croatia
PolandLithuania
Kazakhstan
Northern Ireland
North Macedonia
Chinese Taipei
Austria
SwedenCzech RepublicNetherlands
Slovak Republic
United States
Hungary
CyprusGermany
Hong Kong SAR
Spain
Iran, Islamic Rep. of
Portugal
Denmark
England
Bulgaria
Chile
Turkey (5)Singapore
Italy
Malta
Russian Federation
CanadaAustralia
Belgium (Flemish)
Morocco
LatviaUnited Arab Emirates
Saudi Arabia
New Zealand
Oman
Bahrain
KuwaitPakistan
Qatar
South Africa (5)Philippines

85 (0.9)84 (0.9)
83 (1.2)
82 (1.0)81 (0.7)
81 (0.9)80 (1.1)
79 (1.0)78 (1.1)
78 (0.8)
77 (1.1)
76 (0.9)74 (1.0)73 (1.2)
73 (1.3)
73 (0.9)72 (1.3)
69 (1.3)
68 (1.4)
68 (2.3)
67 (1.2)
67 (1.3)
66 (1.5)
66 (1.1)
66 (1.3)
66 (1.3)
64 (0.8)
63 (1.2)
63 (1.2)
62 (1.1)
62 (1.2)
61 (1.1)
61 (1.3)
61 (0.9)61 (1.4)
60 (1.3)
60 (1.9)60 (1.2)
60 (1.3)
59 (0.9)58 (1.3)
57 (0.8)
56 (1.2)
55 (0.7)
54 (1.3)
53 (1.4)
53 (1.6)
52 (1.1)
51 (0.8)50 (1.2)
48 (1.1)
47 (1.4)
46 (1.1)
45 (1.3)
45 (3.4)
42 (1.3)
26 (1.1)
11 (1.0)495 (3.4)
476 (3.3)
522 (3.5)424 (3.4)
460 (2.4)564 (1.7)
459 (4.0)
560 (2.4)
441 (2.7)
465 (2.7)
589 (2.3)
534 (3.3)
496 (3.1)
544 (2.4)
527 (2.5)
538 (2.7)
544 (2.8)500 (3.4)
526 (2.4)445 (5.5)564 (1.9)532 (2.8)545 (3.3)
541 (2.6)
523 (2.8)531 (3.0)551 (2.8)536 (2.9)
520 (3.1)
533 (2.2)
536 (3.3)
521 (1.9)446 (5.1)
510 (2.8)
528 (2.6)
545 (3.9)535 (4.3)
482 (2.3)
541 (3.9)
606 (3.2)
517 (3.1)
505 (1.6)
574 (3.0)533 (2.2)
541 (2.9)508 (2.2)
389 (5.7)553 (2.5)497 (2.2)
432 (4.6)
519 (2.4)
458 (4.8)515 (3.3)
421 (7.5)
313 (13.5)
479 (4.2)
392 (7.9)
318 (13.0)

12 (0.8)
11 (0.7)
15 (0.9)
13 (0.8)
15 (0.6)
18 (0.9)
16 (0.9)19 (0.9)
18 (0.9)
17 (0.7)
21 (1.0)
21 (0.7)
22 (0.9)24 (1.1)
22 (1.2)
22 (0.8)25 (1.2)
25 (1.1)
28 (1.3)
23 (2.0)28 (1.0)28 (1.1)
30 (1.5)28 (0.9)30 (1.1)
29 (1.1)
29 (0.8)
32 (1.2)
30 (1.0)32 (1.0)32 (1.0)31 (0.9)32 (1.2)
32 (0.9)35 (1.3)
34 (1.1)
31 (1.3)
29 (0.9)32 (1.1)
34 (0.7)
36 (1.1)
35 (0.8)37 (1.0)38 (0.7)
39 (1.0)41 (1.2)
37 (1.3)
38 (0.9)34 (0.6)
33 (1.0)40 (0.9)38 (1.2)
37 (0.9)34 (0.9)36 (2.8)37 (1.3)
45 (1.1)
44 (1.3)

481 (6.5)
459 (5.5)505 (5.7)
396 (6.4)
444 (5.1)
553 (3.4)
444 (6.7)
542 (4.3)
424 (5.2)
455 (5.1)
585 (3.5)
517 (4.0)
470 (4.2)
534 (3.0)
521 (4.1)
523 (3.2)
529 (4.1)
490 (4.3)
511 (3.7)
412 (10.0)
550 (2.9)509 (4.3)
529 (4.1)
528 (3.3)
515 (4.0)508 (6.3)
531 (3.3)
521 (3.5)505 (3.5)
511 (3.5)
526 (4.2)
506 (3.0)444 (4.6)502 (3.2)
517 (3.4)
531 (3.5)
520 (5.5)
466 (3.5)
520 (6.0)
586 (3.6)
507 (3.3)
492 (2.7)563 (3.2)
517 (2.2)
530 (2.9)496 (2.8)369 (7.8)
536 (2.4)
467 (2.4)404 (4.6)500 (2.9)437 (4.5)493 (3.8)
398 (7.1)
282 (16.0)
458 (4.2)
328 (4.8)
270 (8.1)

3 (0.4)5 (0.5)3 (0.4)5 (0.5)4 (0.3)1 (0.2)4 (0.4)2 (0.2)4 (0.4)5 (0.4)2 (0.3)3 (0.4)3 (0.4)3 (0.4)5 (0.4)5 (0.4)3 (0.3)6 (0.4)4 (0.4)9 (0.8)5 (0.4)5 (0.5)4 (0.4)6 (0.6)4 (0.5)6 (0.5)7 (0.4)4 (0.5)7 (0.5)6 (0.6)6 (0.5)7 (0.6)7 (0.4)7 (0.5)4 (0.4)6 (0.6)9 (1.0)11 (0.7)
9 (0.6)7 (0.4)7 (0.6)8 (0.5)8 (0.5)8 (0.3)7 (0.6)5 (0.4)10 (0.8)
10 (0.8)
15 (0.4)
17 (0.7)
12 (0.5)
15 (0.8)
17 (0.7)
21 (1.1)
19 (2.1)
21 (1.2)
29 (1.4)
45 (1.8)398 (15.7)
420 (7.5)
451 (13.1)
326 (9.9)
390 (8.6)~ ~376 (10.5)~ ~364 (13.4)
410 (8.5)~ ~471 (9.7)
435 (9.3)
498 (12.8)500 (7.5)
481 (8.2)
469 (11.7)
468 (6.6)
458 (8.2)
355 (11.2)
526 (7.2)
473 (7.2)
485 (10.3)
478 (6.2)
479 (10.4)
467 (12.3)
481 (5.6)
500 (9.0)473 (7.0)459 (8.5)508 (9.2)
465 (5.5)402 (8.1)
459 (5.5)490 (6.9)505 (7.3)
457 (11.6)
419 (4.6)
461 (10.1)
542 (9.1)
473 (6.8)
450 (6.2)
542 (6.8)
491 (4.3)
490 (6.1)
474 (6.3)
327 (10.9)508 (6.2)
413 (3.7)
335 (7.3)
456 (4.5)
380 (6.1)
440 (5.5)347 (8.0)
260 (17.0)
383 (5.2)
268 (5.3)
214 (7.0)

11.3 (0.05)
11.3 (0.05)
11.1 (0.06)
11.1 (0.06)
11.1 (0.04)
10.9 (0.05)
10.9 (0.06)
10.7 (0.04)
10.9 (0.06)
10.8 (0.05)
10.6 (0.05)
10.5 (0.05)
10.5 (0.05)
10.3 (0.05)
10.4 (0.05)
10.4 (0.04)
10.3 (0.06)
10.5 (0.07)
10.1 (0.06)
10.3 (0.09)
10.3 (0.05)
10.2 (0.06)
10.0 (0.06)
10.2 (0.06)
10.0 (0.05)
10.2 (0.06)
10.0 (0.03)
9.9 (0.04)
10.0 (0.05)
9.8 (0.04)
9.9 (0.05)
9.9 (0.05)
10.0 (0.06)
9.8 (0.04)
9.7 (0.05)
9.8 (0.05)
9.8 (0.08)
9.8 (0.05)
9.9 (0.06)
9.7 (0.03)
9.7 (0.05)
9.7 (0.03)
9.6 (0.05)
9.6 (0.03)
9.5 (0.04)
9.5 (0.04)
9.6 (0.07)
9.4 (0.05)
9.5 (0.04)
9.6 (0.06)
9.3 (0.04)
9.3 (0.06)
9.3 (0.05)
9.2 (0.07)
9.3 (0.15)
9.0 (0.06)
8.4 (0.05)
7.7 (0.06)

International Average

63 (0.2)503 (0.5)

29 (0.1)

486 (0.7)

8 (0.1)437 (1.2)###### ######

65 (1.3)
58 (1.2)
55 (1.3)
54 (1.3)
54 (1.2)
44 (1.0)528 (2.1)
553 (1.9)535 (3.5)530 (3.1)
604 (2.5)446 (3.4)30 (1.1)
32 (0.9)38 (1.2)
39 (1.0)37 (0.9)37 (0.8)518 (2.8)
540 (3.1)
518 (3.8)515 (2.8)590 (2.5)417 (3.8)

5 (0.5)10 (0.5)
7 (0.5)7 (0.7)9 (0.6)19 (0.7)

485 (5.9)507 (4.8)490 (7.0)
494 (4.9)563 (4.9)
365 (5.3)

10.1 (0.06)
9.8 (0.05)
9.6 (0.04)
9.5 (0.05)
9.5 (0.04)
9.1 (0.05)

Benchmarking Participants
Madrid, Spain
Dubai, UAE
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE

This TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

373

Exhibit 8.14: Student Bullying
Students’ Reports

About the Scale
Students were scored according to their reports regarding fourteen bullying behaviors on the Student Bullying scale. Cut scores divide the scale into three
categories. Students bullied Never or Almost Never had a score at or above the cut score corresponding to reporting that they “never” experienced
seven of the fourteen bullying behaviors and experienced the other seven “a few times a year,” on average. Students bullied About Weekly had a score ator below the cut score corresponding to reporting that they experienced seven of the fourteen behaviors “once or twice a month” and the other seven “afew times a year,” on average. All other students were bullied About Monthly.
During this school year, how often have other students from your school done any of thefollowing things to you, including through texting or the Internet?

Never

A few times
a yearOnce or twicea monthAbout
Monthly

About Weekly

At least
once aweek1) Said mean things about my physicalappearance (e.g., my hair, my size) - - - - - - - 2) Spread lies about me - - - - - - - - - - - - - - - - - 3) Shared my secrets with others - - - - - - - - - - 4) Refused to talk to me - - - - - - - - - - - - - - - - - 5) Insulted a member of my family - - - - - - - - - - 6) Stole something from me - - - - - - - - - - - - - - 7) Made me do things I didn't want to do - - - - - 8) Sent me nasty or hurtful messages online - - - 9) Shared nasty or hurtful things about
me online - - - - - - - - - - - - - - - - - - - - - - - - - 10) Shared embarrassing photos of me online - - 11) Threatened me - - - - - - - - - - - - - - - - - - - - - 12) Physically hurt me - - - - - - - - - - - - - - - - - - 13) Excluded me from their group (e.g., parties,
messaging) - - - - - - - - - - - - - - - - - - - - - - - 14) Damaged something of mine on purpose - - - Never or
AlmostNever

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

8.8

7.2

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

374

Exhibit 8.15: Student Bullying
Students’ Reports
Never or Almost NeverCountry

About Monthly

About Weekly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Japan
Georgia
Chinese Taipei
Korea, Rep. of
Finland
Kazakhstan
Portugal
Lithuania
Russian Federation
Hungary
Norway (9)SwedenItaly
CyprusFranceIran, Islamic Rep. of
IrelandChile
JordanSaudi Arabia
TurkeyHong Kong SAR
United States
England
KuwaitRomania
Singapore
New Zealand
Oman
Australia
Qatar
LebanonUnited Arab Emirates
Bahrain
Egypt
MoroccoMalaysia
South Africa (9)Israel93 (0.4)
89 (0.9)88 (0.5)87 (0.7)
86 (0.6)85 (0.8)
83 (0.9)81 (0.8)80 (0.7)
79 (1.0)79 (0.9)78 (0.8)78 (1.1)
76 (0.9)75 (0.8)
74 (1.0)74 (1.0)73 (0.9)72 (1.0)72 (1.1)
72 (1.1)
69 (1.3)
69 (0.7)69 (0.9)68 (0.9)66 (1.4)
65 (0.8)64 (0.9)64 (1.0)64 (0.8)
63 (1.5)
63 (1.6)
63 (0.6)62 (0.9)61 (1.3)
57 (0.9)35 (1.0)35 (0.7)- -595 (2.8)464 (4.3)
614 (2.8)606 (2.9)512 (2.5)488 (3.3)
502 (3.3)
523 (2.9)545 (4.6)
523 (3.0)507 (2.6)
508 (2.6)
501 (2.8)505 (1.9)486 (2.6)456 (3.8)530 (2.6)
446 (3.0)433 (3.6)403 (2.5)503 (4.3)
580 (3.9)
526 (4.9)
526 (5.3)
409 (5.0)489 (4.1)
625 (4.0)490 (3.4)
427 (2.8)
529 (4.1)
454 (5.0)
438 (3.3)
492 (2.1)
489 (2.1)
434 (5.2)
395 (2.9)474 (3.7)
413 (2.1)- -6 (0.4)9 (0.8)11 (0.5)
12 (0.6)
12 (0.6)
14 (0.7)
16 (0.8)
17 (0.8)
17 (0.7)
18 (0.9)19 (0.8)
18 (0.7)
20 (1.0)
20 (0.8)23 (0.7)
21 (0.9)22 (0.9)23 (0.8)
18 (0.6)
20 (0.8)
24 (1.0)24 (1.0)25 (0.6)
26 (0.8)24 (0.7)
27 (1.1)
30 (0.7)
28 (0.8)27 (0.9)28 (0.7)
25 (1.0)27 (1.2)
25 (0.5)28 (0.7)
23 (0.8)34 (0.8)
49 (0.8)47 (0.5)- -591 (5.9)453 (8.6)
608 (4.9)
611 (5.5)
498 (4.4)487 (5.5)493 (5.3)
516 (4.6)
542 (5.6)
498 (4.6)
498 (4.3)
493 (3.9)
491 (3.7)
493 (3.4)475 (3.3)
426 (5.1)
513 (3.4)
434 (3.8)409 (5.8)386 (3.7)
485 (6.6)
586 (5.3)
509 (4.3)
510 (6.5)
403 (6.2)
473 (6.3)
604 (4.5)479 (4.0)
400 (3.7)505 (4.2)
448 (4.4)425 (3.9)
470 (2.5)474 (2.7)
402 (5.7)
384 (2.7)456 (3.6)
389 (2.4)- -0 (0.1)2 (0.3)1 (0.1)1 (0.1)2 (0.2)1 (0.2)2 (0.3)2 (0.2)3 (0.3)3 (0.4)2 (0.3)3 (0.3)2 (0.2)4 (0.3)2 (0.3)5 (0.4)4 (0.3)4 (0.4)9 (0.7)8 (0.6)4 (0.4)7 (0.6)7 (0.4)6 (0.5)8 (0.7)8 (0.7)5 (0.4)7 (0.4)9 (0.5)8 (0.4)12 (0.9)
10 (0.9)
12 (0.3)
10 (0.5)
16 (1.0)9 (0.5)16 (0.6)
18 (0.5)
- -

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
519 (11.8)
438 (12.4)~ ~456 (10.2)~ ~463 (10.3)~ ~386 (10.9)
493 (7.6)
393 (8.6)
362 (6.7)
347 (5.3)
445 (8.7)
539 (12.4)
467 (7.8)459 (9.3)
360 (7.6)
434 (7.4)
570 (9.2)
441 (7.0)
350 (6.3)
478 (4.9)383 (6.8)
403 (4.9)398 (3.4)
449 (4.7)
360 (7.2)
366 (3.4)445 (4.6)353 (3.2)- -11.3 (0.04)
11.2 (0.06)
11.0 (0.04)
11.0 (0.05)
10.8 (0.04)
10.4 (0.05)
10.5 (0.05)
10.3 (0.04)
10.3 (0.04)
10.2 (0.04)
10.3 (0.04)
10.3 (0.04)
10.0 (0.05)
10.1 (0.04)
10.1 (0.04)
10.2 (0.05)
10.0 (0.05)
9.9 (0.04)
10.2 (0.06)
10.2 (0.05)
9.9 (0.05)
9.9 (0.05)
9.8 (0.03)
9.8 (0.05)
9.9 (0.05)
9.6 (0.07)
9.5 (0.03)
9.6 (0.04)
9.6 (0.05)
9.5 (0.03)
9.6 (0.07)
9.5 (0.07)
9.6 (0.02)
9.6 (0.04)
9.7 (0.08)
9.3 (0.04)
8.6 (0.04)
8.4 (0.02)- -International Average

71 (0.2)

496 (0.6)

23 (0.1)

482 (0.8)

6 (0.1)428 (1.5)###### ######

78 (1.0)77 (1.1)
71 (1.0)65 (1.4)
53 (1.0)52 (0.9)39 (1.0)549 (3.7)
580 (4.2)
544 (2.2)
536 (4.5)465 (3.3)
458 (5.3)
443 (3.7)

20 (0.9)20 (1.0)23 (0.7)
28 (1.2)
28 (0.7)
36 (0.7)47 (0.8)531 (5.2)
566 (5.6)
528 (3.7)
524 (4.9)
438 (4.0)
434 (4.3)
415 (2.8)

3 (0.4)3 (0.4)6 (0.5)7 (0.6)19 (0.7)
12 (0.7)
14 (0.5)501 (9.8)525 (9.2)
485 (7.7)510 (10.4)
366 (4.3)
395 (4.8)381 (4.0)

10.2 (0.06)
10.0 (0.04)
9.9 (0.05)
9.6 (0.06)
9.1 (0.04)
9.0 (0.04)
8.6 (0.03)

Benchmarking Participants
Quebec, Canada
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)This TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

375

Exhibit 8.16: Student Bullying
Students’ Reports
Never or Almost NeverCountry

About Monthly

About Weekly

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Japan
Georgia
Chinese Taipei
Korea, Rep. of
Finland
Kazakhstan
Portugal
Lithuania
Russian Federation
Hungary
Norway (9)SwedenItaly
CyprusFranceIran, Islamic Rep. of
IrelandChile
JordanSaudi Arabia
TurkeyHong Kong SAR
United States
England
KuwaitRomania
Singapore
New Zealand
Oman
Australia
Qatar
LebanonUnited Arab Emirates
Bahrain
Egypt
MoroccoMalaysia
South Africa (9)Israel93 (0.4)
89 (0.9)88 (0.5)87 (0.7)
86 (0.6)85 (0.8)
83 (0.9)81 (0.8)80 (0.7)
79 (1.0)79 (0.9)78 (0.8)78 (1.1)
76 (0.9)75 (0.8)
74 (1.0)74 (1.0)73 (0.9)72 (1.0)72 (1.1)
72 (1.1)
69 (1.3)
69 (0.7)69 (0.9)68 (0.9)66 (1.4)
65 (0.8)64 (0.9)64 (1.0)64 (0.8)
63 (1.5)
63 (1.6)
63 (0.6)62 (0.9)61 (1.3)
57 (0.9)35 (1.0)35 (0.7)- -570 (2.1)
450 (4.0)
576 (2.0)561 (2.2)
547 (3.0)478 (3.0)
520 (3.0)536 (2.9)544 (4.5)535 (2.7)
499 (3.3)
528 (3.2)
505 (2.6)
489 (2.3)
493 (2.7)
460 (3.5)530 (2.9)470 (2.8)471 (3.8)446 (2.6)
523 (3.8)506 (5.0)533 (4.8)
527 (5.0)456 (5.3)
478 (4.3)
616 (3.8)509 (3.6)
478 (2.6)
540 (3.4)
491 (4.9)391 (4.9)
501 (2.4)503 (2.1)
417 (5.1)
406 (3.1)
476 (3.8)
407 (3.1)- -

6 (0.4)9 (0.8)11 (0.5)
12 (0.6)
12 (0.6)
14 (0.7)
16 (0.8)
17 (0.8)
17 (0.7)
18 (0.9)19 (0.8)
18 (0.7)
20 (1.0)
20 (0.8)23 (0.7)
21 (0.9)22 (0.9)23 (0.8)
18 (0.6)
20 (0.8)
24 (1.0)24 (1.0)25 (0.6)
26 (0.8)24 (0.7)
27 (1.1)
30 (0.7)
28 (0.8)27 (0.9)28 (0.7)
25 (1.0)27 (1.2)
25 (0.5)28 (0.7)
23 (0.8)34 (0.8)
49 (0.8)47 (0.5)- -566 (5.8)
437 (7.7)
566 (4.5)
561 (4.6)
529 (4.9)482 (6.3)
513 (4.8)530 (5.3)
544 (4.8)515 (4.3)
491 (4.0)513 (5.2)
491 (4.4)473 (3.6)476 (4.3)
427 (5.3)
509 (4.1)
451 (4.0)
436 (6.5)
418 (3.5)503 (5.5)509 (6.9)
518 (4.2)
512 (6.2)
442 (6.7)
467 (5.4)
598 (4.5)493 (4.3)
444 (4.5)
517 (3.7)475 (5.4)
372 (6.8)
468 (2.9)479 (2.8)379 (5.8)384 (3.2)
457 (3.8)369 (3.2)- -0 (0.1)2 (0.3)1 (0.1)1 (0.1)2 (0.2)1 (0.2)2 (0.3)2 (0.2)3 (0.3)3 (0.4)2 (0.3)3 (0.3)2 (0.2)4 (0.3)2 (0.3)5 (0.4)4 (0.3)4 (0.4)9 (0.7)8 (0.6)4 (0.4)7 (0.6)7 (0.4)6 (0.5)8 (0.7)8 (0.7)5 (0.4)7 (0.4)9 (0.5)8 (0.4)12 (0.9)
10 (0.9)
12 (0.3)
10 (0.5)
16 (1.0)9 (0.5)16 (0.6)
18 (0.5)
- -

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
516 (11.4)
471 (10.5)~ ~456 (12.9)~ ~439 (9.2)~ ~379 (10.7)
490 (9.3)
407 (7.6)
364 (7.2)
358 (6.2)
463 (8.6)
464 (13.4)
475 (7.5)
461 (10.6)
376 (10.0)428 (7.1)
564 (9.5)457 (6.6)
378 (6.5)
487 (5.0)391 (8.1)
328 (7.3)
362 (4.6)
406 (5.8)318 (7.8)364 (3.9)439 (6.3)
311 (4.1)- -11.3 (0.04)
11.2 (0.06)
11.0 (0.04)
11.0 (0.05)
10.8 (0.04)
10.4 (0.05)
10.5 (0.05)
10.3 (0.04)
10.3 (0.04)
10.2 (0.04)
10.3 (0.04)
10.3 (0.04)
10.0 (0.05)
10.1 (0.04)
10.1 (0.04)
10.2 (0.05)
10.0 (0.05)
9.9 (0.04)
10.2 (0.06)
10.2 (0.05)
9.9 (0.05)
9.9 (0.05)
9.8 (0.03)
9.8 (0.05)
9.9 (0.05)
9.6 (0.07)
9.5 (0.03)
9.6 (0.04)
9.6 (0.05)
9.5 (0.03)
9.6 (0.07)
9.5 (0.07)
9.6 (0.02)
9.6 (0.04)
9.7 (0.08)
9.3 (0.04)
8.6 (0.04)
8.4 (0.02)- -International Average

71 (0.2)

499 (0.6)

23 (0.1)

482 (0.8)

6 (0.1)421 (1.6)###### ######

78 (1.0)77 (1.1)
71 (1.0)65 (1.4)
53 (1.0)52 (0.9)39 (1.0)541 (3.8)570 (3.0)558 (2.2)
528 (2.9)463 (4.2)
464 (6.0)456 (4.5)

20 (0.9)20 (1.0)23 (0.7)
28 (1.2)
28 (0.7)
36 (0.7)47 (0.8)524 (4.7)
558 (4.2)
535 (3.4)
513 (4.4)424 (4.9)429 (5.1)
414 (3.7)

3 (0.4)3 (0.4)6 (0.5)7 (0.6)19 (0.7)
12 (0.7)
14 (0.5)509 (10.4)
533 (7.6)
480 (9.1)
507 (10.6)
311 (6.0)
371 (6.4)
361 (5.6)

10.2 (0.06)
10.0 (0.04)
9.9 (0.05)
9.6 (0.06)
9.1 (0.04)
9.0 (0.04)
8.6 (0.03)

Benchmarking Participants
Quebec, Canada
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)This TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

HOME & SCHOOL CONTEXTS: SCHOOL DISCIPLINE AND SAFETY
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

376

TIMSS 2019 INTERNATIONAL RESULTS IN
MATHEMATICS AND SCIENCE

CLASSROOM CONTEXTSTIMSS & PIRLSInternational Study Center
Lynch School of Education

Teacher Preparation, Professional
Development, and Job Satisfaction
Teachers’ Formal Education
Exhibits 9.1, 9.2, 9.3, and 9.4 present teachers’ reports about their highest level of formal education
for fourth grade mathematics and science teachers and eighth grade mathematics and scienceteachers, respectively. Teachers’ highest levels of formal education are reported by four categories:
completed postgraduate university degree, completed a bachelor’s degree or equivalent, completed
post-secondary education but not a bachelor’s degree, or completed upper-secondary education.
Internationally, on average, 28 percent of the fourth grade students had mathematics teacherswith a postgraduate university degree, 56 percent had teachers with a bachelor’s degree, 10 percent hadteachers who had completed post-secondary education, and 5 percent had teachers who completed
upper-secondary education (Exhibit 9.1). Similarly, on average, 29 percent of fourth grade students
had science teachers with a postgraduate university degree, 56 percent had teachers with a bachelor’s
degree, 10 percent had teachers with some post-secondary education, and 5 percent had teachers whocompleted upper-secondary education (Exhibit 9.2).
Parallel results are shown for eighth grade students in Exhibit 9.3 (mathematics) and Exhibit
9.4 (science), although in both subjects, more eighth grade students than fourth grade students had
teachers with bachelor’s degrees and postgraduate university degrees, on average. Internationally, 35
percent of students had mathematics teachers with a postgraduate university degree, and 61 percent
had mathematics teachers with a bachelor’s degree. Also internationally, 38 percent of students had
science teachers with a postgraduate university degree, and 58 percent had science teachers with abachelor’s degree.
In fourth and eighth grades and in both subjects, there was considerable variation acrosscountries in teachers’ education levels, reflecting countries’ different education paths and requirements
for teachers. The TIMSS 2019 Encyclopedia provides information about the main teacher preparationroutes and current requirements for teachers in each country, based on information provided by
National Research Coordinators in the TIMSS 2019 Curriculum Questionnaire.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

378

Exhibit 9.1: Teachers’ Formal Education*
Students’ Results based on Teachers’ Reports
Percent of Students by Teacher Education Level
Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Completed
Postgraduate
University Degree**Completed Bachelor’s
Degree or Equivalent
but Not a
Postgraduate Degree

Completed
Post-Secondary
Education but Not a
Bachelor’s Degree

No Further thanUpper-Secondary
Education

59 (5.0)
7 (1.9)15 (2.4)
11 (1.8)
5 (1.8)16 (3.3)
3 (1.1)4 (1.1)73 (3.7)
19 (2.0)
12 (3.1)
55 (4.0)50 (3.4)
63 (3.6)
92 (1.9)8 (2.4)6 (2.7)93 (1.8)
49 (3.8)
79 (3.2)
90 (2.5)
25 (4.4)
9 (2.3)
12 (2.1)
31 (3.5)
31 (3.6)
5 (1.3)3 (1.4)25 (3.3)
8 (2.1)
12 (3.2)
51 (4.0)29 (3.7)
18 (0.3)
3 (1.0)8 (2.0)1 (0.7)33 (2.9)6 (2.9)15 (3.1)
35 (4.3)
6 (1.1)29 (7.1)
30 (3.7)
96 (1.1)
10 (2.2)
19 (3.5)
44 (3.8)
0 (0.2)15 (2.5)
13 (1.8)
99 (0.7)
2 (1.2)25 (2.8)
13 (3.6)6 (1.6)27 (2.0)49 (2.3)

19 (3.4)
9 (1.9)82 (2.5)
51 (3.4)
49 (3.5)
84 (3.4)
97 (1.2)
67 (3.3)
21 (3.1)
80 (2.0)
86 (3.3)
45 (3.9)
13 (2.5)
35 (3.5)
2 (1.1)82 (3.1)
94 (2.7)
6 (1.6)37 (3.6)
19 (3.1)
0 (0.0)71 (4.6)
90 (2.4)
75 (3.4)
69 (3.5)
4 (1.6)91 (1.6)
89 (2.5)
73 (3.3)
77 (3.5)
82 (3.2)
48 (4.1)
67 (4.0)70 (0.4)
75 (2.9)44 (4.1)
80 (3.6)
59 (3.2)
76 (3.5)
78 (3.8)
65 (4.3)
87 (2.2)5 (2.2)57 (4.1)
4 (1.1)84 (2.7)
80 (3.5)
31 (3.6)
1 (0.4)62 (3.8)
76 (2.2)
0 (0.0)60 (3.8)
72 (3.2)
77 (4.1)
94 (1.6)
70 (2.1)
51 (2.3)

3 (1.5)44 (3.7)
3 (1.1)38 (3.2)
34 (3.6)
0 (0.2)0 (0.4)29 (3.4)
6 (2.3)0 (0.4)2 (1.0)1 (0.6)37 (2.7)
2 (0.9)1 (0.9)2 (1.5)0 (0.0)1 (0.6)
10 (2.1)
1 (0.6)
10 (2.5)
4 (1.8)1 (0.5)
11 (2.3)
0 (0.4)5 (1.8)4 (1.4)8 (2.1)2 (1.2)10 (2.5)
3 (1.3)0 (0.5)4 (1.2)6 (0.2)22 (2.7)
6 (1.9)17 (3.4)
8 (1.5)
11 (2.5)
2 (1.4)0 (0.0)5 (1.6)30 (6.4)
2 (1.1)0 (0.0)5 (1.5)0 (0.3)18 (2.7)
93 (1.7)
23 (3.4)
10 (1.5)
1 (0.7)33 (3.0)
2 (1.2)6 (2.1)0 (0.0)3 (0.7)0 (0.0)19 (3.9)40 (4.0)0 (0.0)0 (0.0)12 (2.5)
0 (0.0)0 (0.0)0 (0.3)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.5)0 (0.0)5 (1.4)7 (2.4)0 (0.0)0 (0.4)4 (1.6)
1 (0.9)0 (0.0)0 (0.0)0 (0.0)2 (1.0)0 (0.2)59 (3.6)
0 (0.0)0 (0.2)0 (0.0)6 (1.8)3 (1.4)1 (0.8)0 (0.0)7 (0.2)0 (0.0)43 (3.9)
1 (1.1)0 (0.0)7 (2.2)4 (2.2)0 (0.0)2 (1.0)36 (7.2)
12 (2.8)
0 (0.0)0 (0.0)0 (0.0)6 (1.6)6 (1.7)1 (0.6)0 (0.3)0 (0.0)5 (1.5)0 (0.0)4 (1.4)0 (0.0)1 (0.3)0 (0.0)28 (0.4)

56 (0.4)

10 (0.3)

5 (0.2)27 (3.8)9 (2.6)56 (4.8)
31 (3.7)
26 (2.1)
30 (3.9)72 (3.8)
91 (2.6)
39 (4.8)
66 (3.6)
70 (2.2)
68 (3.9)

1 (0.9)0 (0.0)3 (1.5)3 (0.9)3 (1.1)1 (0.5)0 (0.0)0 (0.0)2 (1.0)0 (0.0)1 (0.7)0 (0.3)

r

s
r

r
r

r

r
r

International Average
Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr* Based on countries’ categorizations according to UNESCO’s International Standard Classification of Education (Operational Manual for ISCED-2011)** For example, doctorate, master’s, or other postgraduate degree.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
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Exhibit 9.2: Teachers’ Formal Education*
Students’ Results based on Teachers’ Reports
Percent of Students by Teacher Education Level
Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Completed
Postgraduate
University Degree**Completed Bachelor’s
Degree or Equivalent
but Not a
Postgraduate Degree

Completed
Post-Secondary
Education but Not a
Bachelor’s Degree

No Further thanUpper-Secondary
Education

61 (4.9)
6 (1.6)16 (2.0)
10 (1.8)
4 (1.0)14 (2.2)
3 (1.1)4 (1.1)70 (3.8)
16 (2.5)
7 (2.4)49 (4.0)50 (3.4)
72 (4.3)
92 (1.8)
12 (2.7)
6 (2.7)93 (1.7)
50 (3.9)81 (3.3)
93 (1.9)25 (4.2)
6 (1.4)12 (2.1)
31 (3.5)
31 (3.6)
4 (1.6)3 (1.5)26 (3.5)
8 (2.1)14 (2.8)
52 (3.8)30 (3.8)
16 (0.3)
3 (1.0)6 (2.1)1 (0.7)34 (2.9)6 (2.9)15 (3.1)
30 (4.0)
12 (2.0)35 (6.4)
33 (4.1)
99 (0.7)
10 (2.2)
27 (3.0)44 (3.8)
0 (0.0)15 (2.5)
17 (1.9)
98 (1.1)
1 (0.6)26 (3.1)
17 (4.3)
9 (2.0)33 (1.6)
52 (2.2)

19 (3.4)
11 (2.4)
80 (2.3)
51 (3.5)
48 (3.6)
86 (2.2)
97 (1.1)
67 (3.3)
22 (3.2)
83 (2.5)
91 (2.6)
51 (4.0)
13 (2.5)
27 (4.1)
3 (1.3)82 (3.1)
94 (2.7)
6 (1.7)37 (3.6)
18 (3.2)
1 (0.6)70 (4.4)
93 (1.5)
75 (3.4)
69 (3.5)
4 (1.6)93 (1.4)
89 (2.5)
73 (3.4)
77 (3.5)
77 (3.5)
48 (3.8)
66 (4.0)74 (0.3)
75 (2.9)37 (4.3)
80 (3.6)
58 (3.1)
76 (3.5)
78 (3.8)
69 (4.0)81 (2.4)
8 (2.5)51 (4.3)
1 (0.7)84 (2.7)
72 (3.1)
31 (3.6)
8 (2.5)62 (3.8)
74 (2.2)
1 (0.8)57 (2.9)73 (3.3)
70 (4.9)91 (2.0)65 (1.6)
48 (2.2)

2 (1.1)48 (3.9)
3 (1.2)39 (3.5)
37 (3.6)
0 (0.2)0 (0.0)29 (3.4)
7 (2.4)0 (0.4)1 (0.9)0 (0.3)37 (2.7)
1 (0.8)0 (0.0)1 (0.6)0 (0.0)1 (0.6)9 (2.0)1 (0.6)6 (1.8)5 (1.9)1 (0.6)
11 (2.3)
0 (0.4)5 (1.8)2 (1.2)8 (2.0)1 (1.1)
10 (2.5)
6 (2.0)0 (0.0)4 (1.2)5 (0.2)22 (2.7)
4 (1.7)17 (3.4)
8 (1.4)11 (2.5)
2 (1.4)0 (0.3)5 (1.8)28 (6.1)
0 (0.0)0 (0.0)5 (1.5)
1 (1.0)18 (2.7)
89 (2.8)
23 (3.4)
9 (1.4)1 (0.7)37 (3.2)
2 (0.8)7 (2.2)0 (0.0)2 (0.5)0 (0.0)18 (3.9)35 (4.0)0 (0.0)0 (0.0)11 (2.3)
0 (0.0)0 (0.0)0 (0.3)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.5)0 (0.0)5 (1.4)6 (2.1)0 (0.0)0 (0.4)4 (1.5)0 (0.0)0 (0.0)0 (0.0)0 (0.5)2 (1.0)0 (0.2)59 (3.6)
0 (0.0)0 (0.2)0 (0.0)6 (1.8)3 (1.5)0 (0.0)0 (0.0)5 (0.1)0 (0.0)53 (4.5)
1 (1.1)0 (0.0)7 (2.2)4 (2.2)0 (0.0)1 (0.6)29 (5.0)
16 (3.0)0 (0.0)0 (0.0)0 (0.0)6 (1.6)4 (1.4)1 (0.6)
1 (0.4)0 (0.2)6 (1.7)0 (0.0)6 (2.2)0 (0.0)1 (0.4)0 (0.0)29 (0.4)

56 (0.4)

10 (0.3)

5 (0.2)22 (5.0)
8 (2.4)56 (4.8)
31 (2.9)35 (2.5)40 (2.5)

77 (5.0)
92 (2.4)
38 (4.8)
66 (2.8)
61 (2.8)
59 (2.5)

1 (1.0)0 (0.0)3 (1.5)3 (1.4)2 (1.0)0 (0.2)0 (0.0)0 (0.0)2 (1.0)0 (0.0)2 (1.0)0 (0.2)

r

r

s
r

r
r

r

r

International Average
Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr* Based on countries’ categorizations according to UNESCO’s International Standard Classification of Education (Operational Manual for ISCED-2011)** For example, doctorate, master’s, or other postgraduate degree.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

380

Exhibit 9.3: Teachers’ Formal Education*
Students’ Results based on Teachers’ Reports
Percent of Students by Teacher Education Level
Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Completed
Postgraduate
University Degree**Completed Bachelor’s
Degree or Equivalent
but Not a
Postgraduate Degree

Completed
Post-Secondary
Education but Not a
Bachelor’s Degree

No Further thanUpper-Secondary
Education

22 (3.3)
18 (1.7)
10 (2.7)
60 (3.3)
62 (4.0)
6 (2.3)29 (5.2)
95 (1.1)
66 (4.1)
87 (3.3)
45 (3.9)29 (3.4)
26 (3.1)
44 (3.1)
50 (3.6)
100 (0.0)
12 (2.4)
6 (2.0)16 (2.7)
35 (3.6)
12 (3.2)
37 (4.1)
51 (4.3)
7 (1.8)11 (2.8)
53 (3.3)
41 (4.1)
9 (1.9)18 (2.8)
26 (3.6)
30 (3.6)
74 (3.7)
1 (0.8)18 (2.2)
2 (0.8)40 (3.5)
7 (1.8)33 (2.0)
57 (3.2)

77 (3.2)
81 (1.8)
88 (2.8)40 (3.3)
38 (4.0)76 (4.3)
71 (5.2)
3 (0.8)33 (4.0)
10 (2.9)55 (3.9)71 (3.5)
68 (3.5)
55 (3.0)46 (3.6)
0 (0.0)87 (2.4)
76 (3.2)
81 (2.9)65 (3.6)
88 (3.3)
51 (3.6)
47 (4.2)
89 (2.5)
43 (4.1)
44 (3.1)
57 (4.1)
89 (2.2)
80 (3.0)73 (3.5)
59 (3.9)24 (3.8)
99 (0.8)
82 (2.3)
77 (2.4)
52 (3.4)
93 (1.8)
65 (2.0)43 (3.2)

1 (0.8)1 (0.6)
1 (1.0)0 (0.0)0 (0.0)15 (3.3)
0 (0.0)0 (0.1)1 (1.0)0 (0.0)0 (0.2)0 (0.4)7 (1.8)0 (0.1)3 (1.0)0 (0.0)1 (0.4)13 (2.0)
2 (1.1)0 (0.0)0 (0.0)7 (2.2)1 (0.6)3 (1.2)12 (2.8)
3 (1.1)2 (1.3)1 (0.6)2 (1.4)1 (0.5)10 (2.3)
1 (0.7)0 (0.0)0 (0.4)20 (2.2)
4 (1.6)0 (0.0)1 (0.3)0 (0.0)0 (0.0)1 (0.4)0 (0.0)0 (0.0)0 (0.0)3 (1.4)0 (0.0)1 (0.7)0 (0.0)3 (1.8)0 (0.0)0 (0.0)0 (0.0)0 (0.4)1 (0.5)0 (0.0)0 (0.0)5 (1.8)1 (0.6)0 (0.0)1 (0.5)4 (1.8)0 (0.0)1 (0.9)34 (3.7)
0 (0.0)0 (0.0)1 (1.1)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.3)5 (1.6)0 (0.0)1 (0.3)0 (0.0)35 (0.5)61 (0.5)

3 (0.2)2 (0.1)19 (3.6)
12 (2.9)88 (2.6)
2 (1.3)2 (1.0)33 (2.3)
41 (3.4)

81 (3.6)
88 (2.9)
11 (2.6)
75 (3.8)80 (3.3)
64 (2.2)
59 (3.5)

0 (0.0)0 (0.0)0 (0.0)22 (3.6)
17 (3.1)
2 (0.9)0 (0.0)0 (0.0)0 (0.0)1 (0.5)1 (0.8)1 (0.8)1 (0.7)0 (0.0)

r
s
r

r
r

r

International Average
Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAEr* Based on countries’ categorizations according to UNESCO’s International Standard Classification of Education (Operational Manual for ISCED-2011)** For example, doctorate, master’s, or other postgraduate degree.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

381

Exhibit 9.4: Teachers’ Formal Education*
Students’ Results based on Teachers’ Reports
Percent of Students by Teacher Education Level
Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Completed
Postgraduate
University Degree**Completed Bachelor’s
Degree or Equivalent
but Not a
Postgraduate Degree

Completed
Post-Secondary
Education but Not a
Bachelor’s Degree

No Further thanUpper-Secondary
Education

24 (2.6)
19 (3.0)
12 (2.5)
67 (3.3)
59 (1.8)
3 (1.5)34 (5.1)
97 (0.7)
85 (2.3)
90 (1.4)
48 (4.4)
44 (2.6)
29 (3.3)
35 (3.5)
53 (3.7)
100 (0.0)
15 (2.9)
13 (2.4)
15 (1.9)40 (3.4)
14 (3.5)
49 (2.7)
54 (2.4)
5 (1.6)15 (1.9)69 (3.2)
51 (4.5)
11 (1.8)
24 (2.6)
37 (3.6)
33 (2.4)
76 (2.0)5 (1.8)22 (2.4)
2 (0.7)43 (3.8)9 (2.4)39 (1.4)
61 (2.7)

76 (2.6)
79 (3.1)
86 (2.7)
33 (3.3)
41 (1.8)
87 (3.1)
66 (5.1)
3 (0.7)14 (2.3)
9 (1.3)50 (4.3)
55 (2.6)
67 (3.4)
61 (3.6)
43 (3.9)
0 (0.0)85 (2.9)78 (3.2)
84 (1.9)60 (3.4)
86 (3.5)
44 (2.8)
44 (2.3)
92 (1.9)55 (2.8)30 (3.3)
48 (4.6)
87 (2.1)
74 (2.4)
62 (3.6)
55 (2.4)
21 (1.8)
93 (2.0)77 (2.4)
80 (2.3)
49 (3.8)
90 (2.4)
60 (1.4)
39 (2.7)

0 (0.2)1 (0.7)
1 (1.0)0 (0.0)0 (0.0)9 (2.6)0 (0.0)0 (0.1)0 (0.0)0 (0.2)2 (1.3)0 (0.2)3 (1.5)
1 (1.2)2 (0.9)0 (0.0)0 (0.0)0 (0.3)1 (0.3)0 (0.0)0 (0.0)3 (1.3)1 (0.5)1 (0.7)15 (2.1)
1 (1.1)2 (1.3)2 (1.1)2 (0.8)1 (0.4)11 (1.8)
1 (0.6)
1 (0.8)1 (0.6)16 (2.4)
1 (0.8)1 (0.0)0 (0.2)0 (0.0)0 (0.0)0 (0.0)0 (0.1)0 (0.0)0 (0.0)1 (0.8)0 (0.0)1 (0.4)0 (0.4)1 (0.5)0 (0.0)1 (0.3)1 (0.7)2 (0.8)2 (1.1)0 (0.0)0 (0.0)9 (2.1)1 (0.3)0 (0.0)0 (0.0)3 (0.8)0 (0.2)1 (0.6)16 (2.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)1 (0.6)2 (0.4)0 (0.2)0 (0.0)2 (1.3)6 (1.5)0 (0.0)1 (0.2)0 (0.0)38 (0.4)

58 (0.5)

2 (0.2)1 (0.1)22 (4.1)
86 (1.4)
1 (0.9)5 (1.7)36 (2.1)
53 (3.1)- -78 (4.1)
13 (1.3)
86 (3.5)
86 (2.8)64 (2.1)
46 (3.2)- -0 (0.0)0 (0.2)13 (3.1)
10 (2.4)
0 (0.5)0 (0.0)- -0 (0.0)0 (0.3)1 (0.6)0 (0.0)0 (0.3)1 (0.6)
- -

s
s
r

s
r

r

International Average
Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canadasy* Based on countries’ categorizations according to UNESCO’s International Standard Classification of Education (Operational Manual for ISCED-2011)** For example, doctorate, master’s, or other postgraduate degree.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

382

Teachers’ Major
Exhibits 9.5 and 9.6 present fourth grade teachers’ reports about their majors or specializationsin primary education and/or mathematics and in primary education and/or science, respectively.
Exhibits 9.7 and 9.8 present eighth grade teachers’ reports about their majors or specializations inmathematics and/or mathematics education and in science and/or science education, respectively.
For each category of teachers’ major or specialization, average student achievement is also shown.
As shown in Exhibit 9.5, on average across countries, three-quarters of fourth grade students were
taught by teachers with a major in primary education and a major or specialization in mathematics(32%) or by teachers with a major in primary education but no major or specialization in mathematics(43%), and just 11 percent were taught by teachers with a major in mathematics but not primaryeducation. Another 8 percent were taught by teachers who had some other major, and 6 percent byteachers with no formal education beyond upper-secondary. The distribution of students by teachers’
major was similar for science (shown in Exhibit 9.6), with 28 percent of fourth grade students taught
by science teachers with a major in primary education and science, 44 percent by teachers with amajor in primary education but not in science, 13 percent by teachers with a major in science but
not primary education, and 9 and 5 percent by teachers with other majors or no education beyond
upper-secondary, respectively. In both mathematics and science, there was considerable variationin the distribution of students by teachers’ majors across countries, however, reflecting countries’
different education pathways and requirements for primary school teachers.
On average across countries, mathematics achievement was highest for fourth grade students
whose teachers had a major in primary education but no major in mathematics (503), followed by
students with teachers with a major in both primary education and mathematics (497), and then by
students with teachers who majored in mathematics but not primary education (487) and teachers
who had other majors (490). Students whose teachers did not go beyond upper-secondary education
had the lowest average mathematics achievement (457). Likewise, for science, students who hadteachers with a major in primary education but no major in science and students who had teacherswith a major in primary education and science had the highest average achievement (491 and 489,
respectively), followed by students whose teachers majored in science but not primary education(480), and then by students who had teachers with other majors (478). Students whose teachers had
no formal education beyond upper-secondary had the lowest average science achievement (442).
However, within most countries, there was no clear relationship between teachers’ major and averageachievement in mathematics and science.
As shown in Exhibit 9.7, about three-quarters (78%) of eighth grade students were taught
mathematics by teachers who had a major in mathematics and mathematics education (39%) or who
majored in mathematics but not in mathematics education (39%). A further 11 percent were taught byteachers who majored in mathematics education only, and 10 percent by teachers with other majors. A
slightly higher percentage (83%) of eighth grade students were taught science by teachers who majoredin science and science education (33%) or in science but not in science education (50%), as shown

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

383

in Exhibit 9.8. A further 9 percent were taught by teachers who majored in science education but notscience and 6 percent by teachers with other majors. Internationally, just 1 percent of eighth gradestudents were taught mathematics or science by teachers who had not completed formal education
beyond upper-secondary.
In mathematics, eighth grade students with teachers who majored in mathematics andmathematics education or in mathematics education but not mathematics had higher averageachievement than students with teachers who majored in mathematics and not mathematics
education (averages scores of 492 and 494 compared with 488, respectively). That was not the case in
all countries, however, and in many countries, there was no clear relationship between teachers’ major
and average mathematics achievement. In science, eighth grade students whose teachers majored inscience and science education or in science but not science education had higher average scores thanstudents whose teachers majored in science education but not science (494 and 491 compared with
482, respectively). However, within most countries, there was no clear relationship between teachers’
major and average achievement science.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

384

Exhibit 9.5: Teachers Majored in Education and Mathematics
Students’ Results based on Teachers’ Reports

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KuwaitLatviaLithuania
Malta
Montenegro
MoroccoNew Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
KosovoNetherlands

r

r

r
r

r
s
r
r
r
r

s
s
r
r

r
x
y

International Average

Major in Primary
Education and Major (orSpecialization) in
Mathematics

Major in Primary
Education but No Major(or Specialization) in
Mathematics

Major in Mathematics
but No Major in Primary
Education

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

15 (3.3)
40 (4.0)
16 (2.6)- 54 (4.1)
44 (3.3)- 41 (3.4)
8 (2.2)
11 (1.4)
63 (3.7)
33 (3.6)
13 (2.6)
24 (3.1)
2 (0.9)31 (4.4)
20 (4.6)
9 (2.0)12 (2.3)
81 (3.6)
67 (3.3)
53 (4.8)
4 (1.4)13 (2.7)
12 (2.5)
3 (1.2)21 (3.3)
55 (3.9)
19 (3.4)
45 (4.7)
42 (3.9)15 (2.8)24 (0.4)
46 (2.6)
3 (1.5)13 (1.9)
11 (3.7)
15 (3.1)
63 (4.2)
55 (3.2)
23 (4.1)
18 (3.5)
11 (2.4)
42 (3.3)
33 (4.0)41 (3.2)
31 (3.6)
43 (3.8)
66 (2.6)
25 (3.0)48 (4.3)
30 (3.4)
77 (3.8)
62 (3.7)
39 (2.2)
10 (1.5)
43 (6.7)- -512 (9.7)
498 (4.5)
522 (10.2)- 515 (4.0)
477 (4.0)- 454 (4.1)
521 (16.1)
509 (5.5)
449 (3.2)
597 (3.5)508 (6.8)
543 (5.1)~ ~518 (3.9)563 (9.9)541 (8.4)
470 (7.4)
477 (4.6)
520 (3.3)
602 (4.6)
528 (16.7)
440 (9.0)
550 (5.0)509 (12.5)
598 (3.8)515 (3.3)
600 (6.7)
382 (7.0)
550 (3.4)
529 (6.8)503 (2.6)
449 (3.2)
317 (13.3)
500 (10.1)
442 (29.4)
557 (8.2)
545 (2.7)
436 (5.6)
318 (14.7)
289 (10.8)515 (6.3)
525 (4.2)
458 (5.7)
566 (4.8)391 (8.3)
506 (4.5)
624 (4.9)503 (7.8)375 (6.3)
504 (6.1)
524 (3.6)
522 (5.8)479 (4.5)
538 (6.9)
443 (7.0)- -65 (4.8)
7 (2.2)80 (2.9)- 21 (3.4)
5 (1.2)- 54 (3.4)
87 (3.5)
74 (1.9)35 (3.6)
46 (4.0)84 (2.7)
73 (3.2)
81 (2.3)
8 (2.4)56 (5.1)
84 (2.5)
31 (4.0)
4 (2.0)22 (3.1)
20 (3.8)
95 (1.6)
43 (3.3)
84 (2.8)9 (2.9)62 (3.8)
44 (3.8)
78 (3.4)
4 (1.5)53 (3.6)
80 (3.2)
48 (0.5)
53 (2.5)
6 (1.8)79 (2.7)
58 (5.6)
66 (4.7)
30 (3.8)
13 (2.2)
7 (2.2)41 (4.0)0 (0.0)56 (3.4)
13 (2.4)
49 (3.3)
2 (1.2)55 (3.8)
11 (1.7)
71 (3.3)
13 (2.4)
53 (3.6)
11 (3.0)
1 (0.7)16 (0.8)
71 (2.5)
43 (7.1)- -491 (5.1)
500 (6.7)
518 (2.9)- 510 (6.3)
503 (15.0)- 452 (4.0)
513 (4.3)
515 (2.4)425 (5.6)
597 (2.7)509 (2.4)
530 (3.4)535 (2.9)552 (7.6)
553 (6.6)
532 (2.5)
492 (5.0)482 (9.2)
523 (6.7)
605 (7.7)
522 (3.6)445 (7.0)
549 (3.0)
531 (6.7)
591 (2.3)
509 (4.4)
599 (2.4)
437 (25.9)
546 (3.7)
543 (2.9)511 (2.0)453 (2.9)359 (33.8)
483 (3.1)
471 (7.6)
570 (4.6)
547 (5.4)
422 (11.7)
304 (38.5)285 (9.5)~ ~526 (3.5)502 (10.7)
569 (4.7)~ ~511 (4.7)
643 (8.4)512 (4.1)
397 (15.2)
500 (3.8)522 (5.9)~ ~473 (6.0)
537 (3.0)
439 (9.0)- -1 (0.1)
11 (2.7)
0 (0.1)- 5 (1.7)
45 (3.2)- 1 (0.8)
0 (0.3)2 (0.9)1 (0.9)3 (1.4)0 (0.0)1 (0.7)1 (0.5)42 (4.5)
3 (2.1)0 (0.1)21 (3.7)
12 (3.1)
3 (1.5)20 (4.2)
0 (0.0)8 (2.2)2 (1.0)6 (1.9)2 (0.8)0 (0.0)0 (0.0)44 (4.7)
3 (1.5)1 (0.9)4 (0.1)2 (0.7)14 (2.2)
1 (0.5)6 (2.6)
1 (1.2)6 (2.1)
17 (2.4)
22 (8.2)
14 (2.5)
89 (2.4)
0 (0.3)39 (4.1)
1 (0.6)53 (3.5)
0 (0.1)14 (2.0)
3 (1.2)19 (2.9)4 (1.3)5 (1.7)35 (3.6)
37 (2.0)
2 (0.8)0 (0.0)- -~ ~504 (6.2)~ ~- 511 (19.1)
479 (3.8)
- ~ ~
~ ~
~ ~
~ ~
614 (4.5)
~ ~
~ ~
~ ~
525 (3.3)
578 (14.5)~ ~484 (7.1)
494 (12.3)
522 (12.0)
596 (10.9)~ ~461 (14.1)~ ~506 (7.8)
~ ~
~ ~
~ ~
379 (9.6)
511 (33.5)~ ~505 (6.8)~ ~434 (26.9)~ ~466 (20.7)~ ~530 (12.2)
436 (9.7)
344 (38.7)
324 (11.9)
521 (2.9)~ ~421 (6.1)~ ~400 (5.4)~ ~618 (9.9)504 (21.7)
353 (7.9)
538 (9.4)
529 (8.7)
532 (7.6)
482 (3.8)
~ ~
~ ~
- -

1 (1.1)1 (0.7)4 (1.2)- 6 (2.0)
5 (1.6)- 2 (1.0)
5 (2.8)13 (1.4)
1 (0.5)18 (3.0)
2 (0.9)2 (1.1)
11 (1.9)
11 (2.5)
20 (4.2)
7 (1.7)31 (3.7)
2 (0.9)8 (2.1)8 (2.6)
1 (0.7)34 (3.8)
3 (1.1)21 (3.2)
15 (2.6)
1 (0.8)2 (1.0)4 (1.7)1 (0.6)3 (1.3)18 (0.3)
0 (0.2)29 (4.2)
8 (1.8)16 (4.3)
13 (3.1)
1 (0.5)13 (2.6)
12 (3.8)
15 (2.9)
0 (0.0)1 (0.6)16 (3.0)
2 (1.1)7 (1.8)1 (0.5)9 (1.6)
1 (0.8)15 (3.1)
13 (2.7)
3 (1.8)1 (1.1)8 (0.8)17 (1.9)
0 (0.0)
- -

~ ~
~ ~
477 (13.1)- 505 (14.1)
491 (7.7)- ~ ~476 (64.3)
504 (4.3)~ ~602 (4.6)~ ~~ ~528 (7.3)
517 (6.4)
558 (11.8)
530 (7.4)484 (6.9)~ ~517 (10.0)
621 (16.8)~ ~438 (7.7)535 (13.7)
515 (4.6)
591 (4.1)~ ~~ ~413 (24.0)~ ~504 (22.0)
514 (2.3)~ ~377 (9.7)
481 (13.7)
495 (14.6)
553 (9.5)~ ~407 (12.9)
299 (20.1)
318 (20.2)~ ~~ ~459 (10.4)~ ~405 (15.7)~ ~629 (10.4)~ ~381 (11.8)
505 (5.3)
502 (13.9)~ ~492 (8.7)
525 (7.2)~ ~- -17 (3.7)
42 (4.2)
0 (0.0)- 14 (2.9)
0 (0.0)- 0 (0.3)
0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.5)0 (0.0)5 (1.5)8 (2.5)0 (0.0)0 (0.4)5 (1.9)1 (1.2)0 (0.0)0 (0.0)0 (0.0)2 (1.1)0 (0.2)60 (3.6)
0 (0.0)0 (0.2)0 (0.0)3 (1.4)1 (0.9)0 (0.0)7 (0.2)0 (0.0)48 (4.2)
0 (0.0)10 (3.0)
5 (2.4)0 (0.0)2 (1.1)35 (7.7)
13 (3.0)0 (0.0)0 (0.0)0 (0.0)6 (1.6)6 (1.6)
1 (0.6)0 (0.3)0 (0.0)5 (1.5)0 (0.0)3 (1.3)0 (0.0)1 (0.3)0 (0.0)14 (4.1)- -498 (7.8)495 (4.1)~ ~- 524 (6.9)
~ ~
- ~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
523 (11.3)
520 (7.6)~ ~~ ~491 (14.4)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
513 (2.8)
~ ~
~ ~
~ ~
350 (27.7)~ ~~ ~506 (4.0)~ ~377 (8.6)~ ~457 (15.0)552 (17.6)~ ~~ ~344 (20.0)
286 (15.2)
~ ~
~ ~
~ ~
568 (12.2)
392 (17.8)
~ ~
~ ~
~ ~
340 (11.7)~ ~495 (10.3)
~ ~
~ ~
~ ~
444 (13.1)- -32 (0.4)

497 (1.1)

43 (0.4)503 (1.4)

11 (0.3)

487 (2.6)

8 (0.3)490 (2.7)

6 (0.3)457 (3.1)

12 (2.7)
9 (1.9)54 (4.3)
30 (3.4)
42 (2.6)
38 (3.5)514 (8.9)
522 (6.8)
591 (3.0)
520 (3.5)435 (5.3)
552 (4.0)

70 (3.3)
82 (2.7)
44 (4.3)
59 (3.8)
26 (2.2)
20 (2.2)

515 (4.8)534 (2.6)
597 (3.4)
516 (3.2)
429 (6.5)555 (5.3)

3 (1.8)1 (0.8)0 (0.0)3 (1.4)23 (2.5)
33 (3.4)

496 (7.7)~ ~~ ~521 (10.1)
454 (8.3)
530 (4.8)

15 (2.6)
8 (2.1)0 (0.0)8 (2.0)8 (1.5)9 (1.4)504 (6.0)535 (5.1)~ ~517 (8.5)
469 (15.5)
548 (9.6)

0 (0.0)0 (0.0)2 (1.0)0 (0.0)1 (0.7)0 (0.3)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

All Other Majors

No Formal Education
Beyond UpperSecondary*

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErrr* Countries have been increasing their certification requirements and providing professional development to teachers certified under earlier guidelines.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

385

Exhibit 9.6: Teachers Majored in Education and Science
Students’ Results based on Teachers’ Reports

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KuwaitLatviaLithuania
Malta
Montenegro
MoroccoNew Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
KosovoNetherlands

r

r

r
r
r

r
s
r
s

r

r
s
r
r

r

r
y
y

International Average

Major in Primary
Education and Major (orSpecialization) in
Science

Major in Primary
Education but No Major(or Specialization) in
Science

Major in Science but No
Major in Primary
Education

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

16 (3.2)
20 (2.7)
22 (3.5)- 41 (4.2)
39 (4.4)- 39 (3.5)
7 (2.3)13 (1.8)
43 (4.3)
31 (3.5)
22 (2.8)
33 (4.3)
3 (1.0)23 (3.4)
19 (4.0)8 (1.8)14 (2.9)84 (3.8)
55 (3.9)27 (4.1)
8 (2.4)12 (2.8)9 (2.0)2 (0.9)23 (3.3)
42 (4.2)
16 (3.2)
39 (4.6)
40 (3.7)
17 (2.9)23 (0.4)
42 (2.4)
3 (1.4)12 (2.0)
12 (4.1)
13 (3.0)44 (4.7)
48 (3.5)
31 (7.2)
14 (3.2)
28 (3.9)38 (3.1)
30 (4.1)
40 (3.2)
30 (3.5)
40 (3.8)
57 (2.7)
23 (2.9)34 (4.3)
28 (3.2)
70 (4.4)
52 (3.7)
36 (2.1)
10 (1.4)- - -504 (11.0)
467 (6.2)
535 (6.6)- 431 (5.1)
499 (8.7)- 459 (3.8)
527 (19.8)
530 (5.7)474 (4.5)
561 (2.9)525 (3.8)515 (4.8)535 (7.0)
522 (5.6)
522 (4.7)
544 (8.9)475 (7.2)
446 (5.1)
521 (3.2)
526 (5.7)
514 (10.2)
429 (15.3)
532 (8.4)~ ~562 (3.0)496 (6.9)
589 (5.9)387 (10.4)
542 (4.6)
531 (6.0)
491 (2.7)
449 (4.0)342 (16.7)
507 (9.0)391 (33.5)
516 (5.8)
548 (3.0)
439 (6.8)
326 (20.3)
237 (24.4)
530 (4.8)506 (4.0)445 (7.0)565 (4.4)383 (11.0)
515 (5.2)
591 (4.6)508 (10.2)
316 (10.3)
508 (4.6)
544 (3.6)
528 (6.0)
470 (3.7)
544 (8.0)- - -61 (4.6)
25 (3.4)
73 (3.5)- 33 (3.6)
3 (1.3)- 57 (3.5)
83 (3.5)
69 (2.6)
52 (4.4)
36 (4.1)
76 (2.8)
62 (4.3)
69 (3.5)
19 (3.8)
56 (5.4)
83 (2.2)
25 (4.0)
6 (2.7)31 (3.6)
52 (4.6)
90 (2.5)
43 (3.7)
87 (2.5)
11 (3.0)61 (4.3)
56 (4.2)
80 (3.3)
5 (1.7)51 (3.9)
79 (3.2)
46 (0.4)
56 (2.3)
9 (2.6)80 (2.9)54 (6.3)
67 (4.1)
46 (5.3)
13 (2.5)
7 (2.1)47 (4.3)
0 (0.0)61 (3.2)
14 (2.7)
50 (3.2)
1 (0.9)58 (3.7)
10 (1.5)
63 (3.4)
22 (3.0)55 (3.7)
18 (3.7)
0 (0.4)15 (1.0)73 (2.4)- - -488 (5.4)
464 (5.6)
534 (3.0)- 421 (6.6)
546 (18.0)- 460 (4.4)
519 (5.4)525 (2.4)
461 (4.2)
554 (3.8)523 (2.5)509 (3.4)
536 (3.0)519 (6.1)
542 (5.8)556 (2.7)
497 (5.4)453 (12.8)512 (5.7)
532 (4.6)
531 (3.2)
448 (5.6)
528 (3.7)
518 (9.3)
561 (2.5)494 (4.8)
588 (2.3)
389 (22.0)
543 (3.0)
540 (2.9)493 (2.0)453 (3.5)344 (19.1)
499 (3.2)
433 (9.1)
522 (3.3)
535 (3.5)
446 (9.0)
235 (28.7)
234 (8.8)~ ~503 (3.2)
505 (11.3)
569 (4.2)~ ~521 (4.8)
598 (9.9)525 (4.7)
344 (19.2)
512 (3.3)
536 (7.5)~ ~429 (6.7)
540 (3.1)- - -

4 (1.1)
13 (2.9)
2 (1.0)- 3 (1.2)
54 (4.3)- 1 (0.7)
7 (3.1)6 (2.1)3 (1.7)16 (2.8)
1 (0.6)
1 (0.6)
12 (2.6)
29 (4.4)
8 (2.7)1 (0.4)32 (4.1)
7 (2.4)8 (2.2)4 (1.7)0 (0.4)6 (1.8)1 (0.5)5 (1.7)3 (1.2)0 (0.2)2 (0.8)46 (4.8)8 (1.9)1 (0.9)7 (0.2)1 (0.7)16 (2.6)
2 (0.9)5 (2.3)2 (1.2)5 (2.3)33 (3.4)
27 (7.4)
10 (2.7)
72 (3.9)
0 (0.3)50 (4.2)
2 (1.1)57 (4.0)
1 (0.5)25 (2.5)
8 (2.2)19 (2.7)
5 (1.6)4 (1.7)44 (3.8)
43 (2.3)
3 (1.3)- - -514 (14.6)
482 (7.2)~ ~- 420 (25.7)
484 (4.5)- ~ ~467 (44.2)
526 (9.6)
490 (24.8)
559 (4.9)~ ~~ ~528 (8.6)
526 (4.7)
582 (15.6)~ ~489 (5.6)
466 (9.3)
530 (8.0)
531 (22.4)~ ~451 (18.1)~ ~505 (11.0)
553 (10.9)~ ~~ ~396 (8.8)550 (9.3)~ ~514 (4.8)~ ~377 (13.8)~ ~377 (12.1)~ ~535 (12.1)
427 (6.6)300 (34.9)
253 (20.6)
532 (2.8)~ ~435 (6.9)~ ~411 (5.9)~ ~603 (5.2)
511 (11.9)
321 (14.3)
517 (15.0)
540 (9.1)
530 (6.9)
491 (3.9)
530 (21.4)- - -2 (1.2)4 (1.5)3 (1.4)- 10 (2.6)
3 (1.5)- 3 (1.1)
3 (1.4)12 (1.5)
2 (1.0)17 (3.2)
1 (0.7)4 (2.3)
11 (2.1)
23 (3.7)
17 (3.8)8 (1.8)25 (3.5)
2 (1.3)6 (1.9)17 (3.6)
1 (0.6)38 (3.5)
3 (1.4)22 (3.4)
13 (2.7)
2 (1.1)2 (0.9)7 (2.4)2 (1.2)2 (1.1)19 (0.3)
1 (0.1)23 (4.1)
7 (1.8)17 (4.8)
13 (3.1)
5 (1.7)5 (1.7)7 (2.8)12 (2.8)
0 (0.0)1 (0.6)5 (1.7)2 (1.0)8 (2.1)0 (0.2)8 (1.3)6 (1.9)19 (2.8)
11 (2.5)
3 (1.6)3 (1.4)5 (0.8)14 (1.8)- - -~ ~455 (13.6)
506 (17.5)- 412 (14.6)
497 (16.9)- 450 (13.2)
562 (14.3)
520 (3.7)~ ~561 (4.1)~ ~536 (19.2)
532 (5.3)
520 (5.3)
524 (7.2)
555 (6.8)
488 (7.9)~ ~522 (9.5)
541 (13.1)~ ~438 (7.6)
511 (11.9)
508 (4.7)
567 (4.3)~ ~~ ~367 (30.5)~ ~~ ~505 (2.3)~ ~387 (18.7)
497 (14.3)
462 (16.4)
511 (7.6)
519 (15.3)
414 (22.1)
289 (33.8)
273 (27.1)~ ~~ ~465 (20.2)~ ~
370 (16.2)~ ~588 (8.7)
531 (10.1)
311 (9.4)
517 (4.9)
470 (21.9)
478 (23.9)
451 (13.2)
526 (6.9)- - -17 (3.7)
38 (4.2)
0 (0.0)- 13 (2.7)
0 (0.0)- 0 (0.3)
0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.5)0 (0.0)5 (1.5)6 (2.3)0 (0.0)0 (0.4)4 (1.7)0 (0.0)0 (0.0)0 (0.0)1 (0.6)2 (1.1)0 (0.2)61 (3.6)
0 (0.0)0 (0.2)0 (0.0)3 (1.4)0 (0.0)0 (0.0)5 (0.1)0 (0.0)49 (4.3)
0 (0.0)11 (3.5)5 (2.4)0 (0.0)1 (0.7)29 (5.5)
17 (3.2)
0 (0.0)0 (0.0)0 (0.0)6 (1.6)4 (1.3)1 (0.6)
1 (0.5)0 (0.2)6 (1.8)0 (0.0)5 (2.1)0 (0.0)1 (0.4)0 (0.0)- - -

491 (8.4)
461 (5.4)~ ~- 436 (9.4)
~ ~
- ~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
529 (10.0)512 (8.5)~ ~~ ~500 (12.2)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
508 (3.2)
~ ~
~ ~
~ ~
424 (46.5)~ ~~ ~498 (5.6)~ ~377 (8.8)~ ~408 (13.9)
498 (12.7)~ ~~ ~268 (14.2)
251 (15.0)
~ ~
~ ~
~ ~
565 (10.9)
410 (18.8)
~ ~
~ ~
~ ~
288 (18.3)~ ~528 (13.9)
~ ~
~ ~
~ ~
- - -

28 (0.5)489 (1.3)

44 (0.5)491 (1.2)

13 (0.3)

480 (2.5)

9 (0.3)478 (2.4)

5 (0.2)442 (3.8)

18 (3.7)
6 (1.4)50 (4.4)
31 (3.6)
34 (2.0)33 (2.7)532 (8.3)
522 (6.1)
593 (3.1)
522 (3.3)
405 (6.9)
543 (5.6)

58 (4.6)
84 (3.1)
47 (4.5)
58 (3.8)
27 (1.9)
14 (1.5)

527 (5.2)
523 (2.8)
598 (3.4)
524 (2.9)381 (7.3)
560 (5.7)

8 (4.3)3 (1.7)0 (0.3)4 (2.1)30 (2.0)49 (2.6)534 (14.4)
519 (12.5)~ ~519 (13.2)
468 (6.7)
552 (2.8)

15 (2.9)
7 (2.2)0 (0.0)7 (2.3)7 (1.4)4 (0.9)519 (5.4)
528 (7.3)~ ~516 (9.9)400 (16.8)
528 (16.8)

0 (0.0)0 (0.0)2 (1.0)0 (0.0)2 (1.1)0 (0.2)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

All Other Majors

No Formal Education
Beyond UpperSecondary*

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr* Countries have been increasing their certification requirements and providing professional development to teachers certified under earlier guidelines.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

386

Exhibit 9.7: Teachers Majored in Education and Mathematics
Students’ Results based on Teachers’ Reports

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r
s
r
s

r

r

International Average

Major in Mathematics
and Mathematics
Education

Major in Mathematics
but No Major in
Mathematics
Education

Major in Mathematics
Education but No
Major in Mathematics

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

46 (3.1)
47 (2.6)
59 (3.8)
39 (3.6)
18 (3.0)41 (3.8)
43 (5.1)
18 (2.4)
44 (4.3)
78 (5.1)
29 (3.7)
14 (2.3)
27 (3.4)
38 (2.7)
67 (3.2)
45 (3.7)
44 (3.6)
12 (2.5)
40 (3.9)20 (2.6)
16 (3.7)
19 (3.2)
49 (4.0)41 (3.8)
14 (2.8)
25 (3.5)
13 (3.1)
35 (3.7)
87 (2.6)
49 (4.6)
23 (3.4)
68 (3.5)
18 (2.9)60 (2.5)
32 (2.7)
48 (3.6)
55 (4.1)
48 (2.0)36 (2.9)531 (8.6)
479 (2.6)
447 (4.9)618 (5.0)515 (9.6)
411 (8.6)
519 (10.6)
523 (4.5)
481 (4.1)
461 (7.5)
594 (8.5)
516 (9.4)
449 (7.3)
529 (4.7)
528 (5.3)
495 (4.3)
594 (3.6)
397 (13.9)
494 (5.6)
608 (7.1)
398 (12.6)
433 (9.8)
531 (4.9)459 (6.2)
386 (10.8)484 (10.3)
499 (9.6)
410 (5.1)
502 (3.5)445 (8.6)474 (9.0)545 (5.1)
391 (6.3)
618 (5.3)
395 (4.9)509 (4.1)
496 (6.3)
481 (4.3)
539 (6.4)

14 (2.2)
42 (3.1)
27 (3.2)
44 (3.8)
79 (2.7)
37 (3.4)
45 (5.1)
55 (3.2)
48 (4.3)
15 (4.2)
33 (3.9)9 (2.0)46 (3.9)40 (2.9)20 (2.8)
17 (3.0)36 (3.6)
74 (3.1)
57 (4.0)24 (3.3)
62 (4.4)
49 (4.3)
39 (4.2)
30 (2.9)45 (3.8)
28 (2.9)67 (4.2)
48 (4.0)
8 (2.2)43 (4.8)75 (3.2)
31 (3.5)
69 (3.3)
27 (2.0)51 (2.8)
20 (3.1)
18 (3.1)
41 (2.1)
11 (1.8)523 (9.8)
481 (3.4)
432 (5.6)
617 (4.7)
499 (2.7)
412 (9.0)523 (12.3)
512 (3.4)484 (4.2)
458 (14.8)
580 (8.7)503 (14.6)
448 (6.7)
521 (5.7)
487 (10.5)
501 (6.8)
597 (6.0)424 (5.1)
479 (6.0)
597 (5.8)403 (5.3)
425 (5.3)
515 (4.6)
464 (6.6)
393 (4.2)
488 (6.5)
506 (3.2)
406 (4.7)
493 (8.1)
439 (6.9)
486 (5.9)
543 (5.7)
393 (3.4)
614 (7.7)
388 (3.0)493 (5.8)
496 (15.4)
472 (4.1)
521 (10.4)

17 (2.9)
10 (1.8)
7 (2.1)3 (1.0)0 (0.0)18 (3.6)6 (2.7)0 (0.0)2 (1.2)0 (0.0)15 (2.8)
77 (2.8)
12 (2.7)
8 (1.5)8 (1.9)8 (2.2)8 (2.1)4 (1.4)1 (0.7)54 (3.5)
19 (3.4)
4 (1.9)8 (1.9)10 (2.4)
0 (0.1)
10 (2.2)
3 (1.2)13 (2.4)
3 (1.4)3 (1.3)2 (1.1)1 (0.7)12 (2.6)
5 (1.2)7 (1.5)12 (1.7)
24 (3.9)
5 (0.8)24 (2.1)

511 (10.7)
494 (6.9)
447 (14.8)
597 (17.3)~ ~423 (12.9)
536 (35.0)
~ ~
~ ~
~ ~
574 (13.3)
517 (3.8)446 (15.2)
536 (8.8)530 (17.4)
485 (11.4)
584 (5.6)
438 (16.0)~ ~611 (3.9)402 (11.6)
498 (15.7)
496 (9.4)
469 (19.6)~ ~490 (11.5)
509 (11.5)
413 (8.8)482 (18.5)472 (49.5)~ ~~ ~398 (7.5)
618 (17.9)385 (13.1)
490 (8.7)
497 (10.2)
441 (13.6)
512 (6.2)

23 (2.3)
1 (0.3)8 (1.9)15 (2.4)
2 (1.3)2 (0.8)6 (2.3)25 (2.6)
7 (1.9)2 (1.9)24 (3.7)
1 (0.5)14 (2.4)
14 (1.7)
4 (1.0)30 (3.5)
12 (2.0)
6 (1.3)1 (0.7)2 (1.0)3 (1.4)23 (3.7)
3 (1.6)18 (2.8)
14 (2.6)
37 (3.6)
16 (3.1)
1 (1.0)1 (1.2)5 (1.5)1 (0.6)0 (0.0)0 (0.1)8 (1.6)9 (1.7)16 (2.7)
3 (1.4)5 (0.7)29 (2.3)

501 (6.7)~ ~412 (11.0)
589 (9.4)~ ~~ ~511 (34.1)
493 (5.3)
474 (15.8)~ ~560 (12.0)~ ~433 (12.0)
516 (6.4)
506 (17.1)
504 (4.1)
593 (5.6)
432 (10.1)~ ~~ ~445 (29.8)
419 (8.1)
485 (11.5)
459 (9.7)
388 (8.1)
476 (5.3)
508 (4.8)~ ~~ ~447 (17.2)
~ ~
~ ~
~ ~
605 (16.1)
387 (7.1)
509 (5.5)452 (34.1)
466 (12.3)
490 (10.1)

0 (0.0)1 (0.4)0 (0.0)0 (0.0)0 (0.0)3 (1.4)0 (0.0)1 (0.7)0 (0.0)5 (2.9)0 (0.0)0 (0.0)0 (0.0)0 (0.4)1 (0.5)0 (0.0)0 (0.0)5 (1.7)1 (0.6)0 (0.0)1 (0.5)4 (1.8)0 (0.0)1 (0.9)26 (2.9)
0 (0.0)0 (0.0)1 (1.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.3)4 (1.5)0 (0.0)1 (0.3)0 (0.0)

~ ~
~ ~
~ ~
~ ~
~ ~
389 (29.9)
~ ~
~ ~
~ ~
437 (19.3)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
401 (8.5)
~ ~
~ ~
~ ~
438 (16.4)~ ~~ ~382 (4.4)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
492 (8.7)
~ ~
~ ~
~ ~

39 (0.6)

492 (1.2)

39 (0.5)488 (1.2)

11 (0.3)

494 (2.9)

10 (0.3)

484 (2.8)

1 (0.1)423 (6.9)9 (3.4)49 (4.9)81 (2.9)37 (4.2)
41 (4.5)
44 (3.0)55 (3.6)

569 (27.1)
545 (6.4)
577 (4.6)
431 (7.0)
444 (8.1)
425 (6.4)
542 (4.4)

5 (2.1)7 (2.6)18 (2.8)
50 (4.1)
35 (4.4)
40 (3.0)35 (3.9)524 (15.2)
529 (8.4)
570 (7.8)
411 (5.2)
445 (9.4)
453 (6.8)
527 (7.5)

9 (2.6)23 (4.1)
1 (0.6)8 (2.5)14 (2.8)
5 (1.2)4 (1.4)532 (7.5)
548 (9.2)~ ~431 (17.1)
447 (15.0)405 (21.9)
523 (15.9)

77 (4.9)21 (4.2)
0 (0.0)5 (1.9)10 (2.3)
9 (1.5)5 (0.8)529 (3.9)535 (7.5)~ ~437 (22.3)
404 (9.7)425 (17.2)
570 (7.3)

0 (0.0)0 (0.0)1 (0.6)
1 (0.7)1 (0.7)1 (0.7)0 (0.0)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~

All Other Majors

No Formal Education
Beyond UpperSecondary*

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAEr* Countries have been increasing their certification requirements and providing professional development to teachers certified under earlier guidelines.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

387

Exhibit 9.8: Teachers Majored in Education and Science
Students’ Results based on Teachers’ Reports
Major in Scienceand Science
Education

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

s
s
r

r

r

International Average

Major in Sciencebut No Major in
Science Education

Major in Science
Education but No
Major in Science

All Other Majors

No Formal Education
Beyond UpperSecondary*

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

65 (2.6)
36 (3.3)
55 (3.3)
20 (3.0)
12 (2.0)34 (4.2)
44 (5.1)
17 (1.8)
44 (3.2)
30 (2.2)
41 (4.2)
20 (1.8)9 (2.1)50 (3.2)
62 (3.8)
51 (3.7)
32 (3.7)
11 (2.6)
23 (2.4)
41 (3.4)
15 (3.7)
15 (2.0)23 (1.8)
34 (3.0)8 (1.1)47 (3.8)
12 (2.9)28 (3.5)
66 (2.7)
41 (3.7)
8 (1.4)49 (2.3)
19 (2.9)57 (2.7)
20 (2.3)
50 (3.2)
38 (4.0)45 (1.4)
30 (2.5)534 (4.2)
478 (4.9)477 (4.4)575 (5.5)506 (10.4)
387 (9.9)513 (9.1)
549 (6.4)
485 (3.9)
448 (5.4)
516 (8.7)
527 (6.3)
472 (15.4)
531 (3.8)522 (5.5)496 (4.0)569 (3.9)
440 (16.3)
491 (5.2)
559 (3.2)
454 (17.8)
383 (11.8)
537 (3.5)457 (8.6)
395 (8.2)
502 (7.0)
508 (7.4)
463 (6.9)
521 (3.1)
493 (6.2)
460 (12.6)
545 (4.3)
421 (8.3)
608 (5.5)
390 (9.7)
524 (5.5)517 (6.5)
478 (5.4)
534 (6.5)

19 (2.4)
59 (3.4)
18 (3.0)75 (3.4)
85 (2.0)
46 (4.2)
54 (5.0)65 (2.5)
53 (3.3)
64 (2.2)
42 (4.2)
7 (1.1)36 (3.7)
42 (3.0)28 (3.6)
44 (3.6)
53 (3.9)63 (4.1)
73 (2.3)
49 (3.5)
60 (4.0)71 (2.4)
74 (1.9)38 (3.2)
80 (1.8)40 (3.8)
35 (4.7)
69 (3.3)
34 (2.7)
53 (3.7)
85 (1.9)49 (2.4)
75 (2.9)37 (2.7)
59 (3.1)
28 (3.3)
16 (3.0)46 (1.8)
27 (2.3)

540 (6.5)
492 (3.5)
464 (5.5)
576 (2.1)
483 (2.8)396 (7.2)
532 (10.3)
546 (3.4)
491 (3.4)445 (4.1)
499 (9.8)514 (8.5)453 (9.1)
526 (5.3)
503 (11.4)
504 (3.2)
571 (3.1)
447 (5.8)473 (3.7)
563 (3.3)
435 (6.9)
373 (5.3)
532 (3.0)469 (6.6)
392 (3.0)502 (6.1)
507 (5.7)453 (4.0)
517 (4.6)
460 (6.3)
471 (4.7)
542 (5.0)433 (3.3)
607 (6.8)
366 (4.0)
518 (6.0)
539 (10.3)
472 (4.8)530 (9.4)

7 (1.4)5 (1.0)9 (1.9)0 (0.3)0 (0.0)18 (3.2)
0 (0.0)0 (0.2)2 (0.8)2 (0.6)
10 (2.5)
69 (2.3)
48 (3.5)
3 (1.0)4 (1.5)1 (0.8)7 (2.2)16 (3.3)
0 (0.0)9 (2.2)20 (2.7)
2 (0.5)1 (0.5)15 (2.4)
0 (0.1)3 (1.5)8 (2.0)2 (1.0)0 (0.0)3 (1.4)0 (0.3)0 (0.0)5 (1.6)2 (0.9)6 (1.6)9 (2.1)42 (4.1)
6 (1.1)
15 (2.0)522 (8.4)
479 (12.5)
434 (8.3)~ ~~ ~385 (14.3)
~ ~
~ ~
~ ~
~ ~
474 (19.0)
534 (3.1)
447 (5.1)
513 (4.5)
496 (25.4)~ ~571 (5.7)475 (8.5)~ ~559 (6.2)
455 (7.0)~ ~~ ~453 (7.5)~ ~464 (24.2)
493 (9.1)~ ~~ ~507 (46.8)~ ~~ ~446 (14.2)~ ~358 (14.3)
530 (8.5)507 (6.2)
435 (17.2)
536 (9.1)

9 (1.7)0 (0.0)18 (3.0)5 (1.6)3 (0.2)2 (1.1)2 (1.4)17 (1.5)
1 (0.6)3 (0.9)8 (2.1)3 (0.8)7 (1.8)3 (1.2)5 (1.5)4 (1.5)8 (2.0)2 (1.0)2 (0.7)1 (0.4)5 (1.9)9 (1.3)1 (0.5)12 (2.5)
1 (0.5)10 (1.8)45 (4.8)
1 (0.5)0 (0.2)2 (1.0)5 (1.1)1 (0.3)1 (0.4)4 (1.0)12 (2.0)
7 (1.9)4 (1.5)3 (0.5)28 (2.6)512 (8.8)~ ~438 (7.9)
548 (14.1)
497 (7.6)~ ~~ ~524 (5.4)~ ~462 (10.6)
508 (16.7)
474 (13.7)
418 (14.5)
513 (16.1)
514 (15.7)
499 (16.2)
562 (6.4)
~ ~
~ ~
~ ~
475 (15.6)
382 (12.5)~ ~433 (13.6)~ ~505 (14.4)
488 (4.8)
~ ~
~ ~
~ ~
481 (16.0)~ ~~ ~609 (27.0)375 (12.3)
515 (8.0)495 (20.5)
485 (14.4)
503 (11.6)

0 (0.0)0 (0.0)0 (0.1)0 (0.0)0 (0.0)1 (0.8)0 (0.0)1 (0.4)0 (0.4)1 (0.5)0 (0.0)1 (0.3)1 (0.7)2 (0.8)2 (1.1)0 (0.0)0 (0.0)8 (1.9)1 (0.3)0 (0.0)0 (0.0)4 (0.8)0 (0.2)1 (0.6)
11 (1.4)
0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)1 (0.7)2 (0.4)0 (0.2)0 (0.0)2 (1.2)6 (1.4)0 (0.0)1 (0.2)0 (0.0)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
448 (13.4)
~ ~
~ ~
~ ~
360 (13.3)~ ~~ ~409 (6.1)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
513 (7.5)
~ ~
~ ~
~ ~

33 (0.5)494 (1.3)

50 (0.5)491 (1.0)

9 (0.3)482 (3.2)

6 (0.3)489 (2.8)

1 (0.1)432 (5.3)

27 (5.1)
59 (2.0)
20 (3.6)
45 (4.6)
51 (2.6)
52 (3.3)- -523 (10.5)
567 (3.4)
431 (14.6)
450 (10.7)
408 (9.3)
567 (4.8)- -10 (3.2)
40 (2.0)61 (4.3)
43 (4.2)
41 (2.8)40 (3.6)- -501 (14.7)
565 (3.3)
417 (5.9)
440 (8.9)
430 (9.8)
541 (8.4)- -

6 (2.4)0 (0.1)8 (2.3)4 (1.7)5 (1.0)4 (0.4)- -532 (15.9)~ ~431 (13.7)
439 (46.1)
365 (22.0)
428 (16.1)- -57 (5.4)
0 (0.2)11 (2.8)8 (1.7)4 (0.7)3 (1.5)- -524 (5.9)~ ~425 (15.2)
381 (13.8)
453 (14.2)
538 (18.6)- -0 (0.0)0 (0.3)1 (0.6)0 (0.0)0 (0.3)1 (0.6)
- -

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
- -

Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canadasy* Countries have been increasing their certification requirements and providing professional development to teachers certified under earlier guidelines.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

388

Teachers’ Years of Experience
Exhibits 9.9, 9.10, 9.11, and 9.12 present teachers’ reports about their years of teaching experience,
including the average years of experience in each country and the percentage of students and averageachievement by four categories: 20 years or more, at least 10 but less than 20 years, at least 5 but lessthan 10 years, and less than 5 years.
There was considerable variation in teacher experience across countries in both grades andsubjects. In some countries, two-thirds or more of the students were taught by very experienced
teachers with more than 20 years of experience, while in others, about a quarter of students were
taught by teachers with less than 5 years of experience.
On average across countries, fourth grade students’ mathematics and science teachers had beenteaching for 17 years. In mathematics, experience ranged from an average of 9 years in Turkey and 10
years in England to more than 25 years in Bulgaria (26 years), Latvia and Lithuania (27 years), and theRussian Federation (26 years). In science, experience ranged from 10 years in England and Pakistan to
25 years or more in Bulgaria, Hungary, and Latvia (25 years); the Russian Federation (26 years); andLithuania (27 years). On average across countries, just over 40 percent of fourth grade students were
taught by teachers with 20 years of experience (41% for mathematics and 40% for science); 29 and28 percent by mathematics and science teachers, respectively, with at least 10 but less than 20 years;
15 percent by mathematics teachers and 17 percent by science teachers with at least 5 but less than
10 years of experience; and 14 percent by mathematics teachers and 15 percent by science teacherswith less than 5 years of experience.
On average, eighth grade teachers were slightly less experienced than their fourth grade
counterparts (16 years of experience for both subjects, compared with 17 years in fourth grade). In
mathematics, experience ranged from an average of 10 years in Turkey to 29 years in Lithuania. In
science, teachers’ average years of experience ranged from 11 years in Jordan, Lebanon, and Qatar to
26 years in Georgia and Lithuania. In both subjects, just over one-third of eighth grade students had
teachers with more than 20 years of experience (35% in mathematics and 34% in science); about onethird had at least 10 but less than 20 years of experience (33% in mathematics and 32% in science);
18 percent had teachers with at least 5 but less than 10 years; and 14 percent (mathematics) and 15
percent (science) had teachers with less than 5 years of experience.
Internationally, average mathematics and average science achievement were generally higher
for students whose teachers had more experience. For example, in mathematics in fourth grade,average achievement rose from 494 among students of teachers with less than 5 years of experience
to 500 to 504 for the other categories. Similarly, in science in fourth grade, the average achievement
was 485 for the lowest category of experience and rose to 492 for each of the other three categories.
The relationship between experience and average student achievement was also more pronounced inmathematics than in science, in both grades.
Policies for teacher assignment may play a role in the relationship between teacher experienceand average student achievement, as sometimes, more experienced teachers are assigned to studentsof higher ability and with fewer discipline problems and, conversely, less experienced teachers are
assigned to students of lower ability.
TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

389

Exhibit 9.9: Teachers’ Years of Experience
Students’ Results based on Teachers’ Reports

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

r

s

r
r
r

International Average

20 Years or More

At Least 10 but Less
than 20 Years

At Least 5 but Less than
10 Years

Less than 5 Years

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

AverageYears of
Experience61 (3.8)
63 (3.9)31 (3.4)
53 (3.4)
59 (4.1)
13 (2.3)
32 (3.5)
50 (2.7)
77 (3.2)
31 (2.8)
32 (4.0)53 (4.1)
63 (3.4)
51 (4.0)60 (3.3)
27 (3.7)
13 (4.0)40 (3.4)
38 (3.6)
68 (3.9)43 (3.6)
30 (4.2)
68 (3.7)
35 (3.2)
24 (3.9)64 (3.9)35 (3.3)
55 (4.3)
25 (3.2)
38 (4.2)
9 (2.5)73 (3.4)
83 (2.7)
24 (0.4)
56 (3.3)
44 (3.3)
30 (4.7)
25 (2.5)
52 (4.9)33 (4.1)
30 (4.0)
9 (2.0)25 (4.0)30 (3.8)
51 (4.0)67 (2.7)
13 (3.1)
74 (3.2)
31 (3.4)
74 (3.4)
22 (2.2)
64 (3.0)45 (3.4)
45 (3.4)
20 (3.5)
9 (2.3)14 (1.6)
26 (2.3)

497 (4.1)
498 (2.7)
526 (6.4)
538 (3.1)
516 (3.9)478 (7.8)
542 (2.6)452 (3.6)
517 (5.1)
513 (4.1)
455 (5.6)
597 (2.7)508 (2.9)537 (3.0)
531 (3.4)525 (4.9)
561 (16.5)
532 (3.6)
498 (5.4)
478 (4.7)
526 (3.7)
611 (6.4)
526 (3.6)
441 (7.1)
550 (3.8)516 (3.0)
590 (2.6)515 (3.6)605 (5.0)443 (4.9)387 (18.2)
546 (2.9)
538 (3.1)
504 (2.6)451 (2.8)369 (7.6)
537 (4.5)
491 (6.2)
478 (6.4)
571 (5.4)
542 (4.1)
442 (23.0)
293 (10.3)
310 (12.5)
517 (3.4)
523 (3.3)
445 (14.5)
565 (3.1)
407 (6.8)
509 (3.4)
630 (7.7)
511 (3.7)
379 (6.0)
506 (4.7)
537 (6.8)
544 (10.3)
486 (7.0)
537 (4.6)

26 (3.7)
12 (2.4)
20 (2.4)
17 (2.5)
28 (3.8)
43 (2.9)37 (3.7)
34 (3.2)
8 (1.9)39 (2.7)
35 (4.0)38 (4.1)
25 (2.9)35 (4.1)
17 (2.5)
43 (4.4)
30 (5.1)
26 (2.6)
32 (3.3)
23 (3.4)
29 (3.7)
27 (4.8)
18 (3.0)25 (3.1)
37 (4.1)
24 (3.0)23 (3.0)
19 (3.1)
37 (3.9)28 (3.9)50 (3.8)
12 (2.3)
9 (2.2)21 (0.4)
28 (2.7)
19 (2.8)
32 (4.9)32 (2.7)
29 (3.7)
38 (4.1)
36 (3.8)
57 (3.3)
14 (6.5)
32 (3.6)
31 (4.0)30 (2.8)
35 (3.6)
11 (2.4)
43 (3.2)
18 (3.0)37 (2.2)
20 (2.7)
24 (2.9)34 (3.5)
35 (4.5)
34 (3.4)
33 (1.4)
36 (2.6)

493 (9.0)
517 (8.4)
526 (5.4)
546 (4.1)
514 (6.4)
480 (4.5)
532 (3.7)455 (4.2)
501 (15.5)
513 (5.4)
440 (5.3)
604 (3.4)510 (4.4)533 (5.5)
544 (6.4)
524 (3.4)
558 (11.2)
533 (4.2)
479 (5.4)
490 (8.0)
519 (5.6)605 (8.0)525 (6.9)
441 (9.2)
549 (4.1)
515 (4.5)
593 (3.3)505 (4.6)604 (3.4)456 (6.2)
381 (7.3)
564 (6.7)
556 (8.2)
521 (2.7)456 (4.0)384 (10.5)
539 (3.5)490 (4.6)
463 (12.6)
560 (5.5)551 (4.1)
435 (4.8)
370 (45.4)
284 (10.1)
522 (4.6)
534 (4.3)
441 (6.5)
590 (10.0)
401 (5.5)510 (9.0)
632 (6.2)
509 (7.3)
353 (8.5)
499 (5.5)526 (4.8)552 (7.0)
469 (3.8)
542 (3.7)

8 (2.6)18 (3.0)25 (3.1)
16 (2.2)
6 (1.5)24 (2.7)
16 (2.7)
9 (1.7)7 (2.1)17 (1.9)20 (3.4)
6 (1.8)5 (1.6)5 (1.5)
11 (2.0)
12 (2.7)
31 (4.8)
18 (2.6)
14 (2.3)
5 (1.8)17 (2.8)
22 (4.5)
9 (1.9)14 (2.4)
18 (3.2)
6 (1.9)16 (3.0)
14 (2.7)
23 (3.5)
17 (3.2)
27 (3.5)
8 (1.9)2 (1.2)24 (0.4)
10 (2.0)
10 (2.2)
20 (4.5)
21 (2.5)
10 (2.7)
21 (3.4)
10 (2.7)
25 (2.8)
22 (5.2)
24 (3.3)
10 (2.3)
2 (0.9)33 (3.6)
8 (1.8)15 (2.8)8 (2.0)27 (2.0)
9 (1.7)14 (3.0)8 (1.7)21 (3.4)
22 (3.3)
31 (1.6)
21 (2.1)

495 (6.8)
488 (5.8)510 (6.7)
539 (5.4)495 (13.5)
479 (4.6)
527 (5.9)451 (7.2)
528 (14.9)
513 (4.6)
435 (6.5)
589 (8.1)
512 (7.1)
524 (11.9)
526 (6.1)
526 (6.8)
561 (6.9)535 (4.7)
478 (6.1)
486 (9.2)
514 (5.2)
585 (7.9)
531 (10.3)
466 (11.4)
560 (6.1)
509 (9.6)
596 (4.9)
521 (7.2)
593 (5.3)
434 (8.0)
389 (12.0)
546 (7.6)~ ~
512 (2.2)457 (8.1)
393 (16.2)
536 (5.5)492 (7.3)
504 (18.0)
562 (6.7)
541 (9.8)425 (7.8)
328 (19.0)
298 (13.6)
520 (9.2)~ ~457 (7.1)
568 (12.0)
399 (9.5)
501 (9.1)
615 (6.5)
501 (16.8)
388 (13.7)
490 (11.3)
516 (6.7)
535 (8.5)483 (5.0)
539 (6.3)

5 (1.9)6 (1.7)24 (3.5)
14 (2.2)
7 (2.0)20 (2.6)
15 (2.3)
7 (1.4)8 (2.1)13 (1.7)
13 (3.0)
4 (1.6)6 (1.8)9 (2.0)13 (2.3)
18 (3.1)
25 (4.8)
16 (2.3)
16 (2.8)
4 (1.5)
11 (2.5)
21 (3.6)
5 (1.7)26 (2.9)21 (3.3)
6 (2.6)26 (3.1)
11 (2.4)
15 (3.2)
18 (3.3)
13 (3.0)
7 (1.9)5 (1.6)31 (0.4)
6 (0.9)27 (3.1)
18 (4.4)
23 (2.4)
9 (2.4)8 (2.5)23 (4.1)
8 (2.0)40 (8.1)
14 (2.6)
8 (1.9)1 (0.7)19 (2.9)
6 (1.8)11 (2.0)
1 (0.5)14 (1.9)
7 (1.7)18 (2.4)
13 (1.7)
25 (3.6)
35 (3.4)
21 (1.9)18 (1.9)480 (13.2)
487 (7.8)
508 (6.2)
535 (5.1)
505 (9.6)
486 (4.5)
528 (4.8)
437 (11.7)
500 (20.6)
508 (4.2)
415 (6.0)
598 (6.4)
508 (11.0)
518 (9.9)532 (7.7)
523 (6.1)
552 (4.5)
527 (5.8)
480 (6.7)
492 (17.6)
512 (9.7)601 (6.3)
504 (13.0)
436 (6.9)
536 (5.9)516 (14.3)
594 (3.2)
498 (7.1)
590 (5.8)444 (7.9)
378 (18.8)
511 (16.0)
557 (11.3)
503 (2.7)
446 (4.8)
399 (13.8)
533 (5.6)
479 (6.1)
460 (13.5)
575 (9.8)
542 (5.1)
405 (8.4)
337 (21.8)
295 (13.4)
534 (10.1)~ ~455 (11.8)
550 (11.9)
372 (9.3)~ ~621 (8.7)506 (7.5)
378 (11.0)
501 (4.8)510 (5.9)
480 (7.7)
492 (5.1)
514 (6.2)

22 (0.9)23 (1.1)
13 (0.8)
19 (0.8)22 (0.9)
11 (0.5)
16 (0.8)
18 (0.5)
26 (0.8)
15 (0.4)
16 (1.0)
19 (0.5)
22 (0.7)
18 (0.6)
21 (0.8)
15 (0.8)
10 (0.8)
16 (0.7)
16 (0.8)
24 (1.0)
18 (0.8)
13 (0.9)24 (0.9)
14 (0.7)
14 (1.0)23 (1.0)
15 (0.8)
20 (1.0)
14 (0.8)
16 (1.1)
12 (0.6)
27 (1.1)
27 (0.8)
12 (0.1)
20 (0.6)
16 (0.7)
15 (1.2)
13 (0.6)
19 (1.0)
15 (0.9)
14 (0.9)
12 (0.4)
11 (1.2)
14 (0.7)
20 (0.8)24 (0.6)
11 (0.6)
26 (0.9)
15 (0.6)
24 (0.7)
13 (0.5)
23 (0.7)
17 (0.7)
19 (0.7)
12 (0.7)
9 (0.6)
11 (0.3)
13 (0.4)

41 (0.5)503 (0.9)

29 (0.4)504 (1.2)

15 (0.4)500 (1.2)

14 (0.4)

494 (1.3)

17 (0.1)

26 (4.5)
36 (4.6)
79 (3.3)
36 (3.4)
14 (1.9)
18 (3.6)508 (9.6)
533 (2.8)594 (2.3)
522 (3.1)
440 (9.6)556 (8.3)

42 (5.5)
37 (4.5)
12 (2.3)
38 (4.1)
39 (2.6)
27 (2.8)512 (10.4)
532 (3.8)
599 (4.8)510 (4.2)
435 (5.9)
536 (5.7)

20 (3.3)
14 (3.1)
6 (1.8)8 (2.2)32 (2.6)
36 (3.6)

519 (6.7)
534 (5.6)
567 (12.6)
533 (8.3)
442 (5.9)
546 (4.9)

11 (2.6)
13 (3.0)
4 (1.6)18 (3.6)
15 (1.8)
19 (3.0)508 (9.6)
532 (6.9)
589 (11.9)
519 (3.9)458 (9.9)551 (6.3)

15 (0.6)
16 (0.8)25 (0.8)
16 (0.8)
12 (0.5)
11 (0.7)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

390

Exhibit 9.10: Teachers’ Years of Experience
Students’ Results based on Teachers’ Reports

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

r

r

s

r
r
r

International Average

20 Years or More

At Least 10 but Less
than 20 Years

At Least 5 but Less than
10 Years

Less than 5 Years

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

AverageYears of
Experience59 (3.9)58 (3.8)
31 (3.2)
54 (3.2)
55 (4.0)
15 (3.6)
31 (3.5)
50 (2.7)
76 (3.4)
26 (2.4)
28 (4.1)
44 (3.9)63 (3.4)
33 (4.6)
56 (3.4)
22 (3.2)
13 (4.0)38 (3.3)
32 (3.4)
62 (4.0)39 (3.8)
25 (3.6)
71 (3.3)
35 (3.2)
24 (3.9)64 (3.9)37 (4.0)53 (4.3)
26 (3.1)
38 (4.2)
6 (2.0)69 (3.3)
83 (2.6)
22 (0.3)
56 (3.3)
43 (3.4)
30 (4.7)
27 (2.6)
52 (4.9)33 (4.1)
25 (3.9)
7 (1.8)23 (4.9)25 (3.8)
67 (3.9)67 (2.7)
15 (3.4)
73 (3.5)
31 (3.1)
74 (3.4)
16 (2.0)61 (3.1)
42 (3.8)
39 (2.8)
23 (4.0)
18 (2.7)
13 (1.1)
27 (2.3)

492 (4.5)
469 (4.5)
539 (6.1)
522 (3.7)
428 (4.5)483 (19.0)
511 (2.6)
461 (3.9)523 (6.0)
522 (2.9)473 (5.2)
558 (3.0)523 (2.6)
517 (4.4)
530 (3.5)
527 (4.4)
539 (13.9)
558 (3.8)501 (5.6)
447 (5.6)
521 (3.7)
534 (7.0)
530 (3.3)
441 (7.2)
532 (4.4)510 (3.4)
559 (2.4)
499 (5.1)
591 (4.1)
412 (6.2)
363 (27.4)
541 (3.2)
534 (2.8)
492 (2.8)452 (3.3)
356 (8.6)
519 (5.6)505 (5.1)
433 (8.3)
525 (4.3)
543 (5.0)457 (23.8)
275 (15.0)
234 (13.2)
530 (3.3)
502 (3.1)
453 (15.2)
565 (3.1)
394 (7.1)
518 (3.8)
597 (8.5)
523 (4.6)
331 (11.4)
514 (4.0)
550 (6.7)
558 (6.2)
452 (7.6)
543 (4.4)

26 (3.7)
15 (2.7)
19 (2.5)
15 (2.4)
31 (4.0)35 (3.0)36 (3.7)
34 (3.2)
9 (2.2)39 (2.8)
34 (3.7)
29 (3.3)
25 (2.9)43 (5.1)
21 (3.1)
45 (4.2)
31 (5.1)
27 (2.8)
34 (3.6)
27 (3.7)
26 (3.0)
22 (3.9)
14 (2.5)
25 (3.1)
37 (4.1)
24 (3.0)25 (3.8)
20 (3.1)
40 (3.5)
28 (3.9)53 (4.3)
16 (2.7)
9 (2.2)22 (0.4)
28 (2.7)
22 (3.3)
32 (4.9)33 (2.5)
29 (3.7)
38 (4.1)
30 (3.5)
54 (3.7)
7 (2.6)34 (4.0)23 (3.4)
30 (2.8)
38 (4.2)
12 (2.5)
31 (3.4)
18 (3.0)41 (2.8)
20 (2.7)
21 (2.6)
38 (3.4)
29 (4.5)
28 (3.4)
39 (1.6)
35 (2.7)489 (9.5)
470 (7.5)
537 (4.2)
527 (5.3)
422 (7.8)
508 (5.9)500 (4.2)
460 (4.3)
510 (18.7)
525 (3.2)
469 (5.4)
557 (3.8)524 (3.8)509 (4.9)
540 (5.0)522 (3.4)
538 (9.6)554 (4.4)
480 (5.2)
466 (6.5)
513 (5.4)
538 (7.0)
522 (8.5)
438 (9.8)
530 (4.3)
510 (4.7)
564 (3.9)487 (6.3)
588 (2.8)427 (7.8)
406 (9.1)
547 (5.7)552 (7.8)
507 (2.8)457 (4.8)382 (11.5)
521 (4.5)507 (3.7)
418 (13.4)
514 (3.9)
542 (4.4)
441 (5.7)
239 (41.9)
251 (12.1)
532 (4.5)512 (3.4)
442 (5.7)
587 (8.6)
405 (8.6)
521 (9.3)
598 (5.8)517 (6.5)
304 (11.9)
508 (4.6)
542 (4.8)
548 (7.9)
466 (4.4)
546 (4.4)

9 (2.7)20 (3.4)
24 (3.0)
16 (2.1)
6 (1.7)28 (3.9)
17 (2.8)9 (1.7)7 (2.1)19 (2.0)23 (3.5)
16 (3.0)5 (1.6)18 (4.3)
12 (2.2)
16 (2.7)
31 (5.1)
20 (2.8)
16 (2.4)
8 (2.3)18 (2.6)
20 (4.0)
7 (1.6)14 (2.4)
18 (3.2)
6 (1.9)12 (2.6)
14 (2.6)
21 (3.1)
17 (3.2)
28 (3.8)9 (2.0)3 (1.2)24 (0.4)
10 (2.0)
12 (2.4)
20 (4.5)
20 (2.5)
10 (2.7)
21 (3.4)
18 (3.9)21 (3.2)
26 (6.7)
21 (3.3)
4 (1.4)2 (0.9)32 (4.1)
8 (1.8)25 (3.6)
8 (2.0)29 (2.5)
14 (2.5)
14 (3.0)
11 (2.6)
23 (4.1)
29 (3.5)
31 (1.7)
21 (2.1)

488 (8.3)
459 (5.5)
531 (5.9)525 (6.2)
396 (15.4)
481 (8.0)
496 (6.3)
456 (7.8)
540 (20.8)
526 (3.9)
467 (6.0)559 (5.5)524 (7.0)
511 (8.0)
533 (7.3)
515 (6.6)
542 (6.7)
557 (4.8)482 (6.1)
457 (11.4)
520 (6.7)
531 (5.5)
542 (7.3)
461 (11.3)
536 (7.8)504 (10.2)
561 (5.1)
497 (9.5)
586 (4.9)403 (8.8)395 (10.8)
547 (6.6)
534 (12.4)
498 (2.8)458 (10.2)
385 (18.4)
514 (7.5)
506 (6.4)
459 (17.4)
515 (5.1)
536 (6.3)
432 (11.3)
330 (20.6)
249 (14.6)
538 (10.9)~ ~452 (8.8)567 (10.1)
417 (6.5)510 (10.5)
598 (5.7)
506 (14.6)
336 (19.5)
500 (9.2)
535 (6.3)
527 (5.9)478 (4.9)
538 (6.4)

6 (2.0)7 (1.8)26 (3.2)
15 (2.1)
8 (2.3)22 (3.0)
16 (2.5)
7 (1.4)8 (2.1)
16 (2.6)
15 (3.1)
11 (2.6)6 (1.8)6 (2.0)11 (2.2)
17 (3.2)
25 (4.8)
15 (2.4)
18 (3.0)
4 (1.5)17 (2.9)32 (4.1)
7 (1.8)26 (2.9)21 (3.3)
6 (2.6)26 (3.6)
13 (2.6)
13 (2.8)
18 (3.3)
13 (2.5)
6 (1.5)6 (1.7)32 (0.4)
6 (0.9)23 (2.8)
18 (4.4)
20 (2.1)
9 (2.4)8 (2.5)26 (4.4)
17 (2.9)
43 (6.7)
20 (3.1)
6 (2.2)1 (0.7)15 (2.5)
7 (2.0)13 (2.7)
1 (0.5)14 (1.9)
6 (1.5)23 (2.8)
13 (2.1)
25 (4.1)
25 (2.9)
17 (1.5)
18 (2.0)493 (14.7)
454 (10.6)
526 (5.5)512 (5.9)425 (12.4)
491 (6.1)
496 (4.9)
437 (11.6)
497 (23.8)
526 (8.0)456 (7.7)
563 (4.8)524 (9.5)504 (8.9)
540 (6.3)
525 (6.2)
532 (4.6)
543 (6.3)
490 (6.5)
460 (9.6)
518 (8.5)
528 (5.5)
516 (10.0)
432 (7.3)
511 (9.5)
514 (17.2)
563 (3.3)
479 (8.1)
581 (5.6)
411 (9.0)354 (15.3)
531 (13.1)
556 (9.2)
489 (2.2)445 (6.3)
390 (16.1)
517 (6.4)
493 (6.5)
413 (16.2)
526 (7.5)
537 (5.0)421 (8.1)
288 (21.5)
260 (15.1)
545 (10.9)~ ~462 (10.3)
563 (10.0)388 (18.2)~ ~577 (8.3)
528 (7.8)
329 (15.6)
516 (5.3)
527 (7.2)
478 (10.1)
486 (6.3)
518 (6.1)

21 (0.9)22 (1.1)
13 (0.7)
19 (0.7)
21 (0.8)
11 (0.7)
15 (0.8)
18 (0.5)25 (0.8)
14 (0.6)
15 (1.0)
17 (0.7)
22 (0.7)
16 (0.7)
20 (0.8)
14 (0.7)
10 (0.8)
16 (0.7)
15 (0.7)
24 (1.1)
17 (0.9)
11 (0.8)25 (0.8)
14 (0.7)
14 (1.0)23 (1.0)
16 (1.0)
20 (1.0)
15 (0.8)
16 (1.1)
11 (0.5)25 (0.9)27 (0.8)
11 (0.1)
20 (0.6)
17 (0.8)
15 (1.2)
14 (0.6)
19 (1.0)
15 (0.9)
12 (0.8)
11 (0.5)
10 (1.3)
13 (0.8)24 (0.9)24 (0.6)
11 (0.6)
26 (0.9)
14 (0.6)
24 (0.7)
12 (0.4)
23 (0.8)
16 (0.8)
17 (0.7)
13 (0.9)
11 (0.6)
11 (0.2)
14 (0.4)40 (0.5)492 (1.1)

28 (0.4)

492 (1.2)

17 (0.4)

492 (1.3)

15 (0.4)

485 (1.4)

17 (0.1)

20 (3.3)
33 (4.5)
79 (3.3)
29 (4.2)
13 (1.3)
12 (2.2)

518 (6.7)
524 (3.2)
596 (2.3)
530 (3.8)368 (13.1)
560 (10.2)

46 (5.8)
32 (4.5)
12 (2.2)
40 (4.3)
40 (2.1)
32 (3.5)

526 (4.8)521 (4.9)600 (5.4)
516 (3.8)418 (7.2)
544 (6.6)

20 (3.4)
19 (3.5)
6 (1.8)15 (2.7)
31 (2.3)
38 (4.6)

530 (6.9)
530 (4.4)570 (11.4)
521 (3.5)426 (6.5)
543 (5.5)

14 (5.1)
17 (3.5)
4 (1.6)16 (2.6)
15 (2.0)
18 (3.6)

537 (20.6)
517 (5.2)
597 (11.0)
527 (4.8)440 (11.3)
561 (5.9)

14 (0.9)
14 (0.8)25 (0.8)
14 (0.8)
11 (0.4)
10 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

391

Exhibit 9.11: Teachers’ Years of Experience
Students’ Results based on Teachers’ Reports

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r
s
r

r

International Average

20 Years or More

At Least 10 but Less
than 20 Years

At Least 5 but Less than
10 Years

Less than 5 Years

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

AverageYears of
Experience

31 (3.2)
28 (3.1)
29 (3.5)
40 (3.5)
16 (3.7)
45 (3.6)
26 (4.4)
29 (2.9)29 (3.6)
65 (4.3)
35 (4.2)
70 (3.5)
42 (3.2)
28 (3.0)40 (3.4)
42 (3.5)
35 (3.9)
16 (2.5)
51 (3.9)34 (3.7)
19 (3.2)
26 (3.7)
78 (3.4)
28 (2.7)
30 (3.2)
34 (3.8)
25 (3.8)
12 (1.8)
65 (3.4)
20 (2.8)
67 (3.6)
73 (3.7)
18 (2.7)
14 (1.8)
29 (2.8)
35 (3.7)
11 (2.0)22 (1.3)
28 (2.4)

527 (7.5)
471 (4.6)
444 (7.0)
618 (4.8)517 (11.7)
423 (7.6)
546 (12.4)
514 (4.8)488 (5.2)
457 (6.0)
571 (9.4)
513 (4.4)
462 (7.2)
524 (5.0)
547 (8.6)
499 (3.9)
588 (4.1)
432 (8.0)490 (5.4)
607 (4.1)
398 (9.8)452 (7.7)
519 (3.9)442 (7.4)
391 (4.6)475 (7.9)504 (5.3)
439 (9.1)
501 (4.1)
418 (11.6)
486 (5.5)545 (4.8)408 (6.2)
645 (13.6)
395 (4.9)506 (5.4)
530 (9.3)
445 (5.2)
525 (9.8)

26 (3.0)41 (3.4)
24 (3.3)
42 (3.3)
47 (4.4)
29 (4.0)40 (4.8)
38 (2.9)38 (4.0)
22 (3.9)29 (3.9)19 (2.8)
36 (3.4)
30 (2.7)
26 (2.8)
43 (3.7)
27 (3.6)
34 (3.4)
22 (3.2)
32 (3.9)50 (4.2)
30 (3.8)
18 (3.2)
43 (3.8)
10 (1.7)
34 (3.4)
31 (4.0)
67 (3.2)
30 (3.2)
36 (4.3)
24 (2.8)
15 (3.4)
34 (3.6)
34 (2.8)
28 (2.9)38 (3.7)
38 (4.0)43 (1.7)
39 (2.8)518 (7.9)486 (3.7)454 (7.8)
608 (4.5)507 (5.1)
410 (9.9)517 (11.0)
508 (3.6)479 (4.9)473 (9.0)585 (11.0)
525 (8.0)
432 (6.8)
526 (5.5)510 (9.8)495 (4.2)
604 (7.4)
424 (6.5)
497 (9.9)611 (5.9)
401 (6.3)
430 (7.9)
527 (9.0)469 (5.4)
407 (11.7)
480 (6.2)
506 (5.5)406 (3.8)502 (5.1)
433 (6.9)465 (7.7)
545 (8.1)
397 (4.1)
608 (6.5)385 (5.3)
500 (3.7)
516 (8.3)
475 (4.4)522 (6.3)

19 (2.6)
21 (2.6)
28 (3.4)
16 (2.5)
19 (4.0)
18 (3.4)
16 (3.8)
14 (2.1)
18 (3.5)
10 (2.7)
15 (2.7)
7 (2.0)8 (2.1)26 (2.7)
19 (2.2)
11 (2.3)
21 (3.2)
24 (3.5)
18 (3.0)
17 (3.3)
26 (3.0)26 (3.1)
3 (1.4)18 (2.9)18 (2.5)
17 (2.8)
18 (3.1)
17 (2.6)
5 (1.8)30 (4.1)
4 (1.5)6 (1.8)25 (3.4)
37 (2.7)
21 (2.7)
15 (2.7)
30 (3.8)
23 (1.6)
19 (2.3)

514 (9.2)
486 (3.3)
435 (7.4)
609 (8.0)495 (8.9)396 (14.0)
528 (12.2)
511 (5.3)
470 (6.4)
452 (11.3)
589 (11.0)
514 (8.0)456 (19.1)
524 (6.1)
493 (9.2)
500 (8.9)593 (5.1)
426 (6.6)
467 (9.1)
610 (7.3)
403 (7.4)
418 (6.4)
536 (28.9)
466 (10.7)
406 (5.5)
491 (7.8)
499 (5.7)
403 (8.1)
482 (19.0)474 (11.2)
477 (23.0)
533 (17.8)
395 (5.6)
617 (7.0)
383 (6.8)500 (8.3)
499 (9.0)495 (4.9)493 (9.9)25 (2.6)
10 (2.3)
20 (3.4)
3 (1.1)19 (3.5)
7 (2.1)19 (4.4)
19 (2.8)
14 (2.9)
3 (1.6)20 (3.3)
4 (1.4)14 (2.5)
16 (2.5)
15 (1.9)5 (1.8)18 (3.0)25 (3.6)
9 (2.1)
17 (2.6)6 (2.1)18 (3.7)
1 (0.7)
11 (2.2)
42 (3.1)
16 (2.9)27 (4.0)
4 (1.3)0 (0.5)14 (2.8)
4 (1.6)6 (1.8)23 (2.8)
16 (2.4)
22 (2.3)
12 (2.5)
21 (2.5)
12 (1.1)
13 (1.6)515 (8.3)
479 (8.4)
427 (7.3)
622 (32.6)
497 (5.3)
406 (16.8)
491 (22.1)
501 (4.1)
492 (11.4)
525 (40.8)
569 (13.5)
509 (25.1)
430 (11.8)
521 (6.1)
499 (12.8)
506 (8.8)592 (4.9)403 (9.8)472 (15.5)595 (8.6)
397 (30.7)
419 (9.1)~ ~466 (17.9)
374 (3.7)
494 (8.6)
508 (4.1)
429 (16.5)~ ~443 (9.6)453 (26.8)
533 (27.0)
378 (5.2)
604 (8.2)
397 (5.4)
507 (8.2)
438 (9.4)
481 (8.0)
516 (9.8)

14 (0.8)
14 (0.5)
15 (1.0)
17 (0.5)
12 (0.7)
18 (0.7)
14 (0.9)
14 (0.6)
15 (0.6)
24 (1.0)
15 (0.8)
26 (0.9)
17 (0.7)
14 (0.7)
16 (0.6)
19 (0.8)
16 (0.8)
11 (0.6)
20 (0.9)
15 (0.8)
13 (0.6)
13 (0.8)29 (0.7)
14 (0.5)
13 (0.9)
16 (0.9)
13 (0.9)
14 (0.3)
22 (0.6)
13 (0.6)
24 (0.8)
26 (1.0)
11 (0.5)
11 (0.4)
14 (0.5)
16 (0.7)
10 (0.5)
14 (0.3)
15 (0.5)35 (0.5)494 (1.2)

33 (0.6)

491 (1.1)

18 (0.5)488 (1.8)

14 (0.4)483 (2.6)

16 (0.1)

26 (4.8)
35 (4.5)
66 (3.8)
29 (4.1)
39 (4.1)
26 (1.9)
12 (2.1)

549 (12.1)
558 (7.4)
579 (4.9)415 (7.7)
445 (8.7)
423 (7.1)
505 (14.8)

44 (4.2)
46 (5.2)
18 (2.6)
31 (4.0)
18 (3.4)
40 (2.6)
53 (2.8)524 (5.3)
535 (6.2)
577 (9.9)413 (7.0)452 (16.2)
416 (7.0)
542 (5.2)

20 (4.2)
10 (2.8)9 (2.2)19 (3.4)
19 (3.2)
25 (2.2)
21 (2.2)

531 (7.8)
529 (15.3)
544 (7.9)424 (8.2)
425 (10.0)
467 (8.0)551 (4.2)

9 (2.7)9 (2.9)7 (2.0)21 (3.7)
23 (3.7)
10 (1.7)
14 (2.3)

527 (5.8)
532 (10.7)
575 (14.4)
436 (10.6)
439 (10.0)456 (23.0)
526 (10.3)

15 (0.8)
17 (0.9)24 (1.0)
14 (1.0)
15 (0.9)
14 (0.4)
12 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAEr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

392

Exhibit 9.12: Teachers’ Years of Experience
Students’ Results based on Teachers’ Reports

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

s
s
r

r

International Average

20 Years or More

At Least 10 but Less
than 20 Years

At Least 5 but Less than
10 Years

Less than 5 Years

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

AverageYears of
Experience

28 (3.1)
24 (3.0)
21 (3.0)35 (3.2)
20 (2.0)40 (3.8)
18 (4.4)
32 (2.2)
29 (2.7)
70 (2.2)
37 (3.6)
66 (2.4)
45 (3.3)
37 (3.8)
38 (3.5)
41 (3.8)
32 (3.7)
13 (2.9)45 (2.0)38 (3.2)
19 (3.7)
16 (2.1)
76 (2.0)
20 (2.9)27 (2.2)
32 (3.1)
26 (4.1)
13 (2.4)
71 (2.6)
12 (2.2)
68 (2.4)
66 (2.0)23 (2.9)15 (1.9)33 (2.8)
28 (3.2)
23 (3.2)
19 (1.5)
26 (2.3)

535 (6.9)
464 (7.9)454 (7.0)
573 (3.5)490 (7.1)
389 (8.5)
520 (18.5)
546 (3.9)
497 (4.1)
445 (4.3)
500 (10.5)
527 (3.3)
464 (5.8)534 (4.3)
528 (7.1)
503 (3.9)
570 (4.4)
449 (14.9)
484 (3.7)
561 (3.3)454 (11.5)
381 (13.2)
531 (3.1)
452 (8.7)
405 (4.6)
494 (10.4)
503 (5.9)459 (9.6)
518 (3.3)
464 (10.9)
468 (5.0)
544 (3.8)433 (6.6)
617 (11.0)
376 (6.8)
526 (5.8)
542 (6.8)
448 (8.4)
535 (11.3)

22 (2.5)
37 (3.7)
34 (3.3)
42 (4.0)42 (1.5)
37 (4.2)
34 (4.9)32 (2.3)
36 (2.7)
21 (1.9)30 (4.0)
20 (2.0)30 (3.1)
26 (3.2)
23 (3.0)44 (4.0)
19 (3.3)
33 (3.6)
27 (1.8)
28 (3.3)
42 (3.5)
36 (2.7)
18 (1.6)
48 (4.0)
19 (2.0)32 (3.3)
27 (4.2)
70 (2.9)22 (2.7)
38 (3.9)23 (2.2)
16 (1.5)
37 (3.8)30 (2.6)
31 (3.0)45 (3.4)
32 (3.5)
39 (1.5)
36 (2.5)533 (8.2)
499 (5.3)
475 (5.4)
576 (4.1)
483 (3.3)
390 (9.6)
524 (8.6)
544 (4.3)
490 (4.0)
448 (5.3)
498 (12.3)
538 (5.6)
441 (7.7)
530 (6.0)
506 (9.9)499 (4.7)
566 (3.3)
459 (8.6)
469 (5.3)
562 (3.4)
442 (9.2)
366 (7.7)
539 (3.7)457 (6.1)
403 (4.3)
508 (6.3)
491 (6.3)
460 (3.9)517 (5.6)
469 (7.4)
474 (6.0)
540 (7.1)
435 (4.3)
606 (7.6)
368 (6.6)
519 (4.4)
529 (7.5)473 (5.8)
532 (5.4)

21 (2.6)
23 (2.4)
27 (3.5)
12 (2.3)
25 (2.0)
21 (3.1)
34 (5.3)
20 (1.6)
13 (2.0)
6 (1.0)13 (3.0)
7 (1.2)9 (2.0)21 (2.8)
16 (2.9)
11 (2.4)
27 (3.8)
33 (4.1)
16 (1.6)
14 (2.6)
25 (3.6)
24 (2.4)
4 (0.9)21 (3.0)
20 (1.9)
16 (2.5)
16 (2.9)
12 (2.6)6 (1.9)35 (2.5)
4 (0.9)8 (1.2)27 (3.5)
36 (2.4)
12 (1.8)
10 (2.2)
24 (3.2)
30 (1.7)
17 (1.8)535 (7.2)
500 (5.9)464 (6.6)
563 (6.3)
489 (5.7)
382 (14.7)
529 (15.8)
540 (4.1)
489 (7.2)
457 (5.4)
526 (17.1)
528 (6.6)
422 (11.8)
516 (6.4)
504 (13.1)
494 (8.4)
570 (3.7)451 (9.2)
468 (6.3)
565 (3.7)
439 (12.0)385 (8.6)
552 (11.5)
473 (9.9)396 (5.8)507 (6.7)
487 (7.9)453 (9.0)
537 (7.5)473 (8.7)
485 (15.3)
541 (7.3)
430 (7.5)
606 (7.8)
376 (10.2)
520 (6.3)
503 (7.8)
485 (6.6)
526 (9.5)

28 (3.1)
15 (2.5)
18 (3.5)
11 (2.6)
13 (0.9)
2 (1.1)13 (3.5)
15 (1.4)
22 (2.7)
3 (0.7)20 (3.2)
6 (1.2)15 (2.8)
17 (2.2)
23 (3.5)
4 (1.5)23 (3.7)
21 (3.0)
12 (1.3)
20 (2.4)
13 (3.4)
24 (2.1)
2 (0.7)
11 (2.6)
33 (2.3)
20 (2.7)
31 (4.6)
5 (1.2)1 (0.3)15 (2.9)
6 (1.5)10 (1.1)
13 (2.6)
19 (2.0)24 (3.0)
17 (2.8)
21 (2.4)
12 (1.0)
20 (2.3)

526 (4.9)479 (8.1)
455 (9.4)
580 (5.6)
490 (4.2)~ ~507 (16.3)
536 (6.1)
475 (5.7)
466 (18.7)
507 (11.1)
514 (8.9)
440 (13.0)
520 (8.7)509 (11.5)
516 (7.6)
571 (6.0)
441 (11.1)
484 (6.7)555 (5.2)
446 (15.2)
387 (7.9)~ ~464 (15.2)
378 (5.3)
495 (7.5)
504 (5.0)449 (11.6)~ ~495 (11.2)
475 (11.5)
541 (8.4)
423 (7.6)605 (10.0)363 (8.3)
523 (8.5)
480 (13.6)
486 (10.3)
497 (11.7)

13 (0.7)
13 (0.4)
13 (0.8)
16 (0.6)
13 (0.3)
17 (0.6)
12 (0.8)
15 (0.4)
14 (0.6)
26 (0.6)
15 (0.8)24 (0.7)
17 (0.7)
16 (0.8)
15 (0.9)19 (0.8)
15 (1.0)
11 (0.5)
18 (0.5)
16 (0.7)
12 (0.8)
11 (0.4)
26 (0.5)
13 (0.5)
13 (0.6)
15 (0.9)
12 (1.0)
14 (0.4)
23 (0.5)
11 (0.5)
24 (0.5)
23 (0.5)
13 (0.5)
12 (0.5)
15 (0.6)
15 (0.6)
12 (0.6)
13 (0.4)
14 (0.5)34 (0.5)492 (1.3)

32 (0.5)491 (1.0)

18 (0.4)

491 (1.5)

15 (0.4)

488 (1.7)

16 (0.1)

24 (4.9)63 (2.0)27 (4.0)43 (4.5)
19 (1.6)
12 (1.9)- -541 (9.8)567 (2.9)418 (9.5)
450 (9.2)
390 (15.3)
514 (11.5)- -50 (5.7)
19 (2.0)38 (3.8)
22 (3.6)
39 (2.6)
38 (3.5)- -514 (5.5)566 (3.9)419 (7.8)424 (12.6)
425 (8.7)
541 (8.5)- -19 (3.9)9 (1.4)13 (2.8)
11 (2.3)
31 (2.5)
34 (3.4)- -509 (9.1)
563 (7.1)
420 (14.8)473 (24.5)
416 (9.8)
571 (8.4)- -

7 (1.6)9 (1.2)22 (3.4)
24 (3.9)
11 (1.9)
16 (2.3)- -550 (20.0)
564 (4.7)
432 (12.2)
421 (11.8)
445 (13.1)
555 (6.3)- -15 (0.7)
22 (0.5)
14 (0.8)
16 (1.1)
13 (0.4)
11 (0.4)- -Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canadasy( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

393

Teachers’ Participation in Professional Development
Exhibits 9.13, 9.14, 9.15, and 9.16 present, for fourth grade mathematics and science and eighth
grade mathematics and science, respectively, teachers’ reports about their participation in professional
development during the last two years. Mathematics teachers in both grades were asked whether
they had participated in professional development in the following areas: mathematics content,
mathematics pedagogy/instruction, mathematics curriculum, integrating technology into mathematics
instruction, improving students’ critical thinking or problem solving skills, mathematics assessment,
and addressing individual students’ needs. Science teachers in both grades were asked about thesame areas, though specific to science instead of mathematics, including asking about professional
development related to students’ critical thinking and inquiry skills rather than problem solving skills.
Teachers of fourth grade science were also asked about professional development related to integrating
science with other subjects.
Although there was variation across countries, the most common areas of mathematics
professional development for mathematics teachers of fourth grade students on average weremathematics content, mathematics pedagogy/instruction, and improving students’ criticalthinking or problem solving skills. As shown in Exhibit 9.13, on average across countries, between
44 and 46 percent of fourth grade students’ teachers participated in professional development related
to mathematics content (46%), mathematics pedagogy/instruction (45%), and improving students’critical thinking or problem solving skills (44%). Integrating technology into mathematics instruction
and mathematics assessment were the least common areas, with teachers of 35 percent and 37 percent
of students, respectively, reporting that they participated in professional development in these areas.
In science in the fourth grade, improving students’ critical thinking or inquiry skills in science, science
content, and science curriculum were the three most common areas of professional development.
However, participation in professional development related to science was on the whole less common
than for mathematics in the fourth grade. As shown in Exhibit 9.14, just over one-third of students, on
average, had science teachers who reported that they participated in professional development related
to critical thinking or inquiry skills in science (36%), science content (35%), and science curriculum(34%). Integrating technology into the science curriculum and science assessment were two of theleast common areas for professional development (32% and 28% of students, respectively), along withintegrating science with other subjects (31% of students).
Teachers of eighth grade students reported somewhat higher levels of participation in professional
development than teachers of fourth grade students. Eighth grade teachers of mathematics and science
reported similar levels of participation. As shown in Exhibits 9.15 and 9.16, the three most common
areas of professional development for both teachers of mathematics and science were pedagogy/
instruction, content, and curriculum. More than 50 percent of students, on average, had teachers whoreported that they participated in professional development related to pedagogy/instruction (60% in
mathematics and 59% in science), content (57% in both), and curriculum (53% in mathematics and
52% in science). From 44 percent to 50 percent of eighth grade students were taught by teachers who
had some professional development in the other four areas, with addressing individual students’ needs
being the least common area (44% of students for both subjects).
TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

394

Exhibit 9.13: Teachers’ Participation in Professional Development in Mathematics in the Past Two YearsStudents’ Results based on Teachers’ Reports
Percent of Students by Teachers’ Participation in Professional Development*
Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r

r

r

r
x

International Average

Mathematics
Content

Mathematics
Pedagogy/
Instruction

Mathematics
Curriculum

Integrating
Technology into
Mathematics
Instruction

Improving
Students’ CriticalThinking or
Problem Solving
SkillsMathematics
Assessment

Addressing
Individual
Students’ Needs

29 (3.6)
46 (3.4)
56 (3.7)
50 (3.1)
49 (4.0)51 (3.5)
17 (2.7)
15 (2.1)
30 (3.3)
62 (2.1)
43 (4.3)
53 (3.8)
49 (3.4)
67 (3.8)
32 (3.6)
26 (3.5)
7 (1.9)64 (3.5)
48 (3.8)
37 (3.3)
72 (3.2)
5 (1.4)59 (3.7)
36 (3.6)
33 (3.6)
55 (3.7)
54 (3.9)30 (4.3)
24 (3.5)
78 (3.6)
42 (3.7)
24 (3.0)60 (0.4)
30 (2.4)
30 (3.7)
39 (4.6)
59 (3.7)
36 (4.3)
50 (4.2)
23 (4.0)66 (3.2)
72 (5.0)68 (3.5)
74 (3.5)
41 (3.3)
64 (3.7)
37 (3.8)
55 (3.7)
42 (3.7)
74 (2.4)
15 (2.4)
85 (2.1)
37 (3.1)
22 (3.1)
22 (3.3)
68 (1.5)
66 (2.3)
66 (5.9)33 (3.3)
48 (4.0)
54 (3.4)
41 (3.0)39 (3.7)
68 (2.6)
19 (2.9)
10 (1.7)
25 (3.1)
68 (1.8)
33 (4.3)
46 (4.0)35 (4.0)51 (4.5)
43 (3.8)
22 (3.2)
17 (2.6)
68 (3.5)
57 (3.8)
28 (3.5)
72 (3.3)
16 (2.4)
64 (3.6)
33 (3.5)
47 (3.5)
58 (2.9)60 (3.8)
28 (3.7)
20 (3.4)
75 (3.6)
37 (3.5)
29 (3.5)62 (0.4)
23 (1.9)35 (3.0)34 (4.6)
61 (3.3)
22 (3.6)
57 (3.9)25 (4.0)65 (3.4)
63 (6.9)71 (3.9)55 (3.6)
37 (3.6)
68 (3.0)43 (3.8)
59 (3.9)30 (3.8)
82 (2.6)
23 (2.7)
57 (3.9)45 (3.1)
23 (3.2)
27 (3.1)
70 (1.3)
65 (2.6)
63 (6.9)48 (4.0)55 (4.1)
53 (3.4)
16 (2.4)
61 (3.7)
45 (3.3)
35 (3.8)
19 (2.6)
29 (3.9)47 (2.8)30 (3.9)59 (4.1)
36 (3.1)
64 (3.8)
14 (2.7)
13 (2.7)
12 (2.0)36 (3.7)
59 (4.1)
27 (3.3)
72 (3.9)4 (1.4)35 (3.8)
23 (3.5)
30 (3.6)
23 (2.8)
63 (3.4)
39 (4.1)
15 (3.4)
74 (3.5)
34 (3.7)
24 (3.6)55 (0.5)
21 (2.2)
33 (3.4)
24 (5.1)
50 (3.6)
25 (3.7)
39 (4.2)
8 (2.5)64 (3.3)
63 (7.7)
67 (3.7)
69 (3.7)
30 (3.0)60 (3.2)
50 (3.8)
43 (3.7)
29 (3.7)
69 (2.4)
42 (2.6)
85 (2.7)
28 (3.4)
23 (3.8)
32 (3.1)
71 (1.8)70 (2.3)
57 (6.9)32 (4.0)48 (4.1)
30 (3.3)
13 (1.9)33 (3.7)
72 (3.1)
8 (1.9)12 (2.1)
26 (3.5)
37 (3.0)
17 (3.4)
41 (3.8)
43 (3.3)
26 (3.0)31 (3.4)
20 (3.1)
15 (2.3)
13 (2.4)
57 (3.6)
8 (2.0)77 (3.9)
12 (2.0)24 (3.5)
23 (3.2)
33 (3.0)
11 (2.6)
62 (3.7)
15 (2.9)
16 (3.3)
70 (4.0)48 (3.7)
55 (3.5)41 (0.4)
14 (1.9)
18 (3.2)
4 (1.5)26 (2.9)22 (3.8)
37 (4.2)
18 (3.8)42 (3.3)
42 (7.8)
56 (4.2)
63 (3.6)
25 (3.1)
70 (3.5)
55 (3.4)
53 (3.4)
27 (4.0)61 (2.3)
37 (3.0)46 (3.9)28 (3.3)
29 (4.1)
32 (3.5)70 (1.3)
47 (2.4)
17 (4.4)

52 (3.9)40 (3.7)
55 (3.6)
34 (3.4)
43 (3.7)
69 (2.6)
15 (3.0)
20 (2.7)
19 (3.1)
58 (2.1)
36 (4.4)
45 (3.7)
44 (3.4)
32 (3.7)
47 (3.8)
15 (2.9)8 (2.0)39 (3.2)
50 (4.3)
20 (3.2)
58 (4.3)
21 (2.4)
32 (3.0)34 (3.6)
27 (3.4)
29 (3.0)69 (3.6)
38 (3.8)
39 (3.8)
66 (3.9)67 (3.6)
53 (3.6)62 (0.4)
38 (2.4)
32 (3.5)
26 (4.8)
58 (3.3)
31 (4.4)
56 (4.2)
19 (3.4)
56 (3.7)
79 (4.1)
66 (3.8)
46 (4.0)33 (3.2)
72 (3.3)
51 (3.6)
52 (4.1)
44 (3.8)
62 (2.7)
21 (2.4)
67 (3.2)
45 (3.5)
17 (3.0)
17 (3.4)
78 (1.2)
59 (2.5)
63 (5.5)

49 (4.0)44 (3.7)
43 (3.2)
22 (2.7)
57 (3.6)
52 (3.0)5 (1.7)15 (2.5)
26 (3.4)
52 (2.9)24 (3.8)
44 (3.6)
36 (3.4)
25 (2.5)
28 (3.7)
17 (2.7)
9 (1.9)6 (1.6)46 (3.4)
18 (2.9)40 (4.3)
5 (1.3)35 (3.8)
19 (2.7)
25 (3.4)
21 (3.1)
65 (3.5)
38 (4.1)
31 (4.0)
67 (4.4)
37 (3.4)
34 (3.7)
67 (0.4)
35 (2.7)
48 (3.3)
22 (4.3)
36 (3.4)
32 (4.3)
30 (4.2)
12 (3.1)
73 (2.8)
75 (4.7)
63 (3.8)
38 (4.2)
14 (2.2)
54 (3.0)55 (3.7)
35 (3.5)
29 (3.4)
67 (2.6)
15 (2.3)
78 (2.9)24 (2.8)
24 (3.9)15 (2.9)67 (1.3)
48 (2.6)
47 (6.9)46 (3.9)47 (3.8)
52 (3.8)
51 (2.9)39 (3.6)
61 (3.0)34 (3.5)
21 (2.7)
25 (3.5)
52 (2.1)
42 (3.6)
54 (4.0)43 (3.6)
15 (2.6)
51 (3.1)
15 (3.2)
17 (2.6)
21 (2.6)
48 (4.3)
29 (3.3)
56 (4.2)
30 (3.2)
57 (3.8)
31 (3.4)
42 (3.9)33 (3.4)
58 (3.8)
49 (4.0)24 (3.4)
69 (3.5)
42 (3.6)
45 (4.2)
45 (0.4)
30 (2.5)
37 (3.6)
46 (5.2)
46 (3.1)
29 (4.3)
33 (4.2)
14 (3.3)
50 (3.4)
75 (4.6)
65 (3.7)
54 (3.6)
37 (3.4)
71 (2.9)51 (4.2)
50 (4.1)
47 (3.8)
46 (2.6)
22 (2.7)
60 (3.3)
49 (3.7)
33 (4.6)
14 (2.6)75 (1.6)
56 (2.6)
42 (6.8)

r

r

r

r

r
x

46 (0.5)

r

r

r

r
x

45 (0.5)

r

r

r

r
x

41 (0.5)

r

r

r

r
x

35 (0.4)

r

r

r

r
x

44 (0.5)

r

r

r

r
x

37 (0.4)

43 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErrr

81 (2.6)
38 (4.0)26 (3.6)
39 (4.0)64 (2.2)
69 (2.2)rrr

81 (2.4)
50 (4.5)
27 (3.9)44 (4.0)65 (2.1)
69 (2.5)rr
r

66 (5.1)
20 (3.3)
37 (4.1)
23 (3.4)
62 (2.5)
73 (1.3)rrr

49 (5.5)
22 (4.0)62 (4.2)
33 (4.6)
58 (2.7)
77 (1.8)rr
r

76 (3.3)
34 (4.4)
36 (4.4)
41 (4.0)68 (2.3)
84 (2.1)rr
r

61 (5.4)
44 (4.2)
35 (4.4)
22 (3.8)
57 (2.4)
69 (2.4)rrr

68 (3.7)
27 (3.9)40 (4.0)50 (4.2)
65 (2.5)
81 (2.1)* Teachers could indicate participating in more than one area of professional development.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “x” indicates data are available for less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

395

Exhibit 9.14: Teachers’ Participation in Professional Development in Science in the Past Two YearsStudents’ Results based on Teachers’ Reports
Percent of Students by Teachers’ Participation in Professional Development*
Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r
r

r

r

s
r

r
y

International Average

Science
Content

Science
Pedagogy/
Instruction

29 (3.9)35 (4.2)
35 (3.6)
40 (3.1)
25 (2.9)42 (3.3)
17 (3.0)
13 (2.0)
15 (2.4)
16 (1.7)
20 (3.5)
61 (3.8)
57 (3.6)
55 (5.1)
22 (3.0)24 (3.8)
5 (1.6)14 (2.4)
41 (4.1)
33 (3.4)
53 (4.2)
4 (1.4)49 (3.6)
25 (3.6)
13 (2.5)
40 (3.9)51 (4.1)
31 (3.8)
16 (2.7)
78 (3.9)37 (3.9)28 (3.7)
31 (0.4)
31 (2.2)
24 (3.3)8 (3.2)29 (3.0)
22 (3.5)
21 (3.3)
11 (2.8)
63 (3.2)
66 (6.2)
76 (3.6)
64 (4.0)24 (2.6)
59 (4.1)
33 (3.4)
49 (3.6)
28 (3.5)
67 (2.7)
24 (3.1)
68 (3.8)
16 (2.5)
17 (3.4)
28 (3.4)
70 (2.1)
40 (2.3)- -29 (3.9)39 (4.0)31 (3.5)
19 (2.3)
16 (2.5)
69 (3.0)
11 (2.5)
12 (1.9)
14 (2.8)
14 (1.8)
12 (2.8)
41 (3.9)41 (3.6)
47 (4.7)
14 (2.6)
16 (3.3)
7 (2.0)15 (2.5)
48 (3.9)22 (3.0)47 (4.6)
8 (1.9)51 (3.2)
22 (3.0)
18 (2.7)
37 (4.0)56 (4.0)35 (3.5)
16 (3.2)
80 (2.6)
33 (3.7)
26 (3.2)
33 (0.4)
19 (1.8)
33 (3.8)9 (3.3)30 (2.8)
15 (3.0)25 (3.5)
8 (2.4)59 (3.3)
72 (5.8)
68 (3.6)
33 (4.0)26 (2.9)62 (3.2)
36 (3.5)
47 (3.6)
17 (2.9)81 (2.1)
25 (3.2)
46 (4.5)
25 (3.2)
13 (2.8)
28 (3.7)
67 (2.1)
34 (2.2)
- -

r
r

r

r

s
r

r
y

35 (0.4)

r

r
r

r

r

s
r

r
y

33 (0.4)

ScienceCurriculum

Integrating
Technology into
Science
Instruction

43 (3.7)
44 (4.0)35 (3.4)
15 (2.3)
38 (3.5)
47 (2.8)
37 (3.4)
16 (2.3)
20 (2.8)
15 (1.5)
15 (3.2)
61 (4.0)34 (3.4)
54 (4.9)
6 (1.6)
13 (3.2)
8 (1.6)13 (2.8)
48 (4.4)
21 (2.9)54 (4.8)
1 (0.7)34 (3.1)
21 (3.2)
18 (3.1)
18 (3.0)
54 (4.0)46 (3.7)
10 (2.3)
82 (3.1)
32 (3.8)
22 (3.4)
25 (0.4)
28 (2.4)
30 (3.3)8 (3.2)28 (2.8)
19 (3.5)
17 (3.6)5 (2.0)55 (3.1)
73 (5.4)
73 (3.6)
57 (4.3)
15 (2.5)
46 (4.0)48 (3.9)52 (3.8)
21 (3.5)
63 (2.6)
45 (3.7)
76 (3.2)
16 (2.5)
10 (2.4)
36 (3.6)
72 (2.3)
43 (2.4)- -26 (3.9)41 (4.4)
34 (3.8)9 (1.9)30 (3.3)
80 (2.3)
10 (2.3)
10 (1.7)
19 (2.8)
18 (1.7)
16 (3.2)
53 (4.0)43 (4.1)
23 (4.2)
14 (2.3)
16 (3.9)
11 (2.1)
10 (2.5)
50 (4.4)
13 (2.7)
66 (4.9)8 (2.5)26 (2.9)22 (3.3)
19 (3.1)
11 (2.4)
57 (4.2)
27 (3.7)
9 (2.4)75 (3.4)
44 (3.9)35 (3.5)
19 (0.3)
15 (1.9)23 (3.1)
16 (4.6)
20 (2.5)
14 (2.8)
25 (3.7)
8 (2.6)37 (2.9)
56 (7.5)
61 (4.4)
56 (3.8)
15 (2.4)
65 (3.4)
50 (3.6)
51 (3.6)
26 (3.6)
58 (2.5)
35 (2.7)
59 (3.5)
29 (3.3)
19 (3.4)
31 (3.8)
69 (2.2)
29 (2.2)
- -

r
r

r

r

s
r

r

r
y

34 (0.4)

Improving
Students’
Critical Thinking
or Inquiry Skills

r

r
r

r

r

s
r

r

r
y

32 (0.4)

51 (3.9)43 (3.8)
43 (3.9)24 (3.1)
36 (3.7)
78 (2.7)
6 (1.8)17 (2.5)
9 (2.2)24 (2.4)
27 (4.4)
44 (3.6)
38 (3.4)
38 (4.1)
26 (3.3)
18 (3.5)
7 (1.9)14 (2.5)
55 (4.4)
14 (3.2)
61 (4.8)
24 (2.6)
32 (3.5)
29 (3.9)22 (3.5)
12 (2.5)
66 (3.4)
32 (3.6)
28 (3.5)
78 (3.6)
62 (4.0)44 (3.9)33 (0.4)
33 (2.3)
28 (3.4)
24 (5.2)
34 (3.1)
21 (3.2)
31 (4.3)
7 (2.2)50 (3.7)
75 (5.2)
68 (3.7)
45 (3.9)24 (3.1)
69 (3.3)
46 (3.4)
39 (4.5)
35 (3.8)
49 (2.6)
19 (2.6)
60 (4.3)
33 (3.1)
10 (2.6)
20 (3.0)77 (1.8)
37 (2.2)- -Science
Assessment

r

r
r

r

r

s
r

r

r
y

36 (0.5)

45 (3.8)40 (4.5)
18 (2.8)
6 (1.9)38 (3.9)61 (3.0)
6 (1.9)12 (2.1)
14 (2.7)
9 (1.7)
11 (3.0)29 (4.1)
32 (3.2)
15 (3.5)
10 (2.2)
8 (2.3)7 (1.7)4 (1.4)42 (4.4)
12 (2.6)
34 (4.3)
2 (1.1)32 (3.7)
12 (2.5)
18 (3.2)
13 (2.9)61 (3.6)
33 (3.6)
24 (3.5)
76 (3.5)
28 (3.5)
20 (2.7)30 (0.4)
27 (1.8)
39 (3.5)
8 (3.5)13 (2.2)
23 (3.7)
5 (2.1)5 (2.1)65 (2.9)70 (5.8)
63 (4.0)34 (3.9)9 (1.9)54 (3.2)
48 (3.6)
39 (4.5)
19 (3.3)
71 (2.6)
12 (2.4)
63 (4.1)
19 (2.7)
15 (3.2)
25 (3.5)
68 (2.3)
21 (1.7)- -Addressing
Individual
Students’ Needs

r

r
r

r

r

s
r

r

r
y

28 (0.4)

28 (3.6)
43 (4.2)
30 (3.6)
15 (2.5)
39 (3.6)
57 (3.0)
14 (2.7)
16 (2.3)
12 (2.7)
23 (2.2)
36 (4.8)
50 (3.5)
35 (3.4)
12 (3.3)
35 (3.5)
7 (2.2)10 (1.8)
11 (2.3)
49 (4.2)
19 (3.1)
48 (4.2)
26 (3.4)
39 (3.7)
19 (2.8)
28 (3.5)
14 (3.0)
63 (3.4)
33 (3.5)
18 (4.0)70 (3.4)
41 (4.3)
38 (3.8)23 (0.3)
25 (2.2)
38 (4.1)
17 (4.5)
21 (2.7)
26 (3.6)
14 (3.2)
9 (2.9)49 (3.7)
72 (5.8)
63 (4.0)52 (4.3)
24 (3.1)
67 (3.2)
47 (3.9)
56 (4.0)36 (3.9)36 (2.7)
17 (2.7)
55 (4.2)
40 (3.1)
19 (3.6)
19 (3.2)
73 (2.1)
29 (2.3)- -Integrating
Science with
Other Subjects

r

r
r

r

r

s
r

r

r
y

33 (0.5)

38 (4.3)
57 (4.1)
30 (3.3)
14 (2.4)
45 (3.9)70 (3.1)
21 (3.4)
12 (1.7)
15 (2.7)
20 (2.0)23 (3.9)45 (3.6)
34 (3.0)
17 (3.6)
20 (2.9)
10 (2.8)
7 (1.8)12 (2.7)
44 (4.3)
13 (2.8)
58 (4.5)
8 (1.8)29 (3.0)28 (3.6)
20 (3.0)
4 (1.7)56 (3.9)35 (3.9)
19 (3.4)
71 (3.9)40 (3.7)
37 (3.9)26 (0.4)
22 (2.5)
25 (3.2)
15 (4.6)
25 (3.0)
17 (2.9)27 (3.8)9 (2.3)50 (3.7)
54 (7.8)
62 (3.8)
28 (3.8)
17 (2.5)
60 (3.7)
50 (3.5)
44 (4.4)
34 (4.1)
30 (2.6)
20 (2.8)
61 (3.8)
23 (3.5)
17 (3.4)
20 (3.0)70 (2.1)
26 (2.0)- -31 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

r
r

r
r

10 (2.7)
19 (3.4)
18 (3.2)
22 (3.0)65 (2.7)
71 (2.0)rrrr

9 (2.4)17 (3.6)
21 (3.4)
28 (3.8)
61 (2.6)
67 (2.3)rrrr

19 (3.1)
3 (1.6)38 (4.3)
19 (3.0)65 (2.5)
74 (1.9)rrrr

21 (3.3)
12 (3.0)50 (4.5)
34 (4.4)
55 (2.7)
78 (2.0)rrrr

35 (4.9)5 (1.7)35 (4.5)
36 (3.7)
70 (2.5)
82 (2.0)rrrr

9 (3.2)7 (2.4)28 (3.7)
15 (2.5)
59 (2.4)
75 (2.0)rrrr

34 (4.4)
5 (1.6)31 (4.2)
45 (4.0)64 (2.4)
81 (2.1)rrrr

23 (3.6)
9 (2.8)42 (4.3)
22 (3.5)
61 (2.3)
75 (1.5)* Teachers could indicate participating in more than one area of professional development.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

396

Exhibit 9.15: Teachers’ Participation in Professional Development in Mathematics in the Past Two YearsStudents’ Results based on Teachers’ Reports
Percent of Students by Teachers’ Participation in Professional Development*
Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

s
s
r

s

International Average

Mathematics
Content

Mathematics
Pedagogy/
Instruction

Mathematics
Curriculum

Integrating
Technology into
Mathematics
Instruction

Improving
Students’ CriticalThinking or
Problem Solving
SkillsMathematics
Assessment

Addressing
Individual
Students’ Needs

58 (3.0)52 (3.3)
50 (4.5)80 (2.9)68 (3.5)
67 (3.9)72 (5.6)
15 (2.3)
43 (4.3)
69 (4.4)
60 (3.8)
17 (3.0)60 (3.1)
83 (1.9)68 (2.9)35 (3.2)
67 (3.8)
39 (3.7)
75 (3.3)
52 (3.8)
84 (2.8)
61 (4.2)
54 (4.1)
74 (2.5)
49 (3.8)
61 (2.7)
21 (3.7)
58 (3.6)
57 (4.2)
70 (3.5)
38 (3.2)
68 (3.4)
46 (3.8)60 (2.7)
84 (2.3)
34 (3.3)
26 (3.0)76 (1.7)
74 (2.3)

63 (3.2)
70 (2.8)40 (4.3)
67 (3.2)
56 (4.0)69 (3.7)
67 (5.2)
29 (2.9)46 (4.2)
83 (3.5)
63 (4.3)
32 (3.3)
65 (3.6)
72 (2.6)
69 (3.0)60 (3.9)71 (3.6)
44 (4.0)80 (3.1)
65 (3.5)
79 (3.8)
56 (3.9)59 (3.7)
61 (3.3)
48 (3.5)
66 (2.9)23 (3.6)
62 (3.4)
58 (4.1)
77 (3.2)
35 (3.8)
74 (3.8)
64 (4.0)82 (2.3)
58 (3.0)41 (4.0)27 (3.4)
75 (1.6)
73 (2.7)

63 (2.9)45 (3.0)33 (4.0)77 (3.1)
73 (3.9)
58 (4.0)75 (5.0)35 (3.2)
47 (4.4)
69 (3.5)
54 (4.0)
9 (2.4)44 (3.9)
86 (2.2)
48 (3.2)
35 (3.8)
35 (3.8)
50 (4.2)
74 (3.7)
60 (3.4)
71 (5.1)
54 (4.5)
32 (4.0)74 (2.8)40 (3.4)
54 (3.4)
15 (2.6)
52 (3.8)
43 (4.3)
68 (3.9)28 (2.8)70 (3.3)
38 (4.1)
62 (2.7)
74 (2.4)
29 (3.2)
33 (3.5)
71 (2.0)77 (2.7)

55 (3.0)79 (2.8)
28 (3.6)
63 (3.5)
38 (4.9)52 (4.1)
22 (5.4)
45 (3.4)
55 (4.5)
71 (4.0)66 (4.2)
28 (3.3)
46 (3.1)
38 (3.0)59 (3.2)
58 (3.4)
18 (2.5)
48 (3.6)
65 (3.9)32 (3.6)
65 (4.3)
59 (4.0)
63 (3.6)
46 (3.3)
40 (3.4)
58 (3.2)
30 (4.1)
42 (3.5)
61 (3.8)75 (3.9)31 (3.8)
69 (3.4)
59 (3.6)
57 (2.6)
46 (3.1)
51 (3.8)
34 (3.8)
79 (1.3)
67 (2.9)58 (3.7)
75 (3.1)
38 (3.7)
45 (3.0)36 (3.8)
66 (4.3)
47 (5.6)
15 (2.1)
15 (3.3)
76 (4.3)
36 (3.8)
20 (2.9)36 (3.6)
55 (3.0)46 (3.2)
28 (3.4)
40 (3.6)
53 (4.2)
68 (3.6)
40 (3.8)
66 (4.1)
65 (4.1)
51 (3.8)
47 (3.2)
43 (3.4)
54 (3.2)
16 (3.5)
37 (3.5)
18 (3.2)
70 (3.4)
22 (3.3)
47 (3.4)
62 (4.1)
57 (2.6)
56 (2.8)
23 (3.2)
22 (2.9)
83 (1.1)
60 (2.9)52 (3.0)
57 (3.8)
23 (3.3)
52 (3.4)
48 (4.4)
55 (4.0)45 (5.9)28 (2.7)
33 (4.2)
68 (4.3)
35 (4.2)
18 (2.9)41 (3.8)
48 (2.9)42 (2.9)32 (3.6)
28 (3.2)
48 (4.6)
71 (3.5)
60 (3.6)
65 (4.6)
58 (3.8)
57 (4.5)
56 (3.7)
62 (3.2)
40 (3.5)
21 (4.0)
57 (3.8)
26 (3.6)
63 (3.7)
33 (3.1)
56 (3.7)
35 (3.8)60 (2.6)
70 (2.5)
29 (3.7)
24 (3.8)
74 (1.4)
56 (2.8)

60 (3.2)
59 (3.3)
36 (3.8)
49 (3.2)
38 (4.6)
61 (4.3)
42 (5.9)
16 (2.4)
22 (3.3)
67 (4.2)
45 (4.5)
24 (3.1)
43 (3.4)
32 (2.4)
43 (2.8)
55 (3.8)
28 (3.3)
46 (4.1)
54 (4.2)
40 (3.6)
60 (4.2)
56 (3.9)
58 (4.1)
32 (3.1)
42 (3.4)
51 (3.1)
10 (2.5)
32 (3.6)
30 (3.6)
71 (3.6)
33 (3.1)
51 (3.6)
47 (4.0)43 (2.7)
50 (3.0)40 (3.5)
19 (3.1)
77 (1.4)
61 (3.0)

s
s
r

s

s
s
r

s

r

s
s
r

s

r

s
s
r

s

r

s
s
r

s

s
s
r

s

r

57 (0.6)60 (0.6)

53 (0.6)51 (0.6)

46 (0.6)47 (0.6)

44 (0.6)

71 (3.9)32 (3.9)61 (3.5)
90 (2.7)
85 (2.8)
76 (3.1)
73 (2.0)

83 (2.7)
54 (4.6)
59 (3.6)
64 (4.1)
58 (4.4)
74 (2.3)
75 (1.9)

56 (4.6)
17 (3.3)
57 (3.8)
79 (3.3)
79 (3.2)
73 (2.7)
73 (3.2)

55 (3.8)
67 (4.1)
78 (3.8)
60 (3.9)
58 (4.5)
77 (2.4)
81 (1.6)

75 (3.9)25 (3.6)
39 (3.9)61 (4.4)
47 (4.1)
78 (2.1)
86 (1.6)

60 (4.9)36 (4.0)47 (4.1)
77 (3.7)
62 (4.3)
71 (2.6)
77 (2.1)

62 (4.2)
36 (4.5)
42 (3.8)
52 (4.8)40 (4.2)
71 (2.7)
82 (1.9)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

r
r

r
r

r
r

r
r

r
r

r
r

r
r

* Teachers could indicate participating in more than one area of professional development.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

397

Exhibit 9.16: Teachers’ Participation in Professional Development in Science in the Past Two YearsStudents’ Results based on Teachers’ Reports
Percent of Students by Teachers’ Participation in Professional Development*
Country

Science
Pedagogy/
Instruction

Science
Content

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r

s
s
r

s

r
r

International Average

50 (3.5)
39 (2.6)
34 (3.9)76 (3.5)
62 (1.8)
71 (3.6)
72 (5.3)
20 (1.7)
47 (3.2)
72 (2.2)
72 (4.0)
17 (1.8)
63 (3.6)
87 (2.1)
75 (3.0)28 (3.5)
76 (3.3)
43 (3.9)76 (1.9)60 (3.1)
87 (2.8)
65 (2.5)
60 (2.0)69 (3.5)
49 (2.3)
52 (3.3)
11 (2.8)
56 (3.7)
57 (3.3)
62 (4.3)
37 (3.2)
78 (1.9)53 (3.5)
58 (3.1)
67 (3.3)
32 (3.6)
29 (3.3)
72 (1.7)
72 (2.2)

r

s
s
r

s

r
r

57 (0.5)

54 (3.5)
59 (2.8)
34 (4.0)69 (3.6)
65 (1.6)
76 (3.8)
56 (6.3)
27 (2.0)
57 (3.5)
83 (2.1)
69 (4.1)
26 (2.4)
65 (3.3)
76 (2.9)79 (2.9)39 (4.0)72 (3.6)
62 (4.2)
78 (2.1)
69 (3.5)
82 (3.8)60 (2.9)48 (2.3)
62 (3.8)
52 (2.5)
56 (3.6)
11 (2.8)
65 (3.3)
52 (3.1)
83 (2.7)
36 (3.1)
75 (1.5)
67 (3.8)
88 (1.9)44 (2.7)
24 (3.2)
37 (3.7)75 (1.3)
61 (2.6)

Integrating
Technology into
Science
Instruction

ScienceCurriculum

r

s
s
r

s

r
r

59 (0.5)

62 (2.9)36 (2.8)
23 (3.4)
74 (3.6)
67 (2.1)
59 (4.0)72 (5.0)32 (2.0)60 (3.1)
74 (2.2)
64 (3.9)
7 (1.1)42 (3.9)95 (1.5)
53 (4.0)25 (3.6)
39 (3.7)
46 (4.3)
75 (2.3)
54 (3.1)
79 (3.2)
64 (2.6)
41 (1.9)73 (3.0)38 (2.1)
46 (4.3)
7 (2.3)57 (3.5)30 (2.8)
53 (3.5)
26 (2.5)
69 (1.9)41 (3.9)61 (2.7)
68 (2.9)20 (2.9)46 (3.5)
72 (1.2)
74 (2.4)

r

s
s
r

s

r
r

52 (0.5)

49 (3.1)
78 (2.0)
21 (3.1)
71 (3.3)
43 (1.7)
57 (4.1)
23 (5.2)
38 (2.4)
47 (3.2)
67 (2.9)65 (4.0)
21 (2.0)44 (3.7)
39 (3.1)
56 (3.7)
44 (3.5)
27 (3.3)
52 (3.7)
67 (2.3)
41 (3.7)
71 (3.3)
52 (2.5)
58 (2.4)
47 (3.8)
44 (2.4)
54 (3.7)
5 (1.6)48 (3.3)
58 (3.1)
78 (3.3)
38 (2.8)
69 (1.9)65 (3.9)69 (2.9)38 (3.2)
33 (3.3)
42 (3.9)79 (1.5)
64 (2.9)

Improving
Students’ CriticalThinking or
Inquiry Skills
r

s
s
r

s

r
r

50 (0.5)

55 (3.6)
69 (2.8)
31 (4.1)
43 (3.3)
52 (2.2)
52 (4.0)35 (5.3)
10 (1.4)
22 (2.9)74 (2.7)
37 (4.6)
19 (2.0)42 (3.8)
51 (3.7)
49 (3.6)
22 (3.0)26 (3.9)57 (3.7)
67 (2.2)
46 (3.8)
78 (3.8)
58 (2.8)
56 (2.8)
46 (3.6)40 (2.2)
44 (3.3)
8 (2.6)42 (3.9)24 (2.4)
78 (4.0)29 (2.9)51 (2.5)
62 (4.4)
61 (2.7)
43 (3.0)
15 (2.6)
21 (3.6)
83 (1.1)
66 (2.8)

Addressing
Individual
Students’ Needs

Science
Assessment

r

s
s
r

s

r
r

45 (0.5)

44 (3.2)
58 (2.2)
22 (3.4)
49 (3.4)
59 (2.0)49 (4.4)
60 (5.7)
25 (1.9)37 (3.2)
76 (2.1)
46 (4.1)
10 (1.2)
47 (3.4)
74 (3.1)
41 (4.2)
17 (2.7)
26 (3.9)39 (3.4)
72 (2.0)55 (3.3)
66 (4.0)63 (2.6)
51 (2.2)
65 (3.1)
58 (2.5)
42 (3.5)
11 (2.7)
52 (4.1)
22 (2.6)
65 (3.5)30 (2.2)
56 (1.9)33 (3.9)67 (2.3)
57 (3.2)
28 (3.4)
22 (3.0)69 (1.8)
51 (2.9)

r

s
s
r

s

r
r

46 (0.5)

66 (2.8)
60 (3.0)26 (3.5)
39 (3.4)
36 (2.0)43 (4.4)
50 (5.8)
17 (1.8)
34 (3.2)
70 (2.4)
48 (4.4)
25 (2.1)
49 (3.3)
34 (3.5)
43 (3.6)
44 (3.8)
26 (3.7)
44 (4.2)
58 (2.3)
37 (3.4)
63 (3.8)
53 (2.8)
53 (2.1)
29 (3.5)
33 (2.0)51 (3.9)9 (3.1)37 (3.6)
32 (3.0)
67 (4.3)
34 (2.6)
53 (2.0)51 (3.6)
44 (2.5)
40 (3.3)
45 (3.4)
19 (3.2)
79 (1.1)
64 (2.8)44 (0.5)

Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canada

s

r
r
y

21 (4.7)
66 (2.1)
78 (3.7)
74 (3.4)
72 (2.6)
63 (2.6)
- -

s

r
r
y

26 (4.2)
57 (2.2)
50 (4.6)
57 (3.6)75 (2.2)
71 (1.6)
- -

s

r
r
y

19 (3.8)
49 (2.3)
73 (3.8)
72 (3.3)
72 (1.9)68 (2.3)
- -

s

r
r
y

34 (5.7)
76 (2.0)51 (4.4)
52 (4.4)
77 (2.1)
78 (2.5)
- -

s

r
r
y

44 (5.3)
42 (2.2)
50 (3.6)
42 (4.3)
79 (1.9)82 (2.0)
- -

s

r
r
y

19 (4.5)40 (2.5)
65 (3.7)
62 (3.6)
64 (2.5)
71 (2.6)
- -

s

r
r
y

45 (5.6)
42 (2.4)
44 (4.8)
38 (4.3)
72 (2.1)
84 (1.1)- -* Teachers could indicate participating in more than one area of professional development.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

398

Teachers’ Professional Development Needs
Along with being asked about participation in professional development in the last two years (Exhibits
9.13 through 9.16), teachers were asked about their need for future professional development in thesame areas. Teachers’ reports on their professional development needs are presented in Exhibits 9.17,
9.18, 9.19, and 9.20, for fourth grade mathematics and science and eighth grade mathematics andscience, respectively.
On average across countries, professional development related to integrating technology into
instruction and improving students’ critical thinking skills were the two areas of need most commonly
reported by mathematics and science teachers in the fourth and eighth grades. In both grades andboth subjects, 68 to 72 percent of students had teachers who identified integrating technology into
instruction as a need (72% in fourth grade mathematics, 68% in fourth grade science, 71% in eighth
grade mathematics, and 70% in eighth grade science); 65 to 69 percent of students had teachers who
identified improving critical thinking or problem solving/inquiry skills as a need (69% in fourth andeighth grade mathematics, 65% in fourth grade science, and 68% in eighth grade science). Addressing
individual students’ needs was the third most commonly reported area of need for teachers ofmathematics in both grades and teachers of science in eighth grade; 64 to 66 percent of students had
teachers who identified addressing individual students’ needs as a professional development need
(64% for fourth grade mathematics, 65% for eighth grade mathematics, and 66% for eighth grade
science). In fourth grade science, the third area of greatest need was integrating science into othersubjects (62%).
It is perhaps not surprising that integrating technology into instruction was a common needgiven the growing role of technology in instruction and, in fourth grade, it was one of the less common
areas of teachers’ reported participation. Addressing individual students’ needs was also one of the lesscommonly reported areas of professional development participation for eighth grade mathematics
teachers and science teachers in both grades (see Exhibits 9.13 through 9.16).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

399

Exhibit 9.17: Teachers’ Needs for Future Professional Development in Mathematics
Students’ Results based on Teachers’ Reports
Percent of Students by Teachers Indicating a Need for Future Professional Development*
Country

Mathematics
Pedagogy/
Instruction

Mathematics
Content

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r

r

r

r

r
r

r
r
r

r

r
r

r

r
r
x

International Average

53 (3.7)
47 (3.9)43 (3.7)
17 (2.4)
56 (3.7)
56 (3.5)
14 (2.6)
29 (3.1)
21 (3.8)
32 (2.4)
61 (4.3)
79 (3.2)
63 (3.3)
33 (4.0)28 (3.7)
27 (3.6)
22 (2.5)
25 (3.2)
52 (4.5)
24 (3.5)
73 (4.5)
20 (3.5)
66 (3.7)
37 (3.8)
41 (3.7)
74 (3.2)
46 (4.0)
58 (4.3)
74 (5.3)
60 (4.0)44 (4.1)
47 (3.7)51 (0.4)
50 (2.4)
57 (4.0)29 (4.4)
48 (3.3)
42 (4.4)
33 (4.1)
41 (4.8)
63 (3.2)
74 (7.2)
93 (1.6)
32 (3.6)
34 (3.0)44 (3.9)68 (3.3)
31 (3.8)
24 (3.3)
44 (2.9)30 (2.5)
70 (3.7)
39 (3.4)
35 (4.0)48 (4.0)50 (1.8)
38 (2.5)
31 (6.7)

r

r

r

r

r
r

r
r

r

r
r

r

r
r
y

45 (0.5)

65 (3.2)
48 (4.5)
54 (3.7)
20 (2.8)
56 (4.3)
71 (2.9)27 (3.2)
30 (3.0)28 (4.2)
50 (3.0)66 (3.8)80 (3.1)
59 (3.6)
46 (3.9)44 (3.5)
31 (4.0)
54 (3.0)56 (3.2)
68 (4.7)
34 (3.9)
82 (4.5)
47 (3.7)
63 (3.4)
54 (3.7)
59 (3.6)
88 (2.3)
55 (3.9)78 (2.8)
74 (5.0)60 (4.0)47 (3.6)
51 (3.5)64 (0.4)
49 (2.1)
65 (3.8)
38 (5.6)
57 (3.0)43 (4.4)
41 (4.1)
56 (4.7)
56 (3.4)
66 (7.2)
92 (1.9)40 (4.1)
57 (3.5)
53 (4.1)
69 (3.5)
37 (3.7)
30 (3.5)
64 (2.5)
45 (3.2)
78 (3.3)
65 (4.1)
49 (4.3)
62 (3.7)
56 (1.5)45 (2.3)- -Integrating
Technology into
Mathematics
Instruction

Mathematics
Curriculum

r

r

r

r

r
r

r
r

r

r
r

r

r
r
x

55 (0.5)

57 (3.9)61 (4.4)
40 (3.5)
11 (1.9)59 (4.2)
54 (3.3)
29 (2.8)
28 (2.8)
12 (3.1)
32 (2.3)
63 (4.0)77 (3.1)
58 (3.5)
33 (3.5)
28 (3.3)
19 (3.8)
24 (2.8)
20 (2.5)
62 (5.0)
16 (3.2)
71 (4.3)
18 (3.0)51 (3.7)
37 (3.9)40 (3.7)
60 (3.6)
55 (4.0)60 (4.4)
84 (3.0)50 (4.2)
35 (3.1)
45 (3.4)
55 (0.4)
57 (2.8)
61 (3.9)
14 (3.8)
37 (2.8)
43 (4.8)
33 (4.1)
38 (4.6)
58 (3.6)
57 (7.7)
89 (2.5)
20 (3.2)
37 (3.0)48 (4.1)
72 (2.9)27 (3.3)
27 (3.5)45 (2.7)
31 (3.1)
68 (4.1)
31 (3.3)
26 (3.4)
64 (3.5)
52 (1.9)41 (2.6)
31 (6.4)

r

r

r

r

r
r

r
s
r

r

r
r

r

r
r
y

44 (0.5)

78 (3.3)
80 (3.7)
78 (2.8)
43 (3.2)
63 (3.9)78 (3.2)
66 (3.8)
72 (3.5)
65 (4.3)
75 (2.4)
85 (2.8)
86 (2.8)
90 (2.7)
76 (3.3)
62 (3.4)
49 (4.7)
70 (3.0)76 (3.0)75 (4.0)
57 (4.5)
86 (3.4)
56 (3.3)
81 (2.9)81 (3.1)
81 (2.7)
69 (3.7)
66 (3.8)
76 (3.2)
84 (3.6)
70 (4.0)73 (3.3)
73 (3.4)
82 (0.3)
81 (2.4)
81 (3.3)
52 (5.1)
74 (2.8)
63 (4.2)
71 (4.0)76 (3.6)
75 (3.2)
73 (5.6)
96 (1.5)
53 (3.4)
79 (2.8)
63 (3.3)
82 (3.3)
61 (3.5)
64 (4.0)75 (2.2)
62 (3.3)
83 (3.3)
79 (3.3)
68 (4.1)
86 (2.8)
66 (1.5)
66 (2.5)- -Improving
Students’ CriticalThinking or
Problem Solving
Skills
r

r

r

r

r
r

r
r
r

r

r
r

r

r
r
y

72 (0.5)

60 (4.2)
65 (4.4)
76 (3.1)
52 (3.0)61 (3.8)
76 (2.9)52 (4.1)
63 (3.4)
69 (3.8)64 (2.4)
83 (3.2)
91 (2.2)
87 (2.6)
65 (3.6)
58 (3.5)
56 (4.2)
65 (2.6)
63 (3.6)
77 (3.6)
60 (3.8)
82 (4.4)
65 (3.3)
71 (3.9)75 (3.5)
64 (3.7)
84 (2.8)
61 (3.8)
83 (3.0)
83 (3.6)
65 (4.1)
58 (3.5)
67 (3.3)
78 (0.4)
66 (2.5)
73 (3.2)
48 (6.2)
75 (2.6)
54 (4.4)
67 (4.3)
61 (4.6)
66 (3.4)
78 (5.2)
96 (1.5)
63 (3.4)
68 (3.2)
63 (3.0)82 (3.0)47 (4.2)
56 (4.2)
79 (2.1)
68 (3.0)84 (3.0)70 (3.6)
61 (4.5)
87 (2.8)
66 (1.5)
64 (2.6)- -Addressing
Individual
Students’ Needs

Mathematics
Assessment

r

r

r

r

r
r

r
r

r

r
r

r

r
r
y

69 (0.5)

52 (4.2)
50 (4.2)
63 (3.2)
41 (3.0)
57 (3.8)70 (3.3)
20 (2.9)36 (3.4)
25 (3.7)
50 (3.0)77 (3.9)
79 (3.2)
77 (3.3)
50 (4.1)
40 (3.5)
31 (4.3)
44 (2.6)
40 (3.7)
72 (4.0)34 (3.7)
73 (4.4)
36 (3.7)
58 (3.9)49 (3.9)52 (3.9)68 (3.0)55 (3.4)
67 (4.0)
83 (3.6)
57 (5.1)
49 (3.8)
51 (3.5)64 (0.4)
50 (2.8)
65 (3.3)
33 (5.5)
52 (3.0)42 (4.4)
46 (4.4)
54 (4.5)
60 (3.7)
70 (7.9)
92 (1.7)
32 (3.8)
46 (3.4)
50 (3.6)
73 (3.5)
38 (3.7)
36 (4.0)63 (2.4)
40 (3.2)
73 (3.8)
56 (3.5)
58 (4.5)
64 (3.7)
55 (1.8)45 (3.0)
- -

r

r

r

r

r
r

r
r
r

r

r
r

r

r
r
y

54 (0.5)

59 (4.3)
68 (4.1)
63 (3.8)
52 (3.1)
54 (4.1)
74 (2.8)
46 (3.5)
54 (3.6)
50 (4.5)
56 (2.5)
78 (3.4)
83 (3.1)
83 (2.7)
67 (3.9)47 (3.7)
44 (4.0)56 (3.3)
68 (3.3)
75 (3.7)
46 (3.7)
75 (3.6)
53 (4.1)
63 (3.9)58 (3.8)
63 (3.6)
86 (2.2)
56 (3.8)
78 (3.4)
80 (3.5)
67 (3.9)59 (3.8)
59 (3.8)73 (0.4)
63 (2.7)
76 (3.3)
47 (6.0)59 (3.0)55 (3.8)
54 (4.7)
60 (4.8)
67 (4.2)
75 (7.2)
93 (2.0)49 (4.2)
55 (3.3)
58 (3.9)
83 (2.6)
53 (4.1)
49 (3.6)75 (2.1)
56 (2.8)
83 (3.8)
69 (3.6)
60 (4.6)
74 (3.4)
59 (1.6)
58 (2.6)- -64 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErrr

38 (4.2)
15 (2.7)
59 (4.2)
52 (4.8)
44 (2.8)
58 (2.2)rr
r

49 (5.9)45 (4.1)
66 (4.2)
79 (3.6)
52 (2.8)
65 (2.4)rrr

38 (4.0)
12 (2.8)
73 (4.0)44 (4.6)
47 (2.6)
58 (2.3)rr
r

79 (3.7)
72 (4.0)85 (3.2)
89 (2.6)
64 (2.5)
73 (2.4)rrr

61 (4.4)
56 (4.6)
90 (2.4)
86 (3.0)66 (2.8)
74 (2.2)rr
r

55 (5.6)
34 (3.9)75 (3.9)62 (3.9)53 (3.0)63 (2.5)rrr

56 (4.6)
48 (4.2)
85 (3.3)
81 (3.7)
60 (3.0)65 (2.4)* Teachers could indicate needing professional development in more than one area.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

400

Exhibit 9.18: Teachers’ Needs for Future Professional Development in Science
Students’ Results based on Teachers’ Reports
Percent of Students by Teachers Indicating a Need for Future Professional Development*
Country

Science
Pedagogy/
Instruction

Science
Content

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r

r

r
r

r

r
r
r

r
r

r

s
s
s

r
r
y

International Average

55 (4.1)
66 (3.9)54 (3.9)39 (2.8)
59 (4.0)52 (3.4)
25 (3.9)34 (3.3)
24 (4.0)50 (2.5)
70 (4.1)
82 (3.2)
71 (2.6)
45 (4.8)
27 (3.6)
44 (4.0)32 (2.9)46 (3.9)63 (4.7)
43 (3.9)69 (4.0)28 (3.0)58 (3.7)
47 (3.7)
48 (4.2)
72 (3.7)
57 (3.9)62 (3.8)80 (3.7)
60 (4.5)
46 (3.9)49 (3.6)69 (0.4)
59 (2.8)
66 (3.7)
29 (4.1)
69 (2.8)45 (4.2)
62 (4.4)
65 (4.3)
62 (3.0)70 (8.7)
81 (3.9)25 (4.2)
38 (3.4)
50 (3.4)
67 (4.2)
63 (3.6)
30 (3.5)
53 (2.3)
46 (3.7)
78 (3.5)
48 (3.7)
55 (4.7)
61 (3.8)
48 (1.9)61 (2.5)
- -

r

r
r

r
r

r

r
r

r
r

r

s
s
s

r
r
y

54 (0.5)

60 (4.1)
65 (3.7)
59 (3.7)
32 (2.8)
59 (3.8)
53 (3.3)
28 (3.3)
34 (3.0)26 (3.6)
56 (2.9)70 (4.5)
76 (3.6)
61 (3.5)
50 (5.3)
33 (3.8)
37 (4.0)46 (2.9)65 (3.7)
68 (4.9)43 (3.5)
75 (4.5)
39 (3.4)
60 (3.6)
58 (3.9)66 (3.7)
89 (2.8)
55 (4.1)
66 (3.9)77 (4.2)
57 (4.6)
45 (3.6)
51 (3.5)72 (0.4)
56 (2.8)
77 (3.4)
27 (4.3)
70 (2.9)47 (4.3)
63 (4.8)
68 (4.5)
58 (3.7)
79 (5.2)
77 (4.2)
23 (3.5)
59 (3.2)
54 (4.0)68 (3.8)
55 (3.4)
38 (4.0)71 (2.1)
46 (3.0)75 (3.6)
72 (3.0)
46 (4.7)
74 (3.3)
54 (1.7)
58 (2.2)- -ScienceCurriculum

r

r
r

r
r

r

r
r

r
r

r

s
s
s

r
r
y

57 (0.5)

59 (4.2)
67 (4.1)
54 (3.7)
21 (2.1)
58 (3.7)
53 (3.5)
25 (3.0)31 (3.0)
12 (3.2)
41 (2.4)
62 (4.4)
82 (3.1)
58 (3.4)
40 (4.6)
20 (3.3)
22 (3.5)
29 (2.9)35 (3.5)
60 (5.1)
18 (3.0)68 (3.9)
17 (3.0)50 (3.4)
42 (3.7)
39 (3.9)63 (3.9)
56 (4.3)
59 (4.1)
84 (4.0)56 (4.6)
38 (3.8)
44 (3.9)74 (0.4)
59 (2.4)
72 (3.8)
26 (3.4)
60 (3.3)
43 (4.7)
61 (4.5)
53 (4.9)59 (3.3)
67 (8.8)
78 (4.2)
17 (3.4)
37 (3.5)
48 (3.2)
68 (3.8)42 (3.7)
32 (2.8)
56 (2.6)
31 (2.9)74 (3.7)
42 (3.9)33 (4.3)
69 (3.8)
49 (2.0)60 (2.6)- -Integrating
Technology into
Science
Instruction

r

r
r

r
r

r

r
r

r
r

r

r
s
s
s

r
r
y

49 (0.5)

75 (3.8)
76 (3.9)74 (3.3)
37 (3.7)
51 (3.8)
63 (3.3)
55 (3.4)
73 (3.6)
65 (3.9)70 (2.0)
81 (3.6)
88 (2.6)
88 (2.6)
77 (4.3)
51 (3.7)
37 (3.7)
61 (3.0)74 (3.0)80 (3.8)
54 (4.1)
75 (4.0)42 (4.0)74 (3.2)
78 (3.1)
77 (3.1)
69 (4.1)
65 (4.2)
75 (3.7)
88 (3.0)66 (3.8)
65 (3.3)
73 (3.1)
86 (0.3)
81 (2.3)
85 (2.4)
43 (3.7)
76 (2.7)
60 (4.2)
74 (4.1)
73 (4.5)
67 (3.3)
58 (8.3)
76 (3.8)
47 (4.6)
77 (2.9)64 (2.8)
78 (3.2)
42 (3.7)
61 (3.9)78 (2.2)
55 (3.5)
78 (3.5)
82 (2.8)
68 (4.5)
84 (2.6)
64 (1.7)
70 (2.5)- -Improving
Students’
Critical Thinking
or Inquiry Skills

r

r
r

r
r

r

r
r

r
r

r

r
s
s
s

r

r
r
y

68 (0.5)

66 (4.4)
63 (4.4)
68 (4.0)45 (3.4)
57 (4.5)
56 (3.6)
36 (3.4)
60 (3.5)
65 (3.9)62 (2.8)
82 (3.5)
85 (2.9)85 (2.8)
60 (5.0)46 (3.2)
46 (4.7)
53 (3.0)56 (3.0)72 (4.0)45 (4.2)
79 (4.1)
54 (3.7)
68 (3.7)
73 (3.6)
66 (3.8)80 (3.4)
66 (4.2)
79 (3.2)
84 (3.5)
67 (3.9)54 (3.9)57 (3.1)
81 (0.3)
66 (2.3)
79 (3.3)
43 (3.9)71 (2.5)
64 (4.3)
66 (4.3)
62 (5.1)
70 (3.3)
78 (5.5)
78 (4.2)
46 (4.0)58 (3.2)
64 (2.9)
79 (3.3)
40 (4.0)
54 (4.4)
81 (2.4)
61 (2.6)
81 (3.4)
68 (3.4)
65 (4.5)
84 (2.9)62 (1.8)
67 (2.6)- -Science
Assessment

r

r
r

r
r

r

r
r
r

r
r

r

s
s
s
r

r

r
r
y

65 (0.5)

53 (4.7)
52 (4.3)
66 (4.3)
29 (3.0)55 (3.7)
54 (3.2)
32 (3.2)
31 (3.1)
32 (4.2)
50 (2.4)
72 (3.7)
77 (3.2)
79 (2.8)
64 (4.3)
26 (3.3)
30 (4.2)
40 (3.0)40 (4.0)65 (4.4)
27 (3.7)
66 (4.0)25 (3.4)
54 (3.6)
62 (4.1)
47 (4.1)
71 (3.7)
60 (4.2)
58 (4.4)
82 (3.7)
59 (4.5)
54 (3.6)
56 (3.5)79 (0.3)
50 (2.6)
71 (3.9)18 (2.6)
64 (2.9)48 (4.7)
59 (4.3)
53 (4.7)
63 (3.3)
70 (9.0)77 (4.1)
29 (4.3)
43 (3.6)
54 (3.6)
68 (3.6)
56 (4.2)
36 (3.3)
68 (2.4)
35 (2.8)
74 (3.8)
55 (3.5)
55 (4.9)76 (3.3)
51 (1.6)
57 (2.7)- -Addressing
Individual
Students’ Needs

r

r
r

r
r

r

r
r

r
r

r

r
s
s
s
r

r

r
r
y

54 (0.5)

63 (4.3)
64 (4.8)
61 (4.4)
30 (2.8)
53 (3.9)59 (3.1)
36 (3.8)
50 (3.5)
44 (4.8)
48 (3.2)
70 (4.1)
78 (3.2)
80 (2.7)
67 (5.1)
25 (2.9)31 (3.7)
45 (3.4)
50 (3.5)
69 (4.0)33 (4.2)
70 (4.1)
47 (4.0)60 (3.7)
54 (3.6)
64 (4.1)
80 (3.0)
57 (4.4)
66 (3.7)
87 (2.9)68 (4.3)
45 (3.9)54 (3.6)73 (0.3)
65 (2.6)
76 (3.3)
26 (4.6)
62 (2.8)
52 (4.5)
55 (4.4)
52 (5.5)
59 (3.5)
70 (8.7)
78 (3.9)35 (4.0)48 (3.1)
60 (4.1)
72 (3.4)
38 (4.2)
44 (3.5)70 (2.5)
46 (3.3)
79 (3.4)
63 (3.0)52 (4.6)
78 (3.6)
55 (1.9)56 (2.4)- -Integrating
Science with
Other Subjects

r

r
r

r
r

r

r
r

r
r

r

s
s
s

r

r
r
y

57 (0.5)

67 (4.1)
68 (4.5)
67 (3.7)
43 (3.6)
53 (4.1)
53 (3.7)
50 (4.2)
61 (3.9)47 (3.7)
62 (2.2)
77 (4.1)
85 (2.9)
79 (3.1)
62 (4.9)37 (3.5)
36 (4.3)
51 (2.8)
63 (3.6)
74 (3.9)41 (3.5)
80 (3.8)
37 (3.7)
69 (3.5)
67 (3.3)
72 (3.8)
53 (4.1)
57 (4.1)
74 (3.4)
86 (3.3)
60 (4.4)
66 (3.8)
55 (3.6)74 (0.3)
63 (3.1)
77 (3.6)
50 (4.8)
72 (2.6)
53 (4.7)
64 (4.2)
61 (4.6)
66 (4.0)68 (9.0)75 (4.2)
33 (4.1)
72 (2.7)
58 (3.9)72 (3.9)44 (3.9)54 (4.3)
66 (2.6)
43 (3.3)
79 (3.4)
73 (2.7)
57 (4.5)
83 (3.0)57 (1.9)65 (2.5)- -62 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

r
r

r
r

49 (4.7)
52 (4.8)
61 (4.2)
54 (4.9)49 (3.0)50 (3.4)rrrr

58 (5.9)59 (4.4)
61 (4.3)
71 (4.0)53 (2.4)
62 (3.4)rrrr

38 (4.3)
39 (4.5)
65 (3.9)40 (4.8)
49 (2.7)
54 (2.9)rrr
r

76 (2.9)66 (4.3)
84 (2.9)77 (3.4)
67 (2.5)
65 (3.3)rrrs

63 (5.4)
57 (4.5)
82 (3.4)
70 (3.9)60 (2.8)
68 (3.4)rrrr

50 (4.6)
53 (5.0)72 (3.5)
53 (4.1)
51 (2.8)
58 (3.4)rrrr

50 (6.3)
45 (4.9)
79 (3.5)
66 (4.5)
55 (3.0)61 (3.5)rrrr

63 (4.3)
61 (4.6)
85 (3.2)
72 (3.5)
55 (2.6)
63 (3.7)* Teachers could indicate needing professional development in more than one area.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

401

Exhibit 9.19: Teachers’ Needs for Future Professional Development in Mathematics
Students’ Results based on Teachers’ Reports
Percent of Students by Teacher Indicating a Need for Future Professional Development*
Country

Mathematics
Content

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

s
r
s
r
r
r

r

r
s

r

r

International Average

58 (3.3)
48 (3.8)40 (3.8)
76 (2.8)
24 (3.2)
46 (4.4)
28 (5.2)
25 (2.9)28 (3.6)
44 (4.3)
60 (4.7)
21 (2.4)
67 (3.6)
54 (3.2)
47 (3.2)
24 (2.8)80 (2.8)
50 (4.5)
47 (4.2)
66 (4.1)
65 (3.9)51 (4.1)
48 (4.2)
60 (3.4)
50 (3.8)
53 (3.0)25 (4.1)
57 (3.8)
25 (3.3)
38 (4.8)
29 (3.0)68 (3.8)40 (4.1)
49 (2.9)77 (2.4)
38 (3.7)
42 (4.0)44 (2.0)36 (2.9)

r

s
r
s
r
r
r

r

r
s

r

r

Mathematics
Pedagogy/
Instruction

Mathematics
Curriculum

70 (2.9)59 (4.0)48 (3.7)
80 (3.1)
41 (4.6)
51 (4.5)
44 (6.2)
48 (3.4)
61 (4.3)
68 (4.8)
76 (3.9)44 (3.7)
59 (3.8)
61 (2.8)
51 (3.2)
60 (4.0)86 (2.3)
44 (3.8)
50 (4.2)
82 (3.3)
71 (3.7)
58 (3.8)
61 (3.9)70 (3.3)
70 (3.4)
63 (3.5)
52 (4.7)
55 (4.0)50 (4.2)
57 (5.0)39 (3.6)
73 (3.3)
46 (3.8)
69 (2.3)
81 (2.3)
59 (4.3)
61 (4.2)
55 (1.9)49 (2.6)

61 (3.7)
45 (4.1)
44 (3.8)
76 (3.2)
21 (2.9)49 (4.9)36 (5.4)
31 (2.5)
39 (4.0)48 (4.7)
60 (4.6)
14 (2.0)64 (3.7)
67 (2.9)43 (3.1)
37 (3.6)
64 (3.5)
38 (3.9)46 (3.6)
65 (3.7)
60 (3.8)
59 (3.9)47 (4.0)60 (3.4)
55 (3.1)
54 (3.6)
36 (4.1)
60 (3.6)
39 (3.7)
44 (4.1)
37 (3.4)
75 (2.9)37 (4.0)58 (2.9)71 (2.6)
27 (3.3)
61 (4.1)
47 (1.9)43 (2.8)

s
r
s
r
r
r

r

r
s

r

r

r

s
r
s
r
r
r

r

s

r

r

Integrating
Technology into
Mathematics
Instruction

Improving
Students’ CriticalThinking or
Problem Solving
Skills81 (2.7)
79 (3.4)
75 (3.5)
87 (2.4)
67 (4.4)
69 (4.1)
57 (6.0)70 (3.2)
61 (4.3)
82 (3.1)
73 (4.3)
53 (3.8)
81 (3.5)
79 (2.9)74 (3.0)65 (3.7)
75 (3.1)
48 (4.1)
63 (4.2)
84 (2.7)
78 (3.6)
61 (4.0)77 (3.0)77 (3.1)
82 (2.6)
72 (2.9)60 (4.1)
74 (3.5)
60 (4.2)
63 (4.2)
59 (3.6)
77 (3.7)
62 (4.0)78 (2.1)
88 (2.0)79 (2.9)81 (2.9)64 (2.2)
72 (2.1)

84 (2.2)
74 (3.7)
70 (3.7)
82 (2.5)
68 (4.9)59 (4.3)
61 (6.4)
50 (3.0)60 (4.3)
72 (3.9)80 (3.4)
58 (3.8)
76 (3.4)
84 (1.8)
68 (2.9)60 (3.7)
86 (2.7)
44 (3.7)
61 (4.2)
83 (2.6)
73 (4.1)
61 (4.0)
83 (2.8)
77 (3.3)
73 (3.5)80 (2.8)
56 (4.5)
63 (3.9)65 (4.0)62 (4.6)
59 (4.0)79 (2.9)52 (4.5)
82 (2.2)
89 (1.7)
64 (3.3)
81 (3.1)
62 (1.6)
71 (2.2)

s
r
s
r
r
r

r

s

r

r

r

s
r
s
r
r
r

r

s

r

r

Mathematics
Assessment

Addressing
Individual
Students’ Needs

71 (3.1)
56 (3.4)
65 (3.5)
73 (2.8)
44 (5.0)53 (4.7)
38 (5.3)
46 (2.8)
49 (4.2)
60 (4.7)
54 (4.3)
34 (3.6)
68 (3.5)
66 (2.9)52 (3.0)38 (4.1)
72 (3.0)47 (4.4)
56 (4.4)
86 (2.5)
66 (3.6)
53 (4.1)
67 (4.1)
67 (3.2)
63 (3.4)
60 (3.2)
42 (4.4)
56 (4.5)
50 (4.5)
45 (4.8)
37 (3.8)
73 (3.3)
51 (4.4)
69 (2.6)
77 (2.0)51 (3.8)
61 (3.9)47 (1.8)
50 (3.0)77 (3.2)
64 (3.5)
68 (3.7)
79 (2.9)61 (4.7)
53 (4.7)
38 (5.4)
57 (3.1)
71 (3.7)
65 (4.6)
77 (3.5)
57 (3.6)
72 (3.6)
71 (3.0)56 (3.4)
60 (3.6)
79 (3.1)
52 (4.0)
57 (3.8)
76 (3.3)
71 (3.1)
62 (4.9)69 (4.2)
72 (3.1)
73 (3.6)
71 (3.2)
59 (4.5)
57 (4.2)
67 (3.4)
57 (5.1)
54 (3.8)
79 (2.8)
51 (4.2)
68 (2.9)
86 (2.0)
67 (3.5)
67 (3.8)
54 (1.7)
63 (2.6)

s
r
s
r
r
r

r

s

r

r

47 (0.6)60 (0.6)

49 (0.6)

71 (0.6)69 (0.6)

57 (0.6)65 (0.6)

39 (3.9)25 (4.4)
72 (3.2)
60 (4.7)
53 (3.9)49 (3.3)
49 (3.1)

55 (4.2)
52 (4.8)
76 (3.3)
72 (4.1)
62 (3.8)
57 (2.9)63 (2.8)

35 (4.8)
23 (4.1)
72 (3.4)
63 (4.3)
46 (4.2)
53 (3.3)
54 (3.0)70 (4.5)
78 (4.0)76 (3.3)
83 (3.8)80 (3.5)
71 (2.5)
72 (2.5)

70 (4.2)
58 (5.1)
81 (2.9)
88 (3.2)
80 (3.5)
66 (2.9)71 (2.3)

60 (4.1)
47 (5.0)73 (3.2)
68 (4.5)
50 (4.4)
51 (3.1)
57 (3.0)55 (4.9)59 (4.9)84 (2.5)
82 (3.5)
75 (3.9)60 (2.6)
58 (3.0)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

r
r
r

r
r
r

r
r
r
r

r
r
r

r
r
r

r
r
r
r

r
r
r

* Teachers could indicate needing professional development in more than one area.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

402

Exhibit 9.20: Teachers’ Needs for Future Professional Development in Science
Students’ Results based on Teachers’ Reports
Percent of Students by Teachers Indicating a Need for Future Professional Development*
Country

Science
Pedagogy/
Instruction

Science
Content

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r

s
r
s
r
s
r

s

r

r
r

International Average

52 (3.1)
52 (3.5)
44 (4.1)
75 (3.1)
33 (1.6)
47 (4.7)
34 (5.6)
32 (1.8)
58 (3.4)
48 (3.1)
65 (4.2)
29 (2.0)69 (3.4)
56 (3.6)
48 (4.0)26 (3.3)
89 (2.6)
47 (4.2)
46 (2.6)
68 (3.3)
62 (4.5)
56 (2.8)
58 (2.0)56 (4.1)
58 (2.5)
46 (4.1)
46 (4.5)
70 (3.6)
36 (2.9)38 (4.2)
36 (2.5)
79 (1.6)
48 (4.5)
48 (2.7)
72 (2.7)
51 (3.7)
55 (3.6)
43 (1.8)
48 (3.0)

r

s
r
s
r
s
r

r

s

r

r
r

52 (0.5)

65 (3.0)53 (3.1)
54 (3.9)75 (3.0)45 (2.2)
49 (5.0)44 (5.5)
51 (1.9)65 (2.8)
55 (3.2)
77 (3.4)
47 (2.2)
63 (3.6)
58 (3.1)
49 (4.4)
54 (3.5)
90 (2.5)
48 (4.3)
54 (2.6)
86 (2.6)
58 (4.7)
65 (3.1)
64 (2.3)
67 (3.7)
68 (2.2)
62 (3.6)
53 (4.9)64 (3.5)
49 (2.8)
41 (4.4)
48 (3.1)
79 (1.9)50 (4.3)
75 (2.7)
76 (2.4)
58 (3.9)67 (3.8)
49 (1.7)
51 (3.3)

Integrating
Technology into
Science
Instruction

ScienceCurriculum
r

s
r
s
r
s
r

r

s

r

r
r

60 (0.5)

51 (3.1)
48 (3.1)
53 (4.0)75 (3.0)26 (2.1)
49 (4.4)
35 (6.1)
34 (1.9)53 (2.9)54 (3.1)
65 (4.3)
26 (1.8)
60 (3.9)63 (3.8)
41 (3.9)32 (3.5)
67 (3.7)
42 (4.1)
48 (2.7)
70 (3.1)
55 (4.2)
57 (2.4)
59 (2.2)
58 (3.6)
63 (2.4)
54 (3.9)35 (4.8)
62 (3.8)35 (2.8)
37 (4.2)
45 (2.7)
79 (1.4)
48 (4.7)
56 (2.7)
69 (2.5)
33 (3.3)
65 (3.3)
49 (1.8)
56 (3.0)

r

s
r
s
r
r
r

r

s

r

r
r

51 (0.5)

77 (2.6)
61 (3.1)
83 (2.8)
84 (2.6)
65 (2.5)
64 (4.7)
55 (6.4)
69 (1.8)
67 (3.0)80 (2.4)
80 (4.0)
54 (1.9)80 (3.2)
76 (2.9)63 (3.6)
59 (3.6)
83 (2.9)62 (4.0)62 (2.8)
83 (2.4)
79 (3.8)
74 (2.3)
74 (2.2)
80 (2.7)
73 (2.5)
75 (3.2)
51 (5.1)
80 (3.1)
68 (2.6)
48 (3.7)
54 (2.9)82 (1.7)
64 (3.7)
80 (2.0)81 (2.2)
69 (3.4)
83 (3.0)62 (2.0)64 (3.1)

Improving
Students’ CriticalThinking or
Inquiry Skills
r

s
r
s
r
r
r

r

s

r

r
r

70 (0.5)

81 (2.3)
62 (3.0)68 (3.3)
82 (3.0)57 (1.6)
60 (4.6)
56 (5.4)
56 (2.2)
62 (3.1)
68 (2.8)
74 (3.8)
59 (2.2)
77 (3.6)
79 (2.6)
60 (4.1)
58 (3.8)
84 (3.0)50 (3.8)
62 (2.4)
85 (2.6)
68 (3.7)
69 (2.6)
73 (1.9)79 (2.9)78 (2.4)
77 (3.6)
55 (5.0)66 (3.7)
69 (3.2)
51 (4.7)
56 (3.2)
83 (1.3)
57 (4.2)
83 (2.2)
85 (2.0)66 (3.4)
84 (3.0)62 (1.7)
65 (2.9)

Addressing
Individual
Students’ Needs

Science
Assessment
r

s
r
s
r
s
r

r

s

r

r
r

68 (0.5)

59 (2.9)58 (3.3)
67 (3.5)
69 (3.7)
44 (2.8)
54 (4.6)
44 (6.1)
54 (2.2)
56 (2.9)54 (2.9)66 (4.6)40 (2.4)
62 (3.5)
59 (3.1)
45 (3.6)
33 (3.4)
75 (3.7)
52 (3.5)
57 (2.4)
77 (2.5)
63 (4.4)
58 (2.7)
68 (1.8)
68 (3.3)
65 (2.5)
59 (3.3)
45 (5.2)
55 (4.1)
54 (2.6)
45 (5.0)46 (2.9)81 (1.4)
54 (4.4)
70 (2.3)
76 (2.6)
51 (3.5)
72 (3.0)50 (1.8)
57 (3.1)

r

s
r
s
r
s
r

r

s

r

r
r

58 (0.5)

71 (3.0)56 (3.1)
80 (3.0)71 (3.6)
60 (2.6)
64 (5.0)41 (5.3)
63 (1.9)70 (2.8)
63 (3.2)
76 (3.9)51 (2.5)
68 (3.6)
71 (3.6)
57 (3.8)
54 (3.6)
76 (3.5)
49 (4.0)63 (2.1)
78 (2.7)
70 (4.2)
65 (3.1)
69 (2.2)
71 (3.4)
78 (2.4)
71 (3.7)
52 (4.8)
65 (4.0)64 (3.1)
49 (4.5)
59 (2.9)84 (1.4)
55 (4.5)
78 (2.4)
81 (2.5)
61 (3.0)79 (2.8)
59 (1.5)
62 (2.9)66 (0.5)

Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canada

s

r
r
y

45 (6.3)
72 (2.3)
59 (4.9)47 (4.5)
44 (2.6)
46 (3.1)
- -

s
r
r
r
y

49 (5.8)
74 (2.0)64 (4.9)59 (4.2)
51 (2.7)
55 (1.6)
- -

s
r
r
r
y

43 (6.0)72 (2.0)
58 (4.7)
46 (4.8)
49 (3.1)
52 (2.6)
- -

s

r
r
y

63 (5.9)76 (2.0)
79 (4.1)
72 (3.9)62 (2.9)70 (2.8)
- -

s

r
r
y

60 (6.0)78 (1.8)80 (3.9)78 (3.5)
67 (2.8)
67 (2.0)
- -

s

r
r
r
y

54 (5.8)
69 (2.4)
67 (4.5)
62 (4.1)
53 (2.8)
56 (2.7)
- -

s

r
r
y

52 (5.7)
79 (1.9)74 (4.0)73 (4.1)
65 (2.4)
59 (3.0)- -* Teachers could indicate needing professional development in more than one area.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

403

Teachers’ Job Satisfaction
Teachers who are satisfied with their profession are more motivated, may be more likely to continue
teaching into the future, and may experience greater overall well-being. The TIMSS 2019 Teachers’
Job Satisfaction scale, based on teachers’ responses to five statements about how they feel about
being a teacher, is described in Exhibit 9.21 (see About the Scale). Exhibits 9.22, 9.23, 9.24, and 9.25
present teachers’ reports of their job satisfaction, including the percentage and average achievementof students with teachers who reported they were “very satisfied,” “somewhat satisfied,” and “less thansatisfied,” and the average scale score on the Teachers’ Job Satisfaction scale, for each country. Countries
are ordered by the percent “very satisfied.”
Across the TIMSS 2019 countries, almost all students in fourth and eighth grades were taught
mathematics and science by teachers who were “very satisfied” or “somewhat satisfied” with beinga teacher, with job satisfaction somewhat higher among fourth grade teachers than eighth gradeteachers. In fourth grade, 61 percent of students were taught mathematics and science by teachers whoreported they were “very satisfied,” and 34 percent were taught by teachers who reported they were“somewhat satisfied.” Only 5 percent of students had mathematics or science teachers who reported
they were “less than satisfied.” In eighth grade, 54 percent of students had mathematics teachers and53 percent of students had science teachers who said they were “very satisfied,” 39 percent of students
had mathematics and science teachers who said they were “somewhat satisfied,” and 7 and 8 percent
of students had mathematics and science teachers, respectively, who reported they were “less thansatisfied.”
In fourth grade, average achievement was somewhat higher for students of “very satisfied”
teachers compared with “somewhat satisfied” teachers (503 vs. 499 in mathematics and 493 vs. 490
in science). Counterintuitively, in both subjects, average achievement was highest for students with“less than satisfied” teachers (515 for mathematics and 508 for science), though there were few
students in this category, and in some countries, there were so few that average achievement could
not be estimated. In the eighth grade, average achievement was also higher for students with “verysatisfied” compared with “somewhat satisfied” teachers (493 vs. 486 for mathematics and 494 vs.
486 for science). In both subjects, for the few students with “less than satisfied” teachers, averageachievement was close to that of students with “somewhat satisfied” teachers (490 in mathematics
and 488 in science).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

404

Exhibit 9.21: Teachers’ Job Satisfaction
Students’ Results based on Teachers’ Reports

About the Scale
Students were scored according to their teachers’ responses to five statements on the Teachers’ Job Satisfaction scale. Cut scores divide the scale into
three categories. Students with Very Satisfied teachers had a score at or above the cut score corresponding to their teachers responding “very often” tothree of the five statements and “often” to the other two, on average. Students with Less than Satisfied teachers had a score at or below the cut score
corresponding to their teachers responding “sometimes” to three of the five statements and “often” to the other two, on average. All other students had
Somewhat Satisfied teachers.

How often do you feel the following way about being a teacher?

Very
often

Often

Sometimes

Never oralmostnever1) I am content with my profession as a teacher 2) I find my work full of meaning and purpose - - 3) I am enthusiastic about my job - - - - - - - - - - 4) My work inspires me - - - - - - - - - - - - - - - - - 5) I am proud of the work I do - - - - - - - - - - - - - -VerySatisfiedSomewhat
SatisfiedLess than Satisfied

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

Fourth Grade

10.1

6.5

Eighth Grade

10.2

6.8

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

405

Exhibit 9.22: Teachers’ Job Satisfaction
Students’ Results based on Teachers’ Reports
Very Satisfied
Country

KosovoAlbania
Iran, Islamic Rep. of
Oman
Philippines
Armenia
KuwaitNorth Macedonia
Pakistan
Qatar
BahrainSaudi Arabia
Bosnia and Herzegovina
United Arab Emirates
Georgia
Chile
Azerbaijan
Spain
Italy
SerbiaMontenegro
Kazakhstan
Austria
MoroccoAustralia
South Africa (5)Turkey (5)Netherlands
Croatia
CanadaLithuania
United States
Russian Federation
Bulgaria
Ireland
Malta
Portugal
Northern Ireland
Hong Kong SAR
CyprusNorway (5)LatviaSingapore
Slovak Republic
New Zealand
Hungary
SwedenChinese Taipei
EnglandDenmark
Belgium (Flemish)
Finland
Korea, Rep. of
Germany
Czech Republic
FrancePolandJapan

Somewhat Satisfied

Less than Satisfied

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

94 (1.9)91 (2.5)
87 (2.4)
87 (2.3)
87 (2.7)
83 (3.1)
83 (3.1)
80 (3.7)
79 (5.4)
78 (2.7)
78 (2.9)78 (2.9)78 (2.7)
78 (1.1)
77 (3.3)
77 (3.7)
77 (2.7)
73 (3.5)
71 (3.5)
70 (3.2)
70 (2.6)
68 (2.8)
68 (3.2)
67 (3.3)
65 (3.4)
64 (3.4)
64 (3.6)
64 (5.0)62 (3.8)
59 (2.5)
58 (3.7)
56 (2.3)
55 (3.8)
53 (4.0)52 (3.9)52 (0.4)
52 (3.3)
50 (4.3)
50 (4.4)
49 (3.7)
48 (3.9)48 (3.6)
47 (2.3)
46 (3.6)
46 (3.2)
44 (4.2)
43 (4.3)
42 (3.8)
41 (6.1)
41 (4.2)
40 (3.4)
39 (3.0)38 (3.6)
38 (3.7)
36 (3.9)35 (3.2)
32 (3.4)
31 (3.3)

446 (3.0)494 (3.6)
444 (4.0)
431 (4.5)294 (6.8)
498 (2.9)384 (5.5)470 (6.1)
333 (14.8)
447 (4.6)
481 (2.9)405 (4.6)453 (2.6)486 (2.5)
480 (4.7)
442 (3.6)
517 (3.2)
503 (2.6)515 (2.8)507 (4.2)
450 (2.7)512 (3.1)
541 (2.4)
395 (6.0)
519 (3.9)367 (5.0)526 (5.3)
535 (3.1)
510 (2.7)509 (2.8)
548 (4.1)
538 (3.4)564 (4.6)
526 (5.1)
549 (3.8)516 (1.7)
528 (3.2)
566 (4.1)
609 (5.6)
536 (4.1)
547 (3.3)
547 (3.5)
631 (5.6)
516 (4.6)
493 (4.7)
523 (5.4)525 (5.3)
600 (2.5)566 (7.4)
524 (3.5)535 (2.8)534 (3.7)601 (4.2)
519 (4.7)
536 (5.0)484 (5.5)523 (4.4)
591 (2.8)

6 (1.9)9 (2.5)
11 (2.3)
13 (2.3)
12 (2.6)
16 (3.1)
17 (3.0)
20 (3.7)
21 (5.3)
19 (2.2)
21 (3.0)
21 (2.9)20 (2.5)
19 (1.1)
23 (3.3)
23 (3.7)
22 (2.6)
25 (3.5)
28 (3.5)
27 (3.0)30 (2.5)
32 (2.8)
31 (3.2)
28 (3.3)
29 (2.9)31 (3.4)
31 (3.3)
33 (4.9)36 (3.9)36 (2.2)
38 (3.6)
33 (2.3)
43 (3.7)
43 (3.9)40 (3.6)
34 (0.4)
41 (3.4)
39 (4.1)
40 (4.3)
45 (3.8)
48 (4.0)50 (3.6)
44 (2.5)
43 (3.4)
44 (3.1)
50 (4.0)50 (4.2)
48 (4.2)
57 (5.9)47 (3.9)51 (3.4)
52 (3.3)
49 (3.7)
57 (3.9)54 (4.2)
55 (3.1)
49 (3.2)
58 (3.5)425 (12.0)
496 (13.0)
441 (9.6)
431 (10.7)
304 (15.3)
499 (5.3)
377 (14.0)478 (9.3)
318 (20.2)
460 (9.7)479 (5.7)375 (7.5)
449 (6.2)
473 (5.4)
488 (6.2)
436 (5.7)512 (5.9)
499 (4.8)515 (4.7)
507 (4.4)459 (3.4)
513 (4.3)
535 (4.2)
360 (6.5)
516 (7.0)385 (9.1)
522 (10.4)
541 (3.7)509 (3.8)516 (2.3)
531 (4.5)
531 (4.4)
571 (4.2)
505 (9.0)551 (3.2)
502 (2.2)525 (3.9)
568 (6.1)
599 (4.5)
531 (3.7)
542 (3.4)
545 (4.2)
618 (5.1)
507 (5.9)
485 (4.8)
527 (4.7)
519 (3.8)
598 (2.8)553 (6.6)525 (3.6)
532 (2.9)
531 (3.0)
602 (3.4)
523 (3.9)533 (3.6)
487 (3.5)
518 (3.4)
592 (2.3)

0 (0.0)0 (0.0)2 (0.9)0 (0.3)1 (0.8)1 (0.5)1 (0.6)0 (0.0)1 (0.7)3 (1.1)1 (0.8)1 (0.7)2 (0.9)3 (0.3)0 (0.0)0 (0.4)1 (0.5)2 (0.8)1 (0.7)3 (1.3)0 (0.4)0 (0.4)2 (0.8)5 (1.3)6 (1.6)5 (1.5)5 (1.8)3 (1.6)2 (0.7)5 (1.2)5 (1.6)
11 (1.6)
2 (1.1)4 (1.4)8 (2.3)14 (0.3)
7 (1.6)
11 (3.0)
10 (2.5)
6 (2.0)4 (1.7)2 (0.5)9 (1.4)11 (2.2)
10 (1.8)
6 (1.6)6 (1.9)10 (2.4)
1 (1.2)12 (2.6)
9 (2.2)9 (1.6)13 (2.5)5 (1.7)10 (1.9)
10 (2.6)
18 (2.8)
11 (2.3)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
442 (19.5)
~ ~
~ ~
~ ~
398 (10.5)
~ ~
~ ~
~ ~
~ ~
~ ~
530 (6.5)
~ ~
~ ~
~ ~
348 (10.8)
517 (14.3)
390 (36.6)
489 (18.1)
530 (15.4)~ ~518 (9.4)
539 (3.9)535 (6.0)~ ~478 (20.2)
533 (6.5)
500 (3.4)
511 (7.1)
561 (8.3)
576 (7.8)
529 (4.6)
549 (14.2)~ ~637 (10.7)
494 (10.8)
467 (10.1)
510 (15.8)
516 (6.6)
602 (6.3)~ ~523 (5.7)
538 (7.3)
531 (5.1)
587 (5.0)513 (11.1)
522 (6.9)
483 (10.2)
520 (6.3)
602 (6.0)

11.2 (0.06)
11.2 (0.07)
11.0 (0.09)
11.0 (0.08)
11.1 (0.10)
10.9 (0.08)
11.0 (0.10)
10.8 (0.11)
10.7 (0.14)
10.9 (0.10)
10.8 (0.10)
10.9 (0.08)
10.7 (0.09)
10.7 (0.04)
10.8 (0.09)
10.8 (0.12)
10.8 (0.08)
10.6 (0.11)
10.5 (0.11)
10.5 (0.11)
10.4 (0.07)
10.4 (0.09)
10.4 (0.11)
10.2 (0.13)
10.3 (0.14)
10.4 (0.11)
10.3 (0.15)
10.3 (0.15)
10.3 (0.10)
10.0 (0.10)
10.0 (0.13)
9.8 (0.11)
10.0 (0.13)
9.7 (0.14)
9.7 (0.15)
9.5 (0.02)
9.8 (0.12)
9.6 (0.19)
9.6 (0.17)
9.7 (0.14)
9.7 (0.13)
9.9 (0.12)
9.6 (0.09)
9.4 (0.14)
9.5 (0.13)
9.5 (0.15)
9.7 (0.15)
9.4 (0.15)
9.8 (0.19)
9.2 (0.17)
9.3 (0.13)
9.3 (0.09)
9.1 (0.16)
9.5 (0.13)
9.1 (0.14)
9.0 (0.13)
8.6 (0.15)
8.9 (0.14)

61 (0.5)503 (0.6)

34 (0.4)

499 (0.9)

5 (0.2)515 (2.1)###### ######

79 (1.7)
78 (3.4)
67 (2.3)
65 (4.2)
59 (4.1)
40 (4.6)

546 (2.4)
519 (2.1)
453 (4.1)
512 (5.0)596 (2.6)
530 (4.0)

18 (1.7)
19 (3.4)
27 (2.3)
30 (3.8)
38 (4.1)
52 (4.4)545 (7.0)
519 (5.6)
430 (7.4)
510 (4.3)
587 (3.9)534 (2.5)

2 (0.3)3 (1.3)7 (0.8)5 (1.7)3 (1.3)8 (2.7)~ ~473 (26.3)
366 (10.1)
518 (18.2)
604 (23.9)
530 (10.2)

10.9 (0.05)
10.6 (0.12)
10.3 (0.08)
10.2 (0.17)
10.1 (0.14)
9.3 (0.19)

r

r

r

s

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Abu Dhabi, UAE
Ontario, Canada
Moscow City, Russian Fed.
Quebec, CanadarrrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

406

Exhibit 9.23: Teachers’ Job Satisfaction
Students’ Results based on Teachers’ Reports
Very Satisfied
Country

KosovoAlbania
Iran, Islamic Rep. of
Philippines
KuwaitOman
Qatar
Armenia
North Macedonia
Pakistan
Saudi Arabia
Georgia
Bosnia and Herzegovina
Chile
BahrainAzerbaijan
United Arab Emirates
Italy
Spain
Turkey (5)SerbiaMontenegro
Kazakhstan
South Africa (5)Austria
MoroccoNetherlands
Croatia
Australia
CanadaLithuania
Chinese Taipei
United States
Russian Federation
Malta
CyprusIreland
Bulgaria
Portugal
Northern Ireland
Norway (5)LatviaSwedenHong Kong SAR
Hungary
Slovak Republic
New ZealandSingapore
Germany
Belgium (Flemish)
England
Korea, Rep. of
FinlandDenmark
FranceCzech Republic
PolandJapan

Somewhat Satisfied

Less than Satisfied

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

94 (1.9)90 (2.4)
87 (2.4)
87 (2.9)
82 (3.3)
81 (2.6)
81 (2.6)
81 (3.2)
80 (3.7)
80 (4.6)
79 (3.2)
78 (3.4)
78 (2.7)
77 (3.6)
77 (2.7)
76 (2.9)75 (1.3)
71 (3.5)
71 (3.6)
70 (3.4)
70 (3.2)
70 (2.6)
68 (2.8)
68 (3.5)
68 (3.1)
64 (3.4)
64 (5.0)62 (3.8)
61 (3.7)
58 (2.6)
58 (3.7)
57 (3.3)
56 (2.4)
54 (3.8)53 (0.5)
53 (4.4)
52 (3.9)52 (4.0)52 (3.3)
50 (4.3)
49 (4.3)
48 (3.7)
48 (4.3)
47 (4.3)
47 (3.8)
46 (3.4)
45 (3.4)
43 (2.6)
42 (4.3)
42 (3.4)
41 (6.1)
41 (3.4)
39 (3.1)
39 (3.8)
35 (3.4)
35 (3.6)
32 (4.0)30 (3.8)414 (3.8)488 (3.8)
442 (4.2)
246 (7.8)
394 (7.1)
434 (4.8)
449 (5.0)
468 (3.9)424 (7.0)
294 (16.1)
406 (4.4)455 (4.9)
461 (2.9)466 (3.3)
493 (3.7)
428 (3.7)
481 (2.5)509 (3.3)512 (2.4)
531 (4.5)
517 (4.5)
450 (3.2)
494 (4.0)
318 (6.6)
524 (2.9)393 (7.9)
517 (4.0)525 (2.7)
533 (3.3)
526 (2.7)
544 (3.7)
558 (2.5)
541 (3.6)565 (3.8)504 (1.9)517 (4.7)
528 (5.0)
537 (6.8)
507 (3.1)
518 (3.3)
540 (4.0)543 (3.2)
540 (4.7)
535 (5.1)
528 (4.2)
517 (5.8)507 (4.2)
593 (4.8)518 (3.8)503 (2.9)544 (6.3)
589 (3.3)
557 (3.6)
524 (3.7)
489 (5.0)
538 (4.3)
531 (4.9)559 (3.0)

6 (1.9)10 (2.4)
11 (2.3)
11 (2.9)
17 (3.4)
17 (2.6)
16 (2.4)
19 (3.2)
20 (3.7)
19 (4.5)
20 (3.2)
22 (3.4)
20 (2.5)
22 (3.6)
18 (2.7)
23 (2.9)21 (1.3)
28 (3.5)
27 (3.5)
27 (3.4)
27 (3.0)30 (2.5)
31 (2.8)
27 (3.1)
30 (3.1)
32 (3.4)
33 (4.9)36 (3.9)34 (3.3)
36 (2.4)
38 (3.6)
39 (3.2)
33 (2.3)
42 (3.7)
32 (0.4)
40 (4.5)
40 (3.6)
42 (4.0)41 (3.4)
39 (4.1)
48 (4.4)
48 (3.7)
46 (4.4)
44 (4.1)
46 (3.7)
45 (3.5)
46 (3.2)
47 (2.7)
50 (4.4)
50 (3.4)
56 (5.9)45 (3.5)
51 (3.3)
52 (4.1)
53 (3.2)
53 (3.9)46 (4.6)
59 (4.2)

392 (13.6)
499 (13.6)
436 (10.0)
265 (19.2)
390 (15.3)
450 (10.9)456 (12.8)
460 (5.9)436 (11.3)
287 (18.3)
379 (12.2)
454 (6.2)
453 (7.1)
474 (5.5)496 (10.4)
425 (6.8)456 (5.8)
511 (4.8)507 (4.4)514 (9.7)
514 (4.9)
462 (4.2)
495 (5.3)
339 (12.0)
518 (5.5)343 (8.0)
521 (4.4)522 (3.0)533 (4.8)523 (2.3)
526 (4.5)559 (2.6)534 (4.4)570 (3.9)487 (2.1)
507 (3.6)
532 (3.4)509 (9.7)504 (3.5)
520 (4.6)
540 (3.1)
542 (3.2)
538 (4.6)
533 (4.7)
532 (4.1)
526 (5.8)501 (3.8)593 (4.9)
519 (4.1)
499 (3.4)
536 (5.9)
588 (3.1)
554 (3.3)
524 (3.9)490 (3.7)
532 (3.6)
531 (4.0)563 (2.5)

0 (0.0)0 (0.0)2 (0.9)2 (1.2)1 (0.6)2 (0.8)3 (1.1)0 (0.2)0 (0.0)1 (0.8)1 (0.8)0 (0.0)2 (0.9)0 (0.4)5 (1.1)1 (0.5)4 (0.5)1 (0.7)2 (1.1)3 (1.2)3 (1.3)0 (0.4)0 (0.4)5 (1.4)2 (0.8)4 (1.3)3 (1.6)2 (0.7)6 (1.4)6 (1.3)5 (1.6)4 (1.5)
11 (1.5)
3 (1.2)15 (0.3)
7 (2.2)8 (2.3)6 (1.7)7 (1.6)
11 (3.0)
3 (1.7)4 (1.7)5 (1.8)8 (2.1)6 (1.9)9 (2.0)10 (1.7)
9 (1.5)8 (2.3)9 (2.2)2 (1.7)14 (2.4)
10 (1.6)
9 (2.1)
12 (3.0)
12 (2.3)
22 (3.7)
11 (2.3)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
437 (16.7)
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
473 (7.7)~ ~389 (12.2)~ ~~ ~537 (21.5)
543 (6.5)~ ~~ ~321 (35.2)~ ~
331 (17.4)
507 (21.8)~ ~542 (11.1)
521 (6.4)
537 (3.8)552 (7.4)
541 (6.0)
579 (8.8)
485 (3.4)
508 (9.0)
511 (8.1)
475 (26.0)
490 (6.8)515 (6.5)
532 (19.5)
532 (27.8)
548 (7.4)
511 (8.6)
519 (15.3)
505 (16.7)
486 (10.1)
611 (10.4)
516 (8.5)506 (7.1)~ ~581 (6.1)
550 (5.9)508 (5.3)
481 (10.2)
529 (5.7)
533 (4.2)
562 (4.5)

11.2 (0.06)
11.2 (0.07)
11.0 (0.09)
11.1 (0.10)
11.0 (0.10)
10.8 (0.08)
10.9 (0.10)
10.9 (0.09)
10.8 (0.11)
10.6 (0.17)
10.9 (0.09)
10.8 (0.09)
10.7 (0.09)
10.8 (0.11)
10.5 (0.09)
10.7 (0.08)
10.6 (0.05)
10.5 (0.11)
10.5 (0.11)
10.6 (0.12)
10.5 (0.11)
10.4 (0.07)
10.4 (0.09)
10.3 (0.15)
10.3 (0.10)
10.3 (0.13)
10.3 (0.15)
10.3 (0.10)
10.2 (0.14)
10.0 (0.10)
10.0 (0.13)
10.0 (0.13)
9.8 (0.11)
10.0 (0.13)
9.5 (0.02)
9.7 (0.18)
9.7 (0.15)
9.7 (0.16)
9.8 (0.12)
9.6 (0.19)
9.6 (0.15)
9.8 (0.13)
9.8 (0.15)
9.6 (0.16)
9.6 (0.15)
9.4 (0.12)
9.4 (0.14)
9.4 (0.11)
9.5 (0.15)
9.4 (0.13)
9.7 (0.20)
9.1 (0.15)
9.3 (0.10)
9.3 (0.13)
9.0 (0.14)
9.0 (0.15)
8.6 (0.18)
8.9 (0.14)

61 (0.5)493 (0.6)

34 (0.5)490 (1.0)

5 (0.2)508 (2.2)###### ######

79 (2.0)71 (3.6)
66 (2.3)
65 (4.6)
59 (4.1)
40 (4.6)552 (2.7)
527 (2.0)432 (4.1)
527 (5.0)
598 (2.6)
523 (3.4)

18 (1.9)27 (3.3)
28 (2.3)
29 (4.2)
39 (4.1)
51 (4.4)

539 (6.6)515 (3.8)406 (8.3)
526 (4.3)
589 (3.9)523 (3.1)

3 (0.7)2 (1.4)7 (1.0)6 (1.8)3 (1.3)9 (2.9)510 (12.6)~ ~342 (10.0)
529 (11.3)
610 (25.0)
518 (8.9)

10.8 (0.06)
10.5 (0.12)
10.2 (0.09)
10.2 (0.18)
10.1 (0.14)
9.3 (0.19)

r

r

r

s

s

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Abu Dhabi, UAE
Ontario, Canada
Moscow City, Russian Fed.
Quebec, CanadarrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

407

Exhibit 9.24: Teachers’ Job Satisfaction
Students’ Results based on Teachers’ Reports
Very Satisfied
Country

Saudi Arabia
KuwaitBahrain
United Arab Emirates
Qatar
Egypt
Chile
LebanonIsraelSouth Africa (9)MoroccoOman
Iran, Islamic Rep. of
Kazakhstan
Georgia
JordanRomania
IrelandTurkeyCyprusMalaysia
United States
New ZealandChinese Taipei
Norway (9)Australia
Italy
SwedenSingapore
Russian Federation
Hong Kong SAR
Portugal
Hungary
Korea, Rep. of
EnglandLithuania
FranceFinlandJapan

Somewhat Satisfied

Less than Satisfied

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

86 (2.3)
86 (2.2)
78 (3.0)77 (1.2)
74 (4.0)72 (3.9)72 (3.8)70 (3.6)
68 (2.8)64 (2.9)63 (3.5)
63 (3.3)
63 (3.4)
62 (3.7)
62 (4.3)
58 (4.1)
57 (3.6)
57 (2.9)55 (4.4)
51 (3.7)
49 (3.4)
49 (2.9)48 (3.8)
47 (3.5)
45 (4.2)
45 (3.4)
43 (4.1)
41 (3.6)40 (2.6)
39 (3.1)
39 (4.1)
37 (4.1)
37 (3.3)
37 (3.3)
37 (4.9)36 (3.8)
32 (4.1)
30 (2.3)
27 (3.1)

391 (2.7)400 (5.2)
483 (2.2)483 (2.8)
448 (5.8)422 (6.4)
439 (3.9)432 (4.2)
524 (6.5)
388 (3.3)
393 (3.5)415 (4.0)
448 (4.9)
480 (4.5)
461 (5.2)
422 (5.8)486 (6.2)
531 (3.6)
501 (8.3)
511 (3.6)456 (5.9)
521 (7.0)
481 (6.9)
618 (4.3)
510 (4.0)529 (5.6)495 (4.4)508 (4.1)
627 (7.2)
542 (6.7)
579 (9.4)505 (5.5)
532 (6.0)
608 (4.8)533 (11.3)
526 (6.0)
485 (6.4)
512 (4.1)
603 (5.2)

12 (2.4)
14 (2.2)
21 (3.0)
20 (1.1)
24 (3.7)
25 (3.6)
27 (3.9)29 (3.6)
26 (2.8)
31 (2.7)
31 (3.5)
28 (3.2)
29 (3.3)
36 (3.8)
37 (4.4)
31 (3.9)37 (3.3)
35 (2.5)
38 (4.0)35 (4.0)48 (3.4)
40 (2.8)
39 (3.5)
43 (3.3)
53 (4.3)
46 (3.5)
50 (3.8)
53 (3.8)
49 (2.5)
53 (3.2)
49 (4.1)
49 (4.3)
54 (3.5)
52 (3.6)
58 (4.6)
52 (3.8)
53 (4.5)
56 (2.7)
58 (3.3)

398 (9.0)415 (13.1)
474 (4.8)
448 (6.4)
426 (8.4)
398 (7.9)445 (5.8)425 (8.0)506 (10.5)
395 (5.0)382 (4.2)
405 (6.3)
445 (8.9)495 (5.7)
462 (8.4)
422 (7.5)
469 (6.9)
519 (5.4)
487 (8.3)
496 (5.1)
463 (6.3)
512 (6.1)
481 (5.3)
608 (4.2)
501 (3.6)515 (6.0)
501 (3.8)501 (3.7)
609 (5.4)
545 (5.6)
580 (6.2)
498 (5.0)507 (5.1)
603 (3.8)522 (10.6)
517 (4.9)482 (3.9)508 (3.1)
591 (3.6)

2 (1.2)0 (0.0)1 (0.7)3 (0.4)2 (0.9)3 (1.4)1 (0.8)1 (0.7)6 (1.7)5 (1.4)6 (1.6)
10 (2.3)
8 (1.8)2 (1.2)1 (0.8)11 (2.5)5 (1.7)8 (1.7)7 (2.1)14 (3.4)
3 (1.4)11 (1.9)
14 (2.8)
10 (2.0)
2 (1.0)9 (1.9)7 (2.1)6 (1.5)
11 (1.5)
8 (1.7)13 (2.5)
14 (2.9)9 (1.9)11 (2.3)
6 (2.5)
11 (3.0)
15 (3.3)
14 (2.1)
15 (2.3)

~ ~
~ ~
~ ~
419 (13.7)~ ~341 (21.2)~ ~~ ~524 (18.1)
379 (8.3)
378 (9.2)
394 (8.2)
436 (13.5)~ ~~ ~406 (8.1)
482 (15.5)504 (12.2)
512 (20.7)
503 (7.2)
487 (24.4)
513 (11.9)
488 (8.8)608 (12.4)~ ~492 (12.1)
492 (10.7)
488 (12.8)
604 (11.0)
539 (13.5)
562 (13.3)
496 (7.2)
490 (14.6)
622 (8.6)
440 (23.7)
522 (9.4)
479 (7.1)
508 (6.3)
592 (6.9)

11.0 (0.09)
11.1 (0.07)
10.8 (0.08)
10.8 (0.04)
10.8 (0.12)
10.4 (0.13)
10.6 (0.12)
10.5 (0.11)
10.4 (0.10)
10.3 (0.10)
10.1 (0.12)
10.1 (0.13)
10.2 (0.12)
10.3 (0.13)
10.3 (0.11)
10.0 (0.15)
10.1 (0.13)
9.9 (0.12)
10.1 (0.16)
9.7 (0.17)
10.0 (0.12)
9.7 (0.12)
9.5 (0.16)
9.7 (0.12)
9.9 (0.13)
9.6 (0.12)
9.7 (0.15)
9.6 (0.12)
9.4 (0.11)
9.5 (0.11)
9.3 (0.15)
9.2 (0.15)
9.3 (0.12)
9.1 (0.14)
9.4 (0.18)
9.3 (0.14)
9.1 (0.15)
9.0 (0.10)
8.9 (0.12)

54 (0.6)

493 (0.9)

39 (0.6)

486 (1.1)

7 (0.3)490 (2.4)###### ######

77 (1.5)
72 (2.4)
67 (4.3)
65 (4.2)
50 (3.8)
49 (5.2)
47 (4.1)

542 (3.3)
448 (5.0)
531 (4.3)
420 (5.1)
586 (6.2)
547 (5.7)
439 (8.6)

21 (1.7)
25 (2.4)
29 (4.3)
31 (4.0)46 (3.7)
45 (5.2)
46 (3.8)523 (7.9)405 (9.6)535 (10.9)423 (7.3)
565 (5.4)
540 (6.3)
444 (7.8)

2 (0.6)3 (0.9)3 (1.4)4 (1.3)3 (1.4)6 (2.3)7 (2.2)~ ~370 (17.6)
525 (15.9)
408 (20.0)554 (18.2)
523 (16.4)
449 (15.5)

10.8 (0.05)
10.6 (0.08)
10.4 (0.14)
10.3 (0.14)
9.8 (0.13)
9.8 (0.17)
9.6 (0.14)

r

r

s
r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Gauteng, RSA (9)Moscow City, Russian Fed.
Quebec, Canada
Western Cape, RSA (9)rThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
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Exhibit 9.25: Teachers’ Job Satisfaction
Students’ Results based on Teachers’ Reports
Very Satisfied
Country

KuwaitSaudi Arabia
United Arab Emirates
Qatar
Egypt
BahrainOman
Chile
TurkeyMoroccoIran, Islamic Rep. of
LebanonGeorgia
IsraelKazakhstan
South Africa (9)IrelandJordanAustralia
Romania
CyprusChinese Taipei
United States
Malaysia
Singapore
SwedenItaly
Norway (9)Korea, Rep. of
EnglandHong Kong SAR
Russian Federation
New Zealand
Lithuania
Finland
Portugal
Hungary
FranceJapan

Somewhat Satisfied

Less than Satisfied

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

85 (3.0)
81 (3.1)
76 (1.4)
75 (3.5)
73 (3.2)
72 (2.9)70 (3.1)
69 (3.4)
68 (3.3)
65 (2.4)
63 (3.3)
63 (3.2)
62 (2.7)
60 (3.4)
59 (1.9)57 (2.9)55 (3.6)
55 (3.9)55 (3.0)
54 (2.4)
53 (2.5)
49 (3.6)
49 (2.6)
48 (3.7)
48 (2.8)
44 (3.6)
43 (3.8)
41 (4.2)
40 (3.6)
39 (5.0)39 (3.8)
38 (1.8)
37 (3.4)
34 (2.2)
32 (2.0)31 (2.8)
31 (2.2)
26 (2.6)
22 (3.5)450 (6.0)
437 (3.0)
481 (3.2)
475 (5.4)
395 (6.0)
492 (2.4)
463 (3.6)
468 (3.2)
522 (4.5)393 (3.5)
449 (4.5)385 (6.0)
450 (4.1)
516 (6.4)
473 (3.7)
366 (4.3)
532 (3.5)
467 (4.9)535 (4.2)
477 (5.5)487 (3.2)
576 (3.0)
532 (5.5)470 (5.5)
612 (6.2)
524 (4.9)
497 (4.7)
496 (4.3)
566 (3.1)
526 (10.4)
504 (9.8)545 (4.3)
504 (5.3)
538 (4.0)
546 (4.5)
524 (5.3)
533 (4.7)
493 (4.5)568 (3.5)

15 (3.0)
15 (2.7)
20 (1.4)
22 (3.1)
25 (3.4)
24 (3.0)22 (2.9)29 (3.4)
28 (3.1)
30 (2.4)
32 (3.3)
35 (3.1)
36 (2.5)
34 (3.7)
39 (1.9)35 (2.7)
38 (3.4)
37 (3.9)34 (3.0)41 (2.3)
37 (2.3)
34 (3.0)39 (2.6)
49 (3.9)41 (2.8)
47 (3.7)
49 (3.5)
57 (4.2)
46 (3.4)
46 (5.5)
48 (4.2)
55 (2.0)51 (4.1)
53 (2.0)55 (2.1)
46 (2.6)
58 (2.4)
54 (3.3)
63 (3.9)419 (16.0)
403 (9.1)
449 (8.1)
474 (7.9)
376 (9.9)475 (6.0)445 (9.1)
452 (6.9)504 (5.8)
398 (3.3)455 (8.0)
362 (8.1)
441 (4.6)
513 (7.2)
485 (4.7)
374 (6.0)
527 (4.4)
440 (8.6)
531 (6.3)
466 (5.2)
489 (4.7)
571 (3.8)515 (8.8)448 (6.8)
604 (6.6)
522 (4.7)504 (3.4)
499 (4.8)560 (3.4)
528 (8.4)
511 (8.4)
543 (4.6)
501 (6.9)
533 (3.3)
542 (3.3)
519 (3.7)
531 (3.4)
489 (3.6)
571 (3.0)

0 (0.0)3 (1.6)4 (0.5)3 (1.5)2 (1.3)4 (1.3)8 (2.2)2 (1.1)4 (1.6)5 (1.2)5 (1.5)2 (0.6)
1 (0.5)7 (1.9)2 (0.5)8 (1.7)7 (2.1)8 (1.7)
11 (2.0)5 (1.2)9 (1.3)17 (2.4)
12 (1.9)
3 (1.0)11 (1.7)
9 (2.3)8 (2.3)2 (1.4)14 (2.7)
15 (3.9)
14 (3.2)
7 (1.1)
12 (2.4)
13 (1.6)
13 (1.6)
22 (2.4)
11 (1.5)
20 (2.9)
16 (2.7)~ ~421 (15.4)
438 (15.6)
478 (17.4)~ ~456 (13.3)
438 (9.0)~ ~485 (17.0)
392 (7.7)
421 (10.9)~ ~~ ~499 (18.7)~ ~379 (10.9)
501 (14.2)
405 (17.3)
520 (8.9)447 (10.2)
476 (7.5)
575 (6.4)
522 (11.3)
487 (20.3)
598 (12.4)
505 (10.2)
500 (9.3)~ ~549 (5.5)496 (23.5)
482 (18.5)
529 (7.7)
494 (12.5)
520 (4.4)
539 (5.5)513 (4.5)504 (7.4)
480 (5.6)565 (4.2)

11.1 (0.10)
11.0 (0.11)
10.7 (0.05)
10.8 (0.11)
10.5 (0.11)
10.6 (0.11)
10.3 (0.13)
10.6 (0.11)
10.5 (0.11)
10.3 (0.08)
10.2 (0.13)
10.3 (0.09)
10.3 (0.07)
10.1 (0.12)
10.2 (0.06)
10.0 (0.11)
9.8 (0.13)
9.9 (0.13)
9.9 (0.11)
10.0 (0.09)
9.8 (0.09)
9.5 (0.15)
9.7 (0.10)
9.9 (0.12)
9.7 (0.11)
9.6 (0.13)
9.6 (0.15)
9.6 (0.13)
9.3 (0.16)
9.3 (0.22)
9.3 (0.15)
9.4 (0.07)
9.4 (0.12)
9.2 (0.09)
9.0 (0.09)
8.7 (0.13)
9.1 (0.09)
8.7 (0.12)
8.6 (0.14)

53 (0.5)494 (0.8)

39 (0.5)486 (1.1)

8 (0.3)488 (2.2)###### ######

77 (2.4)
69 (2.4)
68 (5.2)
53 (4.2)
46 (2.3)
45 (4.5)- -554 (3.8)433 (6.2)
524 (5.8)416 (6.9)
567 (3.4)
458 (11.1)- -19 (2.4)
24 (2.3)
26 (4.6)
38 (4.1)
49 (2.1)
45 (4.3)- -533 (9.5)
384 (10.3)
514 (7.7)
424 (8.8)567 (3.3)
434 (8.5)- -5 (1.0)6 (1.2)6 (2.6)9 (2.6)5 (0.9)11 (2.4)- -565 (15.1)
364 (15.3)
521 (9.9)441 (18.5)
557 (6.9)
392 (10.7)- -10.8 (0.07)
10.5 (0.09)
10.4 (0.20)
9.9 (0.16)
9.8 (0.08)
9.6 (0.15)
- -

r

r
s

r
s

r

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Gauteng, RSA (9)Moscow City, Russian Fed.
Western Cape, RSA (9)Quebec, CanadarsyThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT,AND JOB SATISFACTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

409

10

Challenges to Teaching and Learning
Student Absenteeism
Exhibits 10.1, 10.2, 10.3, and 10.4 present students’ reports about the frequency they are absent
from school—“never or almost never,” “once every two months,” “once a month,” “once every two
weeks,” and “once a week,” with the percentage of students and average achievement reported foreach category. Countries are sorted by the percentage of students reporting they are “never or almost
never” absent. In fourth grade (Exhibits 10.1 and 10.2), 61 percent of students, on average, reported
they are “never or almost never” absent, 13 percent that they are absent “once every two months,”
10 percent that they are absent “once a month,” 5 percent that they are absent “once every two weeks,”and 11 percent that they are absent “once a week.” Just over half (55%) of eighth grade students said
they are absent “never or almost never,” 16 percent that they are absent “once every two months,” 14
percent “once a month,” 7 percent “once every two weeks,” and 8 percent “once a week” (Exhibits 10.3
and 10.4). In both grades, students in Korea reported the lowest rate of absenteeism, with 88 percent
of fourth grade students and 94 percent of eighth grade students reporting that they are “never oralmost never” absent, and just 1 percent or less saying that they are absent “once a week.” In contrast,
in some countries, more than one-fifth or more of students miss school “once a week.”
Because coming to school is the foundation for having an opportunity to learn, it is not
surprising that an increase in frequency of being absent is highly related to a decrease in averageachievement, especially for students absent “once every two weeks” or more. For example, the average
mathematics score in eighth grade decreased from 502 for students “never or almost never” absent
to 495 for students absent “once every two months,” to 475 for students absent “once a month,” to452 for students absent “once every two weeks,” and to 412 for students absent “once a week”—a90-point difference between regular attendance and missing school very often. Frequently missing
school may indicate that a student has other challenges, which can cause or compound the problemof missed instruction.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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Exhibit 10.1: Frequency of Student Absences
Students’ Reports
Never or
Almost NeverCountry

Once Every
Two Months

Once a MonthOnce Every
Two Weeks

Once a Week

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Korea, Rep. ofFrancePortugal
Chinese Taipei
Japan
Spain
Belgium (Flemish)
Austria
Germany
Lithuania
Hong Kong SAR
Singapore
CyprusMontenegro
Netherlands
Russian Federation
Albania
England
SerbiaLatviaNorthern Ireland
Italy
KosovoMalta
Norway (5)MoroccoUnited States
Bulgaria
Chile
Bosnia and Herzegovina
PolandCanadaIrelandTurkey (5)SwedenBahrain
United Arab Emirates
Croatia
Denmark
Australia
Oman
New Zealand
North Macedonia
Iran, Islamic Rep. of
Kazakhstan
Qatar
Azerbaijan
South Africa (5)Armenia
KuwaitHungary
Saudi Arabia
Czech Republic
Finland
Georgia
Slovak Republic
Philippines
Pakistan

88 (0.7)
82 (0.9)82 (0.8)81 (0.8)79 (0.7)
79 (0.9)79 (0.8)78 (0.8)77 (0.8)
76 (1.0)74 (1.2)
74 (0.8)74 (0.9)72 (0.7)
71 (1.1)
71 (1.2)
69 (1.5)
68 (1.0)68 (1.5)
67 (1.0)67 (1.0)
66 (0.9)66 (1.0)
66 (0.8)
66 (1.2)
64 (1.2)
63 (0.9)62 (1.5)61 (0.9)61 (1.0)60 (0.9)60 (0.9)60 (0.9)60 (1.1)
60 (1.1)
59 (0.8)58 (0.5)
57 (1.1)
57 (1.1)
57 (0.9)55 (0.9)55 (0.9)54 (1.9)53 (1.3)
53 (1.5)
53 (1.0)50 (1.4)
49 (1.2)
49 (1.1)
47 (1.6)42 (1.0)42 (1.2)
41 (1.0)39 (1.0)38 (1.2)
35 (1.0)32 (1.5)
30 (3.6)604 (2.2)
491 (3.0)
530 (2.7)
604 (1.8)602 (1.7)
509 (2.3)
538 (1.8)543 (2.1)
529 (2.4)
546 (2.8)610 (3.5)
638 (3.5)
540 (2.7)
464 (2.0)543 (1.9)570 (3.5)502 (3.4)565 (3.4)
518 (3.3)
550 (3.1)
580 (2.9)519 (2.4)457 (2.9)517 (1.7)
549 (2.5)394 (4.5)
547 (2.5)527 (3.4)451 (2.6)
462 (2.7)
531 (2.7)
519 (2.3)
559 (2.5)
542 (4.4)
526 (3.2)
491 (2.8)
497 (1.9)517 (2.9)532 (2.3)
525 (3.2)
452 (4.2)
499 (2.9)494 (5.7)
461 (3.8)523 (3.1)
472 (4.3)
535 (2.9)
401 (4.0)
511 (2.7)
410 (5.4)
541 (3.3)
419 (4.4)
540 (3.3)
537 (3.0)495 (4.1)
527 (3.3)
329 (7.3)
337 (18.2)

7 (0.6)6 (0.5)6 (0.5)
11 (0.7)
12 (0.5)
6 (0.5)
11 (0.6)
10 (0.5)
9 (0.6)
10 (0.6)
14 (0.8)
13 (0.5)
11 (0.7)
5 (0.4)15 (0.8)
12 (0.7)
11 (0.9)
17 (0.7)
9 (1.0)11 (0.5)
18 (0.9)
8 (0.5)
11 (0.9)
14 (0.6)
15 (0.9)
11 (0.8)
15 (0.6)
14 (0.9)
7 (0.4)13 (0.7)
15 (0.6)
16 (0.6)
20 (0.7)
14 (0.7)
16 (0.7)
8 (0.4)10 (0.3)
22 (0.9)
17 (0.7)
18 (0.8)
10 (0.8)
18 (0.6)
13 (1.1)
16 (0.8)
12 (0.7)
11 (0.5)
18 (0.9)
8 (0.4)11 (0.6)
7 (0.5)27 (0.9)
10 (0.6)
29 (0.8)36 (0.8)
17 (1.0)25 (0.9)9 (0.5)
11 (0.8)585 (5.8)
494 (6.3)
531 (6.2)
598 (4.1)
582 (3.8)510 (6.1)
529 (3.6)
548 (3.6)
529 (4.8)
548 (5.2)
591 (4.4)623 (4.0)
526 (4.8)463 (6.3)
539 (3.4)
573 (4.4)513 (5.9)554 (5.3)
525 (6.7)
551 (4.3)
563 (4.6)
523 (5.3)
452 (6.1)
514 (4.0)557 (3.7)400 (10.4)
548 (3.4)
538 (4.9)
460 (6.1)
463 (3.4)
527 (4.4)
517 (3.1)
552 (4.1)
534 (5.5)534 (4.9)
485 (6.5)
500 (2.8)514 (3.6)
533 (3.4)
531 (4.1)
438 (6.5)
506 (4.1)
488 (8.3)
456 (6.8)
519 (4.4)474 (5.3)
525 (4.2)
379 (6.1)
503 (4.0)
407 (9.8)
529 (3.2)
420 (5.1)
539 (2.9)537 (2.6)
496 (6.9)
522 (4.0)294 (7.6)
323 (13.7)

3 (0.3)5 (0.4)5 (0.4)3 (0.3)5 (0.4)6 (0.4)5 (0.3)6 (0.5)6 (0.4)6 (0.5)5 (0.5)6 (0.3)8 (0.4)7 (0.4)8 (0.6)8 (0.5)6 (0.6)8 (0.6)
10 (0.9)
10 (0.5)
9 (0.6)
10 (0.5)5 (0.4)9 (0.5)
11 (0.6)
9 (0.5)9 (0.4)9 (0.6)8 (0.4)9 (0.4)11 (0.6)
12 (0.5)
11 (0.7)
11 (0.6)
14 (0.8)8 (0.4)9 (0.3)12 (0.7)
13 (0.7)
13 (0.6)
9 (0.5)12 (0.6)
9 (0.7)9 (0.5)10 (0.5)
9 (0.5)12 (0.7)
11 (0.6)
12 (0.6)
11 (0.7)
16 (0.6)
11 (0.6)
16 (0.7)
17 (0.7)
14 (0.9)19 (0.9)
14 (0.8)
23 (2.3)

575 (11.3)
474 (6.2)
520 (6.0)
589 (7.8)557 (5.4)
491 (5.0)
511 (5.6)535 (5.5)
518 (5.3)
552 (7.9)
590 (7.7)
596 (6.6)
519 (5.6)
451 (4.4)525 (5.7)565 (5.2)
499 (7.5)
547 (6.3)
504 (7.9)
548 (4.7)
541 (6.0)
519 (5.6)
439 (5.5)
501 (4.4)533 (4.5)372 (12.8)
536 (4.5)505 (6.5)
447 (5.7)456 (4.4)523 (4.9)506 (3.1)
535 (5.2)
511 (5.6)
514 (5.1)
484 (4.3)
481 (3.5)
496 (4.8)524 (4.1)
513 (4.2)
409 (5.0)484 (5.1)
468 (7.6)
433 (5.3)512 (5.0)441 (7.2)
510 (4.5)357 (5.9)
499 (4.5)379 (7.9)
517 (4.3)
408 (6.4)
541 (4.7)
529 (3.9)489 (4.8)515 (4.8)
265 (8.1)
335 (16.3)

1 (0.2)2 (0.3)2 (0.2)1 (0.2)1 (0.2)3 (0.3)2 (0.3)2 (0.2)2 (0.3)3 (0.3)3 (0.3)2 (0.2)3 (0.3)4 (0.3)2 (0.3)3 (0.4)3 (0.3)3 (0.3)5 (0.4)4 (0.4)3 (0.4)6 (0.4)3 (0.3)4 (0.3)4 (0.5)4 (0.4)5 (0.3)5 (0.6)6 (0.4)4 (0.4)5 (0.4)5 (0.3)4 (0.3)5 (0.3)5 (0.5)5 (0.4)6 (0.2)3 (0.3)5 (0.4)6 (0.4)5 (0.3)5 (0.4)4 (0.4)7 (1.0)3 (0.3)6 (0.5)5 (0.4)7 (0.5)6 (0.5)8 (0.5)6 (0.4)9 (0.5)7 (0.4)5 (0.3)9 (0.7)8 (0.5)13 (0.8)
10 (1.4)

~ ~
~ ~
~ ~
~ ~
~ ~
468 (8.9)
~ ~
~ ~
~ ~
515 (10.5)
557 (8.9)~ ~485 (8.7)
437 (8.1)~ ~539 (10.2)
451 (12.7)
524 (14.0)
488 (6.8)
530 (5.5)514 (10.9)
502 (6.3)
421 (11.4)
478 (8.5)504 (9.0)334 (12.0)
507 (7.4)484 (8.4)
432 (6.6)415 (6.9)
490 (6.5)
487 (6.0)515 (7.7)
485 (12.1)
511 (6.9)
467 (6.5)
445 (3.5)
498 (8.0)
514 (6.8)
489 (7.2)
382 (7.4)
456 (6.6)
429 (12.8)
405 (9.7)
494 (6.6)
416 (7.7)504 (6.8)
318 (4.7)
487 (5.3)
350 (9.0)
497 (5.6)
376 (6.5)
518 (6.1)
515 (6.7)
464 (7.1)
487 (8.0)
263 (7.3)
318 (12.4)

1 (0.2)5 (0.5)5 (0.4)3 (0.3)3 (0.3)7 (0.5)3 (0.3)4 (0.4)5 (0.4)4 (0.4)4 (0.6)5 (0.5)4 (0.4)12 (0.5)
4 (0.4)6 (0.4)10 (0.7)
4 (0.4)9 (0.7)8 (0.5)4 (0.4)10 (0.7)
15 (0.8)
6 (0.4)5 (0.4)12 (0.7)
8 (0.4)11 (1.3)
18 (0.9)
13 (0.7)
9 (0.5)6 (0.4)4 (0.5)10 (0.6)
5 (0.4)19 (0.8)
17 (0.3)
7 (0.7)9 (0.6)7 (0.5)21 (1.0)9 (0.4)20 (1.2)
15 (0.8)
21 (1.1)
21 (0.8)
15 (0.9)24 (0.7)
22 (0.9)28 (1.2)
9 (0.7)28 (0.9)
8 (0.5)4 (0.4)21 (1.2)
13 (1.0)32 (1.1)
26 (2.4)~ ~406 (7.0)
469 (5.4)
519 (6.6)
506 (6.8)
448 (6.6)
480 (6.8)
482 (5.7)
471 (6.9)
482 (6.6)
537 (7.0)
516 (7.6)475 (7.9)405 (4.3)
496 (7.9)535 (6.8)
449 (5.4)
472 (9.0)440 (7.7)
518 (6.1)
450 (9.3)
480 (4.4)403 (5.8)458 (5.0)495 (7.0)353 (7.1)
457 (4.7)
445 (11.0)
409 (4.4)
410 (4.1)
458 (4.3)455 (4.8)472 (7.8)
440 (5.8)472 (7.1)
451 (3.5)
439 (2.8)459 (5.8)477 (5.7)
435 (7.5)
401 (5.3)
407 (4.8)433 (7.3)
397 (5.9)483 (4.0)403 (4.5)486 (4.4)348 (3.8)474 (3.3)
354 (5.4)
458 (5.0)367 (4.2)
484 (6.3)
477 (8.1)
446 (6.3)
451 (7.2)
301 (6.5)
320 (11.3)

International Average

61 (0.2)

512 (0.5)

13 (0.1)

509 (0.7)

10 (0.1)

495 (0.8)

5 (0.1)462 (1.2)

11 (0.1)

448 (0.8)81 (0.8)71 (0.9)67 (1.0)60 (0.9)55 (1.7)
54 (0.9)522 (2.1)
534 (2.8)594 (2.4)551 (1.7)
521 (4.2)
460 (2.3)

6 (0.4)13 (0.6)
13 (0.6)
12 (0.6)
18 (1.1)
9 (0.5)530 (5.1)
539 (4.6)604 (3.5)551 (3.8)519 (4.5)
464 (3.9)

6 (0.5)10 (0.6)
11 (0.6)
11 (0.5)
14 (0.9)9 (0.4)511 (5.2)
525 (4.7)
595 (4.0)545 (4.3)
507 (5.2)
439 (5.6)

2 (0.2)3 (0.3)5 (0.3)5 (0.3)6 (0.5)7 (0.3)~ ~513 (13.5)
583 (6.3)
528 (8.1)
493 (8.6)
403 (5.0)

5 (0.5)4 (0.5)5 (0.4)13 (0.5)
7 (0.6)20 (0.6)465 (7.2)
484 (8.3)
549 (6.3)
511 (3.9)455 (7.5)
397 (3.4)

Benchmarking Participants
Madrid, Spain
Quebec, Canada
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAEr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

411

Exhibit 10.2: Frequency of Student Absences
Students’ Reports
Never or
Almost NeverCountry

Once Every
Two Months

Once a MonthOnce Every
Two Weeks

Once a Week

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Korea, Rep. ofFrancePortugal
Chinese Taipei
Japan
Spain
Belgium (Flemish)
Austria
Germany
Lithuania
Hong Kong SAR
Singapore
CyprusMontenegro
Netherlands
Russian Federation
Albania
England
SerbiaLatviaNorthern Ireland
Italy
KosovoMalta
Norway (5)MoroccoUnited States
Bulgaria
Chile
Bosnia and Herzegovina
PolandCanadaIrelandTurkey (5)SwedenBahrain
United Arab Emirates
Croatia
Denmark
Australia
Oman
New Zealand
North Macedonia
Iran, Islamic Rep. of
Kazakhstan
Qatar
Azerbaijan
South Africa (5)Armenia
KuwaitHungary
Saudi Arabia
Czech Republic
Finland
Georgia
Slovak Republic
Philippines
Pakistan

88 (0.7)
82 (0.9)82 (0.8)81 (0.8)79 (0.7)
79 (0.9)79 (0.8)78 (0.8)77 (0.8)
76 (1.0)74 (1.2)
74 (0.8)74 (0.9)72 (0.7)
71 (1.1)
71 (1.2)
69 (1.5)
68 (1.0)68 (1.5)
67 (1.0)67 (1.0)
66 (0.9)66 (1.0)
66 (0.8)
66 (1.2)
64 (1.2)
63 (0.9)62 (1.5)61 (0.9)61 (1.0)60 (0.9)60 (0.9)60 (0.9)60 (1.1)
60 (1.1)
59 (0.8)58 (0.5)
57 (1.1)
57 (1.1)
57 (0.9)55 (0.9)55 (0.9)54 (1.9)53 (1.3)
53 (1.5)
53 (1.0)50 (1.4)
49 (1.2)
49 (1.1)
47 (1.6)42 (1.0)42 (1.2)
41 (1.0)39 (1.0)38 (1.2)
35 (1.0)32 (1.5)
30 (3.6)

591 (2.1)
494 (3.0)507 (2.6)563 (1.9)568 (1.8)518 (2.0)506 (2.1)
528 (2.8)527 (2.4)
541 (2.6)
539 (3.5)
608 (3.0)
520 (3.1)
466 (2.7)525 (2.6)570 (3.1)
499 (3.6)
544 (3.2)
527 (3.4)
545 (2.8)
528 (2.4)
517 (3.0)427 (3.8)505 (1.6)
543 (2.6)
388 (6.0)
549 (2.7)
536 (4.3)
480 (2.6)
468 (3.3)
541 (2.6)
529 (2.1)
537 (2.8)543 (3.9)
542 (3.6)512 (3.0)492 (2.3)
532 (3.0)527 (2.6)
538 (2.5)463 (4.6)
514 (2.6)
448 (7.3)
459 (4.4)510 (3.8)477 (4.9)446 (3.7)
360 (5.3)
482 (3.2)
422 (6.6)
547 (3.1)
422 (5.0)
540 (3.0)556 (3.4)
469 (4.7)
541 (3.4)
287 (8.9)
303 (22.8)

7 (0.6)6 (0.5)6 (0.5)
11 (0.7)
12 (0.5)
6 (0.5)
11 (0.6)
10 (0.5)
9 (0.6)
10 (0.6)
14 (0.8)
13 (0.5)
11 (0.7)
5 (0.4)15 (0.8)
12 (0.7)
11 (0.9)
17 (0.7)
9 (1.0)11 (0.5)
18 (0.9)
8 (0.5)
11 (0.9)
14 (0.6)
15 (0.9)
11 (0.8)
15 (0.6)
14 (0.9)
7 (0.4)13 (0.7)
15 (0.6)
16 (0.6)
20 (0.7)
14 (0.7)
16 (0.7)
8 (0.4)10 (0.3)
22 (0.9)
17 (0.7)
18 (0.8)
10 (0.8)
18 (0.6)
13 (1.1)
16 (0.8)
12 (0.7)
11 (0.5)
18 (0.9)
8 (0.4)11 (0.6)
7 (0.5)27 (0.9)
10 (0.6)
29 (0.8)36 (0.8)
17 (1.0)25 (0.9)9 (0.5)
11 (0.8)577 (5.4)495 (6.2)
512 (6.7)
556 (3.7)
562 (3.8)511 (6.0)
500 (3.8)522 (4.5)
527 (5.6)
547 (4.7)
526 (5.6)
592 (3.9)504 (4.5)
464 (5.7)
519 (4.6)
577 (4.1)
499 (5.7)
542 (4.9)
531 (7.2)
544 (4.7)
520 (4.0)509 (4.6)
414 (6.5)
502 (3.9)552 (3.6)384 (11.3)
557 (3.7)
551 (6.0)
480 (6.9)474 (4.0)
536 (3.9)
530 (3.1)
532 (4.5)
536 (5.6)552 (5.0)496 (8.3)
489 (3.3)
525 (2.7)
533 (3.5)
549 (4.4)
432 (7.6)
519 (3.5)
442 (9.8)
448 (6.6)
498 (5.1)
471 (6.6)
438 (5.2)
333 (9.7)
472 (5.5)407 (12.5)
533 (3.2)
424 (7.2)
541 (4.0)
561 (2.7)
466 (6.2)
536 (3.7)
249 (10.5)300 (16.3)

3 (0.3)5 (0.4)5 (0.4)3 (0.3)5 (0.4)6 (0.4)5 (0.3)6 (0.5)6 (0.4)6 (0.5)5 (0.5)6 (0.3)8 (0.4)7 (0.4)8 (0.6)8 (0.5)6 (0.6)8 (0.6)
10 (0.9)
10 (0.5)
9 (0.6)
10 (0.5)5 (0.4)9 (0.5)
11 (0.6)
9 (0.5)9 (0.4)9 (0.6)8 (0.4)9 (0.4)11 (0.6)
12 (0.5)
11 (0.7)
11 (0.6)
14 (0.8)8 (0.4)9 (0.3)12 (0.7)
13 (0.7)
13 (0.6)
9 (0.5)12 (0.6)
9 (0.7)9 (0.5)10 (0.5)
9 (0.5)12 (0.7)
11 (0.6)
12 (0.6)
11 (0.7)
16 (0.6)
11 (0.6)
16 (0.7)
17 (0.7)
14 (0.9)19 (0.9)
14 (0.8)
23 (2.3)

569 (10.4)
473 (6.9)
506 (6.4)
544 (6.5)
537 (5.5)503 (5.6)473 (7.2)
509 (6.5)
517 (6.8)
548 (6.8)
518 (9.3)
561 (6.4)
498 (6.1)
452 (6.1)
504 (5.9)559 (6.4)
495 (10.2)
528 (5.0)507 (7.6)
546 (5.2)
498 (4.8)508 (7.5)
394 (8.0)
482 (4.6)
536 (5.3)
356 (15.0)
537 (4.9)512 (7.8)478 (5.4)
463 (5.9)535 (4.4)
521 (3.0)517 (5.8)
520 (5.1)
534 (4.4)
491 (5.2)
471 (4.3)
512 (4.6)
527 (4.4)
536 (4.2)
405 (5.2)
502 (4.4)427 (9.2)
427 (6.4)
493 (5.3)
441 (7.6)
422 (5.9)
307 (7.5)
465 (5.4)
387 (10.1)
523 (4.5)
411 (6.4)
543 (3.6)554 (4.2)
457 (5.8)
520 (6.3)
219 (8.9)
290 (17.7)

1 (0.2)2 (0.3)2 (0.2)1 (0.2)1 (0.2)3 (0.3)2 (0.3)2 (0.2)2 (0.3)3 (0.3)3 (0.3)2 (0.2)3 (0.3)4 (0.3)2 (0.3)3 (0.4)3 (0.3)3 (0.3)5 (0.4)4 (0.4)3 (0.4)6 (0.4)3 (0.3)4 (0.3)4 (0.5)4 (0.4)5 (0.3)5 (0.6)6 (0.4)4 (0.4)5 (0.4)5 (0.3)4 (0.3)5 (0.3)5 (0.5)5 (0.4)6 (0.2)3 (0.3)5 (0.4)6 (0.4)5 (0.3)5 (0.4)4 (0.4)7 (1.0)3 (0.3)6 (0.5)5 (0.4)7 (0.5)6 (0.5)8 (0.5)6 (0.4)9 (0.5)7 (0.4)5 (0.3)9 (0.7)8 (0.5)13 (0.8)
10 (1.4)

~ ~
~ ~
~ ~
~ ~
~ ~
478 (8.5)
~ ~
~ ~
~ ~
510 (11.1)
493 (9.6)~ ~468 (8.7)
437 (10.2)~ ~539 (10.4)
457 (13.0)
515 (13.1)
503 (8.2)
535 (4.7)
488 (8.6)
494 (6.1)
380 (11.4)
460 (8.5)
522 (8.2)
332 (13.4)
510 (7.3)
480 (9.5)457 (5.9)
430 (7.2)
507 (7.9)510 (5.4)
509 (7.6)
490 (12.4)
520 (6.2)
467 (9.0)426 (4.7)509 (9.0)508 (6.1)
508 (7.2)
379 (8.8)472 (6.0)
388 (11.8)
410 (8.5)486 (8.3)
402 (9.1)
422 (8.1)
251 (7.1)
451 (7.3)
353 (10.8)504 (6.1)
383 (7.7)515 (5.5)
542 (6.2)
443 (7.1)
498 (7.9)
220 (9.8)279 (16.4)

1 (0.2)5 (0.5)5 (0.4)3 (0.3)3 (0.3)7 (0.5)3 (0.3)4 (0.4)5 (0.4)4 (0.4)4 (0.6)5 (0.5)4 (0.4)12 (0.5)
4 (0.4)6 (0.4)10 (0.7)
4 (0.4)9 (0.7)8 (0.5)4 (0.4)10 (0.7)
15 (0.8)
6 (0.4)5 (0.4)12 (0.7)
8 (0.4)11 (1.3)
18 (0.9)
13 (0.7)
9 (0.5)6 (0.4)4 (0.5)10 (0.6)
5 (0.4)19 (0.8)
17 (0.3)
7 (0.7)9 (0.6)7 (0.5)21 (1.0)9 (0.4)20 (1.2)
15 (0.8)
21 (1.1)
21 (0.8)
15 (0.9)24 (0.7)
22 (0.9)28 (1.2)
9 (0.7)28 (0.9)
8 (0.5)4 (0.4)21 (1.2)
13 (1.0)32 (1.1)
26 (2.4)~ ~411 (7.6)
454 (4.7)
481 (7.6)
473 (7.2)
454 (5.9)
450 (8.8)
441 (7.5)
463 (7.5)
485 (6.4)455 (7.2)
483 (7.6)
454 (8.3)
402 (4.6)
466 (8.4)
543 (6.3)
442 (7.0)
461 (9.2)
458 (10.0)516 (5.3)
435 (7.7)473 (5.6)
379 (5.9)436 (6.1)
498 (8.0)
337 (8.9)
461 (5.3)
435 (10.1)
438 (4.0)
414 (4.6)474 (5.6)
471 (5.4)
447 (9.5)456 (6.1)
479 (7.9)
446 (4.7)425 (3.0)479 (4.6)
481 (5.1)
460 (6.8)
402 (5.4)
424 (5.1)
384 (8.1)
398 (5.8)456 (4.4)
399 (4.6)
396 (5.0)
290 (5.6)
441 (4.9)363 (6.6)
469 (5.9)375 (4.9)484 (6.5)
499 (7.6)
420 (7.3)
457 (7.6)
244 (7.6)
279 (13.0)

International Average

61 (0.2)503 (0.6)

13 (0.1)

498 (0.8)

10 (0.1)

484 (0.9)

5 (0.1)455 (1.3)

11 (0.1)

437 (0.9)81 (0.8)71 (0.9)67 (1.0)60 (0.9)55 (1.7)
54 (0.9)527 (2.1)
524 (2.8)
596 (2.7)552 (1.6)
533 (3.3)
442 (3.1)

6 (0.4)13 (0.6)
13 (0.6)
12 (0.6)
18 (1.1)
9 (0.5)527 (5.2)
527 (4.6)605 (3.9)
549 (3.8)530 (5.3)
442 (4.9)

6 (0.5)10 (0.6)
11 (0.6)
11 (0.5)
14 (0.9)9 (0.4)518 (4.5)
516 (5.8)601 (4.0)
544 (4.6)
522 (4.4)
417 (6.0)

2 (0.2)3 (0.3)5 (0.3)5 (0.3)6 (0.5)7 (0.3)~ ~510 (8.8)590 (7.4)
529 (8.5)
513 (8.1)
369 (7.2)

5 (0.5)4 (0.5)5 (0.4)13 (0.5)
7 (0.6)20 (0.6)471 (6.1)
477 (9.7)
549 (8.1)
513 (4.8)
468 (8.0)
369 (3.9)

Benchmarking Participants
Madrid, Spain
Quebec, Canada
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAEr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

412

Exhibit 10.3: Frequency of Student Absences
Students’ Reports
Never or
Almost NeverCountry

Once Every
Two Months

Once a MonthOnce Every
Two Weeks

Once a Week

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Korea, Rep. ofJapan
Chinese Taipei
Hong Kong SAR
Portugal
SingaporeIran, Islamic Rep. of
MoroccoFranceSouth Africa (9)Lebanon
CyprusRomania
TurkeyOman
EnglandLithuania
Chile
Norway (9)Kazakhstan
Russian Federation
SwedenUnited Arab Emirates
United States
BahrainIrelandJordanItaly
Australia
New Zealand
Qatar
KuwaitMalaysia
IsraelEgypt
Finland
Hungary
Saudi Arabia
Georgia

94 (0.4)
84 (0.7)
83 (0.8)81 (0.9)79 (0.9)75 (0.8)
65 (1.0)63 (1.0)63 (1.0)62 (0.8)
62 (1.3)
60 (1.1)
60 (1.4)
59 (1.0)59 (0.9)59 (1.1)
57 (1.1)
57 (0.9)57 (1.0)
54 (1.2)
54 (1.1)
54 (1.0)52 (0.5)51 (0.7)
48 (0.9)46 (1.0)46 (1.0)46 (1.1)
46 (1.1)
44 (1.1)
43 (1.5)
43 (1.5)40 (1.4)
40 (1.1)
38 (1.1)
33 (0.8)32 (0.9)27 (1.0)25 (1.1)

612 (2.8)600 (2.7)620 (2.8)584 (3.9)504 (3.2)
629 (3.3)
456 (3.8)
396 (2.7)
494 (2.8)399 (2.3)
438 (3.6)
514 (2.4)
494 (4.8)523 (4.1)
429 (2.5)
529 (5.5)523 (3.3)
445 (3.1)
510 (2.7)
499 (3.6)
545 (4.6)
511 (3.0)495 (2.0)524 (6.0)
491 (2.9)534 (2.9)438 (3.7)504 (2.9)535 (4.2)
492 (4.3)
476 (4.7)
427 (4.9)495 (3.3)
534 (5.0)427 (5.5)
520 (3.0)
532 (4.2)
419 (3.5)477 (5.4)

3 (0.3)9 (0.4)9 (0.5)
11 (0.7)
10 (0.6)
13 (0.5)
18 (0.7)
11 (0.5)
16 (0.7)
9 (0.3)15 (0.7)
20 (0.8)
12 (0.7)
16 (0.6)
15 (0.5)
23 (0.9)
14 (0.7)
11 (0.6)
19 (0.8)
20 (0.9)
15 (0.6)
16 (0.6)
16 (0.5)
22 (0.6)
14 (0.6)
23 (0.7)
18 (0.6)
16 (0.8)23 (0.7)
22 (0.6)
18 (0.8)
10 (0.6)
18 (0.7)
18 (0.7)
9 (0.6)32 (0.8)36 (0.9)
14 (0.5)
17 (0.8)558 (10.5)
583 (5.0)
607 (5.0)584 (6.3)
505 (6.0)
607 (5.6)
450 (6.0)
392 (3.6)484 (3.6)
418 (3.8)436 (4.5)
499 (3.6)
482 (7.7)
489 (5.6)
416 (3.8)517 (5.9)
529 (5.0)
460 (4.5)
511 (3.8)486 (4.3)
551 (5.5)508 (4.2)
495 (3.3)
528 (4.5)
492 (4.4)535 (3.5)428 (5.0)514 (3.8)524 (4.9)506 (4.2)
449 (5.4)
423 (6.6)475 (4.2)
541 (5.6)
413 (8.0)
516 (3.2)
523 (3.7)
407 (4.4)472 (5.5)

2 (0.2)4 (0.3)4 (0.3)5 (0.4)7 (0.5)7 (0.4)10 (0.5)
10 (0.5)
13 (0.7)
10 (0.4)
11 (0.6)
14 (0.7)
12 (0.8)
13 (0.7)
10 (0.4)
11 (0.7)
18 (0.8)
15 (0.6)
16 (0.7)
12 (0.6)
16 (0.7)
15 (0.7)
14 (0.3)
15 (0.5)
17 (0.6)
18 (0.7)
16 (0.7)
21 (0.8)
17 (0.6)
18 (0.6)
17 (0.9)
15 (0.6)
14 (0.7)
20 (0.6)
9 (0.6)22 (0.6)
22 (0.7)
20 (0.7)
26 (1.0)~ ~554 (7.4)
568 (8.1)
550 (10.7)
485 (5.6)
569 (7.5)
427 (6.2)
380 (3.6)
466 (3.6)384 (2.7)
422 (5.3)
474 (4.6)
469 (6.0)459 (5.5)397 (5.6)
496 (7.7)525 (3.8)
448 (3.8)503 (4.7)
477 (5.4)
546 (6.2)
504 (3.8)
462 (2.6)515 (4.4)481 (4.3)
519 (3.6)
411 (5.2)
503 (3.5)509 (4.6)
480 (3.6)
431 (5.5)395 (5.5)450 (4.2)
522 (5.5)407 (7.9)505 (3.0)508 (3.9)398 (3.9)464 (5.2)

1 (0.1)2 (0.2)2 (0.2)1 (0.2)2 (0.4)3 (0.3)3 (0.2)4 (0.3)5 (0.5)4 (0.2)4 (0.3)4 (0.3)7 (0.6)5 (0.4)5 (0.4)4 (0.4)7 (0.5)8 (0.5)6 (0.4)4 (0.4)9 (0.5)8 (0.4)8 (0.3)8 (0.4)9 (0.5)9 (0.6)9 (0.5)12 (0.7)
8 (0.4)10 (0.6)
10 (0.6)
13 (0.6)
10 (0.6)
11 (0.6)
10 (0.4)
9 (0.4)7 (0.6)18 (0.6)
16 (0.8)

~ ~
~ ~
~ ~
~ ~
~ ~
538 (9.2)
415 (7.8)
369 (5.0)
448 (6.3)
377 (4.7)
413 (6.5)
478 (7.1)
457 (6.4)
436 (10.0)375 (6.4)
473 (9.1)
512 (6.3)
435 (6.0)479 (5.7)
460 (7.4)
540 (6.5)
489 (4.9)428 (3.8)493 (6.2)
471 (5.1)
490 (4.5)
398 (6.4)
477 (4.7)
477 (4.8)
462 (4.9)
411 (4.2)
386 (5.9)428 (4.6)508 (6.3)
404 (6.7)
492 (5.0)
485 (7.0)
388 (3.3)
465 (6.3)

0 (0.1)2 (0.2)2 (0.3)2 (0.4)2 (0.3)2 (0.3)5 (0.4)12 (0.6)
4 (0.5)15 (0.5)
9 (0.7)2 (0.3)10 (0.7)
5 (0.5)
11 (0.5)
3 (0.3)3 (0.3)9 (0.6)3 (0.3)9 (0.7)6 (0.5)6 (0.5)10 (0.3)
4 (0.3)12 (0.5)
4 (0.4)11 (0.8)
5 (0.5)5 (0.4)7 (0.4)12 (0.8)
20 (1.0)
17 (1.1)
11 (0.7)
34 (1.3)
4 (0.4)3 (0.4)22 (0.8)
16 (0.9)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
367 (7.9)359 (3.6)
416 (7.6)
345 (2.7)
384 (4.3)~ ~422 (7.7)
383 (8.5)344 (5.7)
447 (15.4)
457 (9.1)
392 (4.4)
448 (11.8)
454 (5.4)
515 (8.5)454 (5.1)
395 (3.3)
424 (8.3)
435 (3.9)
461 (9.9)379 (10.6)
428 (6.5)
439 (6.8)
405 (6.5)
360 (4.7)
362 (6.8)
394 (4.4)452 (6.3)
408 (6.2)
461 (6.2)
409 (10.8)358 (3.3)
418 (6.6)

International Average

55 (0.2)502 (0.6)

16 (0.1)

495 (0.8)

14 (0.1)

475 (0.9)

7 (0.1)452 (1.1)

8 (0.1)412 (1.3)

62 (1.0)60 (1.0)60 (1.3)
55 (1.0)45 (0.8)
44 (1.1)
39 (1.3)

431 (3.2)
449 (4.9)
548 (4.0)
547 (2.2)
468 (3.3)
578 (4.4)
540 (4.8)

12 (0.5)
12 (0.5)
18 (0.9)19 (0.6)
17 (0.6)
17 (0.7)
24 (0.9)443 (4.8)
480 (6.1)
556 (4.4)551 (2.9)458 (3.7)
585 (4.7)
538 (5.5)

11 (0.5)
11 (0.5)
13 (0.7)
13 (0.5)
15 (0.5)
21 (0.7)
21 (0.8)405 (4.2)
435 (6.0)
538 (4.3)
528 (3.8)423 (4.5)
577 (4.9)
528 (5.1)

3 (0.3)5 (0.4)6 (0.6)7 (0.5)10 (0.4)
11 (0.6)
12 (0.8)406 (9.0)
436 (7.7)
520 (5.8)
498 (6.4)
389 (5.1)
572 (7.0)
508 (5.4)

11 (0.5)
12 (0.6)
4 (0.5)6 (0.5)13 (0.6)
7 (0.5)4 (0.4)365 (4.0)375 (3.6)
492 (12.3)
458 (7.2)
365 (4.6)535 (8.5)
470 (9.7)

Benchmarking Participants
Gauteng, RSA (9)Western Cape, RSA (9)Quebec, Canada
Dubai, UAE
Abu Dhabi, UAE
Moscow City, Russian Fed.
Ontario, Canada( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

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TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

413

Exhibit 10.4: Frequency of Student Absences
Students’ Reports
Never or
Almost NeverCountry

Once Every
Two Months

Once a MonthOnce Every
Two Weeks

Once a Week

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Korea, Rep. ofJapan
Chinese Taipei
Hong Kong SAR
Portugal
SingaporeIran, Islamic Rep. of
MoroccoFranceSouth Africa (9)Lebanon
CyprusRomania
TurkeyOman
EnglandLithuania
Chile
Norway (9)Kazakhstan
Russian Federation
SwedenUnited Arab Emirates
United States
BahrainIrelandJordanItaly
Australia
New Zealand
Qatar
KuwaitMalaysia
IsraelEgypt
Finland
Hungary
Saudi Arabia
Georgia

94 (0.4)
84 (0.7)
83 (0.8)81 (0.9)79 (0.9)75 (0.8)
65 (1.0)63 (1.0)63 (1.0)62 (0.8)
62 (1.3)
60 (1.1)
60 (1.4)
59 (1.0)59 (0.9)59 (1.1)
57 (1.1)
57 (0.9)57 (1.0)
54 (1.2)
54 (1.1)
54 (1.0)52 (0.5)51 (0.7)
48 (0.9)46 (1.0)46 (1.0)46 (1.1)
46 (1.1)
44 (1.1)
43 (1.5)
43 (1.5)40 (1.4)
40 (1.1)
38 (1.1)
33 (0.8)32 (0.9)27 (1.0)25 (1.1)

565 (2.1)
574 (2.1)
581 (1.9)508 (5.2)
521 (2.9)620 (3.2)
459 (3.6)
406 (3.0)500 (2.7)
383 (3.1)
389 (5.4)
498 (2.6)486 (4.8)
539 (3.7)
478 (2.5)
531 (5.1)
535 (3.2)
467 (3.2)
501 (3.3)
492 (3.3)
546 (4.2)
535 (3.6)502 (2.5)
529 (5.9)503 (3.0)534 (3.3)
476 (4.3)
510 (2.6)
543 (3.6)509 (4.3)
507 (5.3)
475 (5.3)
492 (3.7)
528 (4.8)
407 (6.0)
558 (3.7)
548 (3.5)
449 (3.9)464 (5.4)

3 (0.3)9 (0.4)9 (0.5)
11 (0.7)
10 (0.6)
13 (0.5)
18 (0.7)
11 (0.5)
16 (0.7)
9 (0.3)15 (0.7)
20 (0.8)
12 (0.7)
16 (0.6)
15 (0.5)
23 (0.9)
14 (0.7)
11 (0.6)
19 (0.8)
20 (0.9)
15 (0.6)
16 (0.6)
16 (0.5)
22 (0.6)
14 (0.6)
23 (0.7)
18 (0.6)
16 (0.8)23 (0.7)
22 (0.6)
18 (0.8)
10 (0.6)
18 (0.7)
18 (0.7)
9 (0.6)32 (0.8)36 (0.9)
14 (0.5)
17 (0.8)515 (9.4)
560 (5.0)569 (4.2)
508 (8.1)
524 (5.0)
598 (5.7)452 (5.6)
390 (4.6)
492 (4.2)
402 (5.0)385 (7.4)
482 (3.9)473 (7.2)
509 (4.8)
466 (4.0)
520 (5.2)
543 (4.5)484 (5.1)
505 (4.0)476 (3.9)
546 (5.7)
529 (5.0)500 (4.2)
537 (4.3)
515 (4.2)
533 (3.7)
458 (5.5)
516 (4.3)
537 (4.4)523 (4.4)483 (5.6)
463 (7.9)475 (3.9)
532 (5.1)
388 (8.0)
550 (3.6)
536 (3.3)
443 (4.2)
463 (5.2)

2 (0.2)4 (0.3)4 (0.3)5 (0.4)7 (0.5)7 (0.4)10 (0.5)
10 (0.5)
13 (0.7)
10 (0.4)
11 (0.6)
14 (0.7)
12 (0.8)
13 (0.7)
10 (0.4)
11 (0.7)
18 (0.8)
15 (0.6)
16 (0.7)
12 (0.6)
16 (0.7)
15 (0.7)
14 (0.3)
15 (0.5)
17 (0.6)
18 (0.7)
16 (0.7)
21 (0.8)
17 (0.6)
18 (0.6)
17 (0.9)
15 (0.6)
14 (0.7)
20 (0.6)
9 (0.6)22 (0.6)
22 (0.7)
20 (0.7)
26 (1.0)~ ~548 (7.0)
542 (6.2)
487 (10.6)
516 (6.8)
563 (7.7)
430 (5.8)
380 (3.3)
471 (4.4)
365 (4.3)
365 (8.2)
456 (4.8)455 (6.5)
488 (5.2)
438 (6.0)
496 (8.5)
539 (3.7)
467 (4.2)
495 (4.6)
460 (5.5)
544 (5.7)
519 (4.7)
459 (3.1)
524 (4.1)
485 (4.1)
519 (4.1)
442 (5.8)501 (3.7)
524 (4.1)
501 (4.3)
465 (6.3)
436 (6.6)
460 (4.7)
517 (5.9)382 (7.9)
537 (3.3)
518 (3.5)
439 (4.9)
449 (4.4)

1 (0.1)2 (0.2)2 (0.2)1 (0.2)2 (0.4)3 (0.3)3 (0.2)4 (0.3)5 (0.5)4 (0.2)4 (0.3)4 (0.3)7 (0.6)5 (0.4)5 (0.4)4 (0.4)7 (0.5)8 (0.5)6 (0.4)4 (0.4)9 (0.5)8 (0.4)8 (0.3)8 (0.4)9 (0.5)9 (0.6)9 (0.5)12 (0.7)
8 (0.4)10 (0.6)
10 (0.6)
13 (0.6)
10 (0.6)
11 (0.6)
10 (0.4)
9 (0.4)7 (0.6)18 (0.6)
16 (0.8)

~ ~
~ ~
~ ~
~ ~
~ ~
536 (9.3)
421 (8.9)370 (6.7)
451 (6.6)
352 (6.8)
361 (11.1)
460 (7.9)455 (6.5)
465 (8.8)407 (7.0)
467 (10.4)
529 (6.3)
458 (4.8)476 (7.4)
459 (10.3)
537 (6.5)
504 (5.8)414 (4.8)506 (5.8)457 (5.4)
491 (5.1)
439 (8.7)
479 (4.6)
494 (5.1)
479 (5.1)
438 (6.4)
425 (6.7)
434 (5.6)
500 (5.9)385 (7.4)
520 (5.5)495 (6.5)
434 (4.1)
444 (5.8)

0 (0.1)2 (0.2)2 (0.3)2 (0.4)2 (0.3)2 (0.3)5 (0.4)12 (0.6)
4 (0.5)15 (0.5)
9 (0.7)2 (0.3)10 (0.7)
5 (0.5)
11 (0.5)
3 (0.3)3 (0.3)9 (0.6)3 (0.3)9 (0.7)6 (0.5)6 (0.5)10 (0.3)
4 (0.3)12 (0.5)
4 (0.4)11 (0.8)
5 (0.5)5 (0.4)7 (0.4)12 (0.8)
20 (1.0)
17 (1.1)
11 (0.7)
34 (1.3)
4 (0.4)3 (0.4)22 (0.8)
16 (0.9)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
371 (8.7)
360 (4.2)
407 (7.6)
313 (3.6)
317 (7.0)~ ~410 (8.3)
405 (6.9)387 (6.4)
439 (17.2)
482 (9.1)
412 (4.8)446 (14.6)
436 (6.2)
512 (7.9)457 (8.0)
367 (4.5)422 (9.5)
410 (5.9)
449 (12.5)
389 (8.1)
428 (9.2)
454 (8.0)415 (6.6)
388 (5.2)
391 (7.0)
386 (5.4)455 (7.0)
383 (6.8)
492 (8.5)427 (10.1)
397 (3.6)405 (5.9)

International Average

55 (0.2)

504 (0.6)

16 (0.1)

497 (0.8)

14 (0.1)

479 (0.9)

7 (0.1)457 (1.2)

8 (0.1)413 (1.4)

62 (1.0)60 (1.0)60 (1.3)
55 (1.0)45 (0.8)
44 (1.1)
39 (1.3)

436 (3.9)
450 (5.6)
540 (4.0)
561 (2.3)
465 (4.1)
570 (3.3)
530 (3.5)

12 (0.5)
12 (0.5)
18 (0.9)19 (0.6)
17 (0.6)
17 (0.7)
24 (0.9)446 (6.0)
480 (7.1)
544 (4.3)
563 (3.7)
449 (5.1)
576 (3.6)
527 (4.6)

11 (0.5)
11 (0.5)
13 (0.7)
13 (0.5)
15 (0.5)
21 (0.7)
21 (0.8)402 (6.5)
433 (7.0)535 (4.7)
539 (3.9)404 (5.4)565 (3.9)524 (4.5)

3 (0.3)5 (0.4)6 (0.6)7 (0.5)10 (0.4)
11 (0.6)
12 (0.8)399 (11.8)
435 (9.7)
517 (6.1)
498 (6.5)
357 (7.4)
561 (5.6)
502 (5.6)

11 (0.5)
12 (0.6)
4 (0.5)6 (0.5)13 (0.6)
7 (0.5)4 (0.4)352 (4.6)359 (5.4)495 (10.6)455 (9.0)319 (6.1)
537 (7.2)
471 (10.4)

Benchmarking Participants
Gauteng, RSA (9)Western Cape, RSA (9)Quebec, Canada
Dubai, UAE
Abu Dhabi, UAE
Moscow City, Russian Fed.
Ontario, Canada( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

414

Students Feel Tired or Hungry
Exhibits 10.5, 10.6, 10.7, and 10.8 contain students’ reports about the frequency with which they arriveat school feeling tired or hungry, along with average achievement by frequency. Lack of adequate sleep
or nutrition can have serious implications for a student’s ability to focus on learning and also may be
indicative of other challenges that students face.
On average across countries, just over one-third (35%) of fourth grade students and 45 percent
of eighth grade students reported that they arrive at school feeling tired “every day or almost everyday.” Only 19 percent of fourth grade students and 8 percent of eighth grade students reported“never” arriving at school feeling tired, and nearly half (47%) of students in both grades reported“sometimes” arriving feeling tired. On average, achievement was lowest for fourth grade students whoreported feeling tired “every day or almost every day,” though it was highest for students “sometimes”
arriving at school feeling tired compared with “never” doing so. In eighth grade, average mathematics
achievement was 488 for “never” arriving at school feeling tired and 487 for doing so “every day oralmost every day,” while it was 493 for “sometimes” arriving at school feeling tired (Exhibit 10.7).
Average science achievement was lowest for the 8 percent of eighth grade students reporting they“never” arrived at school feeling tired (Exhibit 10.8).
More than one-quarter (28%) of fourth grade students reported that they arrived at school
hungry “every day or almost every day,” and 41 percent said they “sometimes” did. Just under one-third(31%) reported that they “never” arrived at school hungry. Frequent hunger was a somewhat bigger
problem in eighth grade, with 33 percent of students reporting that they arrived at school hungry“every day or almost every day” and another 42 percent of reporting that they did so “sometimes.”
Only 25 percent said they “never” arrived at school hungry. There was a direct relationship between
the frequency of arriving at school hungry and average achievement in both grades and subjects.
For example, in fourth grade science (Exhibit 10.6), students arriving at school hungry “every day oralmost day” had an average score of 478, compared with 497 for students who did so “sometimes”
and 504 for students who “never” did.

TIMSS & PIRLSInternational Study Center
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CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

415

Exhibit 10.5: Students Report Arriving at School Feeling Tired or Hungry
Students’ Reports
Students Feel Tired
Country

Never

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United StatesrInternational Average

Students Feel Hungry

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement

41 (1.9)38 (1.4)
13 (0.7)
9 (0.5)29 (1.2)
24 (0.8)
12 (0.5)
17 (0.8)
17 (1.3)
10 (0.3)
17 (0.8)
17 (0.7)
13 (0.9)23 (0.8)
7 (0.5)7 (0.5)9 (0.6)8 (0.5)16 (0.7)
27 (1.3)
8 (0.6)
16 (0.8)
6 (0.5)39 (1.4)
11 (0.8)
13 (0.8)
26 (1.0)32 (1.4)
15 (0.8)
38 (1.3)
25 (1.3)
7 (0.4)25 (1.2)
15 (0.6)
26 (0.8)
39 (1.5)
8 (0.5)
11 (0.6)
28 (1.5)
7 (0.5)8 (0.7)24 (1.2)
43 (3.4)
24 (1.1)
17 (0.7)
23 (0.7)
17 (0.8)
20 (1.1)
26 (0.9)
13 (0.9)
12 (0.5)
8 (0.6)27 (1.0)
17 (0.8)
7 (0.6)
17 (0.7)
23 (0.5)
8 (0.4)500 (3.5)505 (3.1)
519 (5.3)
534 (4.9)
529 (3.5)
481 (4.1)
537 (4.2)
452 (3.9)504 (9.5)
514 (5.0)
439 (4.2)
588 (4.0)
518 (5.4)
537 (3.5)
534 (6.6)525 (5.6)554 (6.8)
531 (5.2)
481 (4.7)
497 (4.3)
519 (6.4)
610 (5.2)
515 (7.3)
442 (4.5)
544 (5.3)
514 (4.6)601 (2.5)515 (3.5)
610 (4.6)452 (3.3)
390 (5.8)
546 (5.8)
543 (4.3)
504 (4.3)
458 (2.8)388 (4.2)
533 (4.5)484 (5.6)475 (7.2)
567 (8.1)
537 (6.3)
433 (5.2)
329 (15.0)306 (6.8)
528 (4.4)
532 (3.8)452 (4.9)
571 (5.9)409 (5.0)507 (5.2)
633 (5.1)
508 (6.8)
378 (4.6)503 (5.5)
511 (7.1)
523 (5.7)
489 (2.5)
539 (5.7)

46 (1.6)
37 (1.1)
53 (1.0)47 (1.0)49 (1.1)
41 (0.8)57 (0.8)51 (1.0)44 (1.6)47 (0.6)
36 (0.7)
59 (0.9)57 (1.5)40 (0.9)42 (1.1)
51 (1.1)
48 (1.3)
59 (0.9)50 (1.0)46 (1.6)40 (1.1)
51 (1.2)
41 (1.0)41 (1.3)
55 (1.1)
43 (1.1)
51 (0.9)47 (1.2)
49 (1.2)
46 (1.1)
40 (1.2)
49 (1.0)
54 (1.0)42 (0.7)50 (0.8)40 (1.5)
50 (1.5)50 (0.9)46 (1.4)
49 (1.2)
47 (1.2)
46 (1.1)
31 (2.5)42 (1.4)
46 (1.1)
46 (0.8)40 (0.9)51 (0.9)45 (1.0)56 (1.1)
45 (0.7)
38 (1.0)45 (0.9)47 (1.1)
51 (1.2)
51 (1.0)42 (0.4)
36 (0.7)502 (4.1)
509 (3.2)
528 (3.3)
546 (2.2)
524 (2.7)
487 (3.2)
536 (2.1)
461 (2.4)525 (4.6)
523 (2.0)457 (2.9)605 (2.1)
512 (2.7)
542 (2.8)546 (2.9)
531 (2.6)
568 (4.6)
540 (2.3)
493 (3.3)
482 (4.2)
536 (3.1)
607 (3.4)
528 (3.1)
453 (4.4)558 (2.8)523 (2.9)596 (2.2)
516 (2.7)605 (2.4)453 (3.0)404 (5.2)555 (2.6)
545 (3.0)517 (2.2)
461 (2.6)395 (5.7)
543 (2.4)
501 (3.1)
491 (5.6)
581 (3.4)551 (2.9)446 (4.8)348 (15.8)
337 (6.5)
529 (2.8)532 (2.8)
462 (4.1)
573 (3.4)
412 (4.1)
516 (3.8)
637 (3.9)518 (5.0)393 (3.6)
513 (2.1)
528 (3.3)
533 (4.7)
491 (2.1)
554 (2.6)

13 (1.0)26 (1.1)
34 (1.1)
44 (1.1)
22 (0.9)35 (1.0)31 (0.8)
32 (1.1)
38 (2.0)43 (0.7)
47 (1.0)
24 (0.8)30 (1.2)
37 (1.1)
51 (1.1)
42 (1.1)
43 (1.5)33 (0.9)34 (1.1)
27 (1.3)
52 (1.0)33 (1.3)
53 (1.1)
20 (0.9)34 (1.0)45 (1.3)
23 (0.9)21 (1.0)36 (1.2)
17 (0.9)35 (1.5)
44 (1.1)
21 (0.9)43 (0.8)24 (0.6)
21 (1.1)
42 (1.5)
39 (0.9)26 (1.2)
43 (1.2)
46 (1.3)
30 (1.2)
25 (2.8)
33 (1.5)
37 (1.3)
31 (0.8)
43 (1.1)
29 (1.3)
29 (1.0)31 (1.1)
44 (0.8)
54 (1.2)
28 (1.0)36 (1.1)
42 (1.3)
32 (1.0)34 (0.5)56 (0.8)467 (7.3)
486 (3.5)
499 (3.1)
534 (2.6)
516 (4.3)
474 (3.6)525 (2.5)444 (3.4)
513 (5.5)500 (2.2)
434 (3.4)
596 (2.8)504 (2.7)
521 (4.0)523 (3.0)
518 (2.4)
545 (3.3)
519 (3.3)
478 (4.1)
467 (5.6)
517 (2.4)
589 (4.2)
522 (2.8)434 (6.0)
537 (3.1)
508 (2.7)
579 (3.1)
502 (3.9)590 (3.3)
423 (5.2)
373 (6.0)
538 (3.4)
537 (4.8)505 (2.2)
441 (3.1)
362 (6.6)
534 (2.7)475 (2.9)451 (7.7)
552 (3.6)
539 (3.0)
418 (4.5)309 (10.2)
259 (6.3)
510 (3.4)
513 (3.2)
445 (4.1)
556 (4.0)379 (4.5)
497 (4.4)
612 (4.4)506 (2.8)352 (4.5)
492 (2.8)517 (3.0)513 (5.6)
471 (2.1)
528 (2.7)

19 (0.1)

503 (0.7)

47 (0.1)

511 (0.5)

35 (0.2)

490 (0.6)

10 (0.6)
9 (0.7)16 (0.9)
14 (0.7)
18 (0.7)
23 (0.6)

517 (8.2)
527 (5.6)
603 (3.4)515 (4.2)
438 (4.7)
543 (2.8)

46 (1.2)
53 (1.2)
48 (1.0)48 (0.9)41 (0.7)45 (0.8)525 (3.3)
537 (2.8)
599 (2.5)525 (2.3)
450 (2.7)551 (2.1)

44 (1.2)
38 (1.4)
36 (1.1)
37 (0.9)42 (0.7)
32 (0.7)500 (3.8)525 (2.6)
582 (3.1)
512 (2.6)
437 (3.2)
536 (2.5)

Never

r

r

r

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement

44 (2.0)41 (1.2)
30 (1.1)
30 (0.9)42 (1.4)
27 (0.9)34 (1.2)
29 (1.0)36 (2.1)
25 (0.7)
20 (0.8)
17 (0.7)
20 (1.2)
44 (1.1)
25 (1.1)
27 (1.1)
27 (1.2)
29 (1.0)32 (1.2)
41 (1.6)
29 (1.0)26 (0.8)29 (0.8)
38 (1.0)36 (1.0)28 (1.0)44 (1.1)
36 (1.5)
21 (0.8)35 (1.3)
24 (1.1)
22 (1.0)49 (1.3)
22 (0.6)
37 (1.0)31 (1.2)
32 (0.9)29 (0.9)29 (1.3)
33 (0.9)27 (1.0)25 (1.2)
33 (2.6)
27 (1.4)
45 (1.1)
47 (1.0)
20 (0.8)42 (1.3)
24 (1.1)
29 (1.5)34 (0.8)30 (1.0)31 (1.0)40 (1.0)33 (1.3)
15 (0.7)
26 (0.5)
23 (0.7)504 (3.9)512 (2.6)
541 (4.2)
552 (2.9)
531 (2.8)490 (3.5)
544 (2.5)464 (3.5)530 (5.1)
526 (3.9)458 (3.9)
599 (3.9)
521 (5.0)
547 (3.3)
551 (3.2)
541 (3.4)575 (5.3)
540 (3.3)503 (3.0)
486 (4.5)
537 (3.4)
612 (4.8)536 (3.6)
458 (4.6)
567 (3.2)
529 (3.2)
607 (2.3)
521 (3.4)
613 (3.3)
459 (3.9)407 (6.5)555 (3.4)
545 (3.3)
521 (3.5)
467 (2.4)
393 (5.1)
548 (2.4)510 (3.7)
484 (5.9)586 (4.1)
557 (3.6)
446 (5.0)322 (13.6)
313 (7.4)
536 (3.0)
538 (3.4)
468 (5.4)
572 (4.8)
417 (5.3)
519 (3.8)647 (3.6)
523 (3.9)391 (4.5)515 (2.6)534 (3.9)
528 (5.2)
498 (2.2)556 (3.5)

34 (2.0)32 (1.1)
43 (0.9)43 (0.8)
44 (1.2)
36 (0.9)41 (1.0)41 (0.7)
34 (1.3)
42 (0.6)
36 (0.9)56 (0.8)
53 (1.2)
32 (0.8)45 (1.1)
46 (1.1)
42 (1.1)
52 (0.9)37 (1.0)39 (1.4)
43 (0.9)46 (1.1)
47 (0.8)41 (1.2)
44 (1.0)36 (0.9)37 (0.7)
47 (1.2)
46 (1.1)
40 (1.2)
39 (1.1)
44 (1.0)39 (1.0)36 (0.8)36 (0.8)
39 (1.2)
45 (1.0)42 (1.0)40 (1.9)41 (0.8)51 (0.8)38 (0.8)
29 (2.6)
44 (1.4)
38 (0.9)32 (0.7)37 (0.9)39 (1.0)39 (1.1)
41 (1.2)
40 (0.7)
43 (1.2)
38 (0.7)
36 (0.8)
44 (1.3)
44 (1.0)40 (0.4)40 (0.5)504 (4.3)
503 (3.6)
522 (3.0)
541 (2.4)525 (3.3)
480 (2.8)533 (2.4)457 (2.6)
523 (3.8)516 (2.2)
444 (3.5)603 (2.1)
511 (2.8)532 (3.5)
536 (2.7)
524 (2.6)565 (4.0)
537 (2.5)487 (3.8)489 (4.6)
531 (2.6)
606 (3.2)
525 (2.9)447 (4.5)
549 (3.1)
519 (2.7)
593 (2.4)512 (2.8)602 (2.6)452 (3.4)404 (4.9)552 (3.1)
546 (3.3)
517 (2.0)459 (2.7)
392 (5.0)
540 (3.0)497 (3.4)
488 (6.0)
566 (3.5)
547 (2.7)
437 (4.6)
349 (14.5)
327 (5.8)
520 (3.0)
530 (3.3)
460 (4.4)569 (3.6)
412 (4.4)
519 (3.8)
628 (4.3)
513 (4.3)
388 (3.8)509 (3.1)
523 (2.8)532 (5.3)
490 (1.8)545 (2.6)

22 (1.4)
27 (1.0)28 (1.0)26 (0.9)
13 (0.8)37 (0.9)25 (1.0)30 (1.0)30 (2.0)33 (1.0)44 (0.9)27 (0.9)28 (1.2)
24 (0.9)30 (0.8)
27 (1.1)
30 (1.2)
20 (0.7)
31 (1.3)
21 (1.3)
28 (1.0)28 (1.2)
24 (0.8)
21 (0.8)
20 (0.9)36 (0.9)19 (0.7)
17 (0.8)
34 (1.2)
25 (1.0)37 (1.2)
34 (1.1)
12 (0.8)42 (0.8)27 (0.9)30 (1.4)
23 (1.1)
29 (0.9)31 (2.0)26 (1.0)22 (1.0)37 (1.3)
38 (2.4)
29 (1.1)
18 (0.7)
22 (0.9)43 (0.9)19 (0.9)36 (1.2)
30 (1.5)
26 (0.8)
27 (1.2)
31 (1.0)24 (1.0)24 (1.3)
40 (1.1)
34 (0.5)38 (0.8)479 (4.8)489 (3.6)
486 (3.5)
528 (2.8)504 (5.5)477 (3.4)
519 (2.6)
447 (3.1)
501 (7.5)
499 (2.6)
440 (3.2)
593 (2.9)
501 (3.0)
512 (3.9)
520 (4.2)
514 (3.0)
531 (3.7)
511 (4.0)469 (4.1)
472 (5.6)
507 (3.4)
586 (4.6)515 (4.3)
427 (4.8)
529 (4.3)
504 (2.9)568 (2.8)508 (5.2)
591 (3.0)433 (4.0)377 (6.1)
537 (3.1)
530 (5.6)
498 (2.4)
438 (2.8)377 (7.7)
523 (3.4)
462 (3.1)
465 (6.9)
550 (4.6)
527 (3.5)428 (4.5)334 (12.9)
273 (8.1)
500 (4.2)
503 (3.7)
442 (3.7)
560 (3.7)
393 (3.6)
489 (5.3)
596 (4.3)
496 (3.9)358 (4.8)482 (3.1)
506 (4.1)
521 (5.0)469 (2.2)
523 (2.9)31 (0.2)

515 (0.6)

41 (0.1)

507 (0.5)

28 (0.1)

488 (0.6)

27 (1.3)
19 (1.0)33 (1.3)
42 (1.1)
21 (0.7)30 (0.7)

528 (6.5)
548 (3.6)
602 (2.6)
528 (2.3)454 (4.2)
549 (2.7)

41 (1.1)
44 (1.2)
40 (1.0)37 (1.0)39 (0.8)40 (0.7)518 (3.9)534 (3.1)
595 (2.7)
520 (2.7)452 (2.8)
549 (1.9)

32 (1.9)37 (1.1)
26 (1.0)
21 (0.9)39 (0.8)30 (0.6)

496 (4.7)
523 (3.0)
581 (3.1)
500 (3.8)432 (2.6)
533 (3.2)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

416

Exhibit 10.6: Students Report Arriving at School Feeling Tired or Hungry
Students’ Reports
Students Feel Tired
Country

Never

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United StatesrInternational Average

Students Feel Hungry

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement

41 (1.9)38 (1.4)
13 (0.7)
9 (0.5)29 (1.2)
24 (0.8)
12 (0.5)
17 (0.8)
17 (1.3)
10 (0.3)
17 (0.8)
17 (0.7)
13 (0.9)23 (0.8)
7 (0.5)7 (0.5)9 (0.6)8 (0.5)16 (0.7)
27 (1.3)
8 (0.6)
16 (0.8)
6 (0.5)39 (1.4)
11 (0.8)
13 (0.8)
26 (1.0)32 (1.4)
15 (0.8)
38 (1.3)
25 (1.3)
7 (0.4)25 (1.2)
15 (0.6)
26 (0.8)
39 (1.5)
8 (0.5)
11 (0.6)
28 (1.5)
7 (0.5)8 (0.7)24 (1.2)
43 (3.4)
24 (1.1)
17 (0.7)
23 (0.7)
17 (0.8)
20 (1.1)
26 (0.9)
13 (0.9)
12 (0.5)
8 (0.6)27 (1.0)
17 (0.8)
7 (0.6)
17 (0.7)
23 (0.5)
8 (0.4)495 (3.6)473 (4.0)
527 (5.7)
518 (5.9)437 (4.2)
500 (3.8)
497 (4.4)
461 (4.8)
498 (11.7)
522 (4.6)
462 (4.0)
544 (3.5)
527 (4.1)
518 (4.3)
537 (6.0)
518 (6.1)
527 (6.6)
547 (5.3)
478 (4.3)
464 (4.8)501 (7.8)
532 (4.6)
514 (7.2)
441 (5.3)
519 (5.6)
508 (3.7)565 (2.6)495 (4.6)
591 (4.7)424 (3.9)409 (7.4)
540 (5.2)
541 (4.0)479 (4.6)453 (3.5)
381 (5.6)505 (4.8)495 (6.0)
437 (8.4)
519 (6.4)
523 (7.2)
436 (5.8)
297 (16.3)
255 (8.3)
536 (4.7)508 (3.5)454 (6.1)
569 (5.6)
418 (4.8)520 (5.5)600 (4.8)512 (7.9)
330 (6.3)
511 (3.7)512 (7.2)
525 (5.3)
483 (3.2)
538 (5.7)

46 (1.6)
37 (1.1)
53 (1.0)47 (1.0)49 (1.1)
41 (0.8)57 (0.8)51 (1.0)44 (1.6)47 (0.6)
36 (0.7)
59 (0.9)57 (1.5)40 (0.9)42 (1.1)
51 (1.1)
48 (1.3)
59 (0.9)50 (1.0)46 (1.6)40 (1.1)
51 (1.2)
41 (1.0)41 (1.3)
55 (1.1)
43 (1.1)
51 (0.9)47 (1.2)
49 (1.2)
46 (1.1)
40 (1.2)
49 (1.0)
54 (1.0)42 (0.7)50 (0.8)40 (1.5)
50 (1.5)50 (0.9)46 (1.4)
49 (1.2)
47 (1.2)
46 (1.1)
31 (2.5)42 (1.4)
46 (1.1)
46 (0.8)40 (0.9)51 (0.9)45 (1.0)56 (1.1)
45 (0.7)
38 (1.0)45 (0.9)47 (1.1)
51 (1.2)
51 (1.0)42 (0.4)
36 (0.7)

496 (4.3)
481 (3.9)
542 (3.0)
528 (3.0)
439 (3.3)
504 (3.9)505 (2.3)
468 (2.9)535 (5.7)
531 (2.4)484 (3.1)
565 (2.2)
526 (2.6)
520 (3.0)
542 (3.0)524 (2.7)
548 (3.8)562 (2.8)495 (3.1)
458 (4.4)
531 (3.0)
538 (3.3)
534 (3.6)
449 (4.8)
537 (3.3)
514 (3.2)
565 (2.3)500 (3.4)
593 (2.1)
423 (4.0)
412 (6.7)
550 (2.4)
540 (2.7)503 (2.6)465 (2.8)388 (6.6)
524 (3.5)514 (2.8)441 (6.7)
528 (2.4)
546 (2.8)453 (4.7)309 (17.7)
292 (8.6)
537 (2.8)509 (3.1)
469 (4.7)
571 (3.0)
417 (4.3)
524 (3.8)604 (3.4)
526 (5.3)
349 (5.1)
521 (1.9)542 (3.5)535 (4.4)484 (2.3)
553 (2.7)

13 (1.0)26 (1.1)
34 (1.1)
44 (1.1)
22 (0.9)35 (1.0)31 (0.8)
32 (1.1)
38 (2.0)43 (0.7)
47 (1.0)
24 (0.8)30 (1.2)
37 (1.1)
51 (1.1)
42 (1.1)
43 (1.5)33 (0.9)34 (1.1)
27 (1.3)
52 (1.0)33 (1.3)
53 (1.1)
20 (0.9)34 (1.0)45 (1.3)
23 (0.9)21 (1.0)36 (1.2)
17 (0.9)35 (1.5)
44 (1.1)
21 (0.9)43 (0.8)24 (0.6)
21 (1.1)
42 (1.5)
39 (0.9)26 (1.2)
43 (1.2)
46 (1.3)
30 (1.2)
25 (2.8)
33 (1.5)
37 (1.3)
31 (0.8)
43 (1.1)
29 (1.3)
29 (1.0)31 (1.1)
44 (0.8)
54 (1.2)
28 (1.0)36 (1.1)
42 (1.3)
32 (1.0)34 (0.5)56 (0.8)469 (7.1)
453 (4.5)
522 (2.9)518 (3.3)
429 (5.2)
481 (4.4)
497 (2.7)450 (3.6)
521 (6.4)
518 (2.2)
464 (3.2)555 (2.6)
520 (2.9)500 (3.7)
527 (2.8)521 (2.9)
530 (3.2)
544 (3.4)484 (4.1)
438 (5.6)
519 (2.6)
520 (4.7)
529 (3.0)433 (5.5)
518 (4.1)
507 (3.8)553 (3.2)
484 (4.4)
581 (3.1)
383 (5.2)
377 (6.6)535 (3.4)
531 (4.5)
496 (2.7)
442 (3.4)
348 (10.2)
516 (4.0)495 (2.3)
406 (8.0)510 (3.1)
537 (3.2)
422 (5.2)
264 (13.2)
212 (7.0)525 (3.1)
496 (2.7)
439 (4.4)561 (3.5)379 (5.7)505 (4.8)584 (3.9)
520 (3.2)
296 (6.4)
502 (3.0)
537 (3.7)
519 (5.5)
460 (2.6)534 (3.1)

19 (0.1)

490 (0.8)

47 (0.1)

501 (0.6)

35 (0.2)

481 (0.6)

10 (0.6)
9 (0.7)16 (0.9)
14 (0.7)
18 (0.7)
23 (0.6)522 (7.2)
515 (5.3)
605 (4.0)
517 (3.8)416 (5.5)
543 (2.8)

46 (1.2)
53 (1.2)
48 (1.0)48 (0.9)41 (0.7)45 (0.8)534 (3.7)
526 (3.1)
597 (2.7)
529 (2.2)
429 (3.2)
551 (1.9)

44 (1.2)
38 (1.4)
36 (1.1)
37 (0.9)42 (0.7)
32 (0.7)518 (3.5)
518 (3.0)
589 (3.0)
518 (2.6)415 (3.8)
537 (3.0)

Never

r

r

r

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement

44 (2.0)41 (1.2)
30 (1.1)
30 (0.9)42 (1.4)
27 (0.9)34 (1.2)
29 (1.0)36 (2.1)
25 (0.7)
20 (0.8)
17 (0.7)
20 (1.2)
44 (1.1)
25 (1.1)
27 (1.1)
27 (1.2)
29 (1.0)32 (1.2)
41 (1.6)
29 (1.0)26 (0.8)29 (0.8)
38 (1.0)36 (1.0)28 (1.0)44 (1.1)
36 (1.5)
21 (0.8)35 (1.3)
24 (1.1)
22 (1.0)49 (1.3)
22 (0.6)
37 (1.0)31 (1.2)
32 (0.9)29 (0.9)29 (1.3)
33 (0.9)27 (1.0)25 (1.2)
33 (2.6)
27 (1.4)
45 (1.1)
47 (1.0)
20 (0.8)42 (1.3)
24 (1.1)
29 (1.5)34 (0.8)30 (1.0)31 (1.0)40 (1.0)33 (1.3)
15 (0.7)
26 (0.5)
23 (0.7)

498 (4.5)
480 (3.5)551 (3.6)
539 (3.2)
441 (3.4)
513 (4.1)
512 (2.8)
468 (3.9)
539 (6.7)
536 (3.4)486 (4.0)
561 (3.9)534 (4.6)525 (3.8)550 (3.4)535 (3.2)
552 (4.7)
564 (3.0)503 (3.3)
456 (5.2)
532 (3.6)
544 (3.9)
539 (3.7)456 (5.0)
546 (3.5)
521 (3.2)
573 (2.4)504 (4.9)
596 (3.1)
432 (4.2)
425 (8.4)
552 (3.3)
542 (3.0)504 (3.6)
468 (2.7)
387 (6.4)
530 (3.3)
523 (3.1)
441 (7.2)
535 (3.4)
550 (3.4)
450 (6.0)285 (16.6)
264 (8.5)
544 (3.3)
515 (3.3)
469 (6.2)
571 (4.4)429 (5.4)
533 (4.0)615 (3.2)
533 (4.3)
353 (6.0)525 (2.5)
547 (4.5)
532 (5.2)
493 (2.9)561 (3.8)

34 (2.0)32 (1.1)
43 (0.9)43 (0.8)
44 (1.2)
36 (0.9)41 (1.0)41 (0.7)
34 (1.3)
42 (0.6)
36 (0.9)56 (0.8)
53 (1.2)
32 (0.8)45 (1.1)
46 (1.1)
42 (1.1)
52 (0.9)37 (1.0)39 (1.4)
43 (0.9)46 (1.1)
47 (0.8)41 (1.2)
44 (1.0)36 (0.9)37 (0.7)
47 (1.2)
46 (1.1)
40 (1.2)
39 (1.1)
44 (1.0)39 (1.0)36 (0.8)36 (0.8)
39 (1.2)
45 (1.0)42 (1.0)40 (1.9)41 (0.8)51 (0.8)38 (0.8)
29 (2.6)
44 (1.4)
38 (0.9)32 (0.7)37 (0.9)39 (1.0)39 (1.1)
41 (1.2)
40 (0.7)
43 (1.2)
38 (0.7)
36 (0.8)
44 (1.3)
44 (1.0)40 (0.4)40 (0.5)500 (4.1)
476 (4.3)
539 (2.6)
523 (3.4)
440 (3.6)495 (3.7)502 (2.8)465 (3.1)
528 (4.6)
529 (2.2)
470 (3.0)
561 (2.1)
526 (2.6)512 (3.4)
537 (2.8)521 (3.2)
543 (3.6)556 (3.1)
490 (3.9)463 (4.9)
531 (3.1)
535 (3.8)533 (3.0)446 (4.5)
528 (3.8)515 (3.6)
561 (2.4)
492 (3.3)
591 (2.3)
423 (4.8)414 (6.1)
546 (2.7)
543 (2.9)504 (2.4)
460 (3.0)
380 (6.4)
520 (3.5)513 (2.9)444 (6.4)
518 (2.9)544 (2.9)443 (4.6)
317 (14.9)
280 (7.5)
532 (2.9)507 (2.7)
462 (4.5)
569 (3.2)
417 (4.5)
524 (3.9)
596 (3.8)524 (4.2)
340 (5.2)
515 (2.5)
540 (3.1)
534 (4.9)484 (2.3)
549 (2.6)

22 (1.4)
27 (1.0)28 (1.0)26 (0.9)
13 (0.8)37 (0.9)25 (1.0)30 (1.0)30 (2.0)33 (1.0)44 (0.9)27 (0.9)28 (1.2)
24 (0.9)30 (0.8)
27 (1.1)
30 (1.2)
20 (0.7)
31 (1.3)
21 (1.3)
28 (1.0)28 (1.2)
24 (0.8)
21 (0.8)
20 (0.9)36 (0.9)19 (0.7)
17 (0.8)
34 (1.2)
25 (1.0)37 (1.2)
34 (1.1)
12 (0.8)42 (0.8)27 (0.9)30 (1.4)
23 (1.1)
29 (0.9)31 (2.0)26 (1.0)22 (1.0)37 (1.3)
38 (2.4)
29 (1.1)
18 (0.7)
22 (0.9)43 (0.9)19 (0.9)36 (1.2)
30 (1.5)
26 (0.8)
27 (1.2)
31 (1.0)24 (1.0)24 (1.3)
40 (1.1)
34 (0.5)38 (0.8)476 (4.8)455 (5.4)
508 (3.3)
507 (3.2)
415 (7.0)
486 (4.0)
487 (3.5)454 (3.4)
508 (8.4)512 (2.3)
469 (2.9)552 (2.8)515 (3.3)
493 (3.9)
520 (3.7)515 (3.1)
520 (3.7)
540 (4.0)473 (4.1)
445 (6.0)
507 (3.7)515 (5.2)
521 (3.4)423 (4.9)508 (4.7)
499 (3.3)
542 (3.0)496 (6.2)
580 (3.2)
394 (4.6)
382 (6.9)
534 (2.8)520 (5.4)
486 (2.4)
439 (3.8)369 (10.8)
507 (4.3)
475 (2.9)416 (8.9)507 (3.8)525 (3.7)
435 (5.4)
294 (15.6)
225 (10.2)
512 (4.0)
486 (3.8)
442 (4.7)
563 (3.4)
396 (5.0)
498 (5.1)
568 (3.8)508 (5.0)301 (6.4)
490 (3.5)
523 (4.7)
526 (5.1)
458 (2.5)525 (3.2)

31 (0.2)

504 (0.6)

41 (0.1)

497 (0.6)

28 (0.1)

478 (0.7)

27 (1.3)
19 (1.0)33 (1.3)
42 (1.1)
21 (0.7)30 (0.7)537 (5.4)535 (4.2)
602 (2.5)535 (2.3)
436 (5.6)
549 (2.6)

41 (1.1)
44 (1.2)
40 (1.0)37 (1.0)39 (0.8)40 (0.7)532 (3.3)
524 (3.3)
597 (2.9)522 (2.4)
431 (3.5)550 (1.9)

32 (1.9)37 (1.1)
26 (1.0)
21 (0.9)39 (0.8)30 (0.6)510 (4.1)
514 (3.4)
586 (3.0)503 (3.6)
409 (3.2)
532 (3.6)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

417

Exhibit 10.7: Students Report Arriving at School Feeling Tired or Hungry
Students’ Reports
Students Feel Tired
Country

NeverStudents Feel Hungry

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

4 (0.2)8 (0.7)6 (0.5)4 (0.3)8 (0.6)15 (0.9)
4 (0.4)2 (0.2)4 (0.4)11 (0.9)
5 (0.5)2 (0.2)21 (1.0)
3 (0.3)8 (0.4)3 (0.3)11 (0.6)
14 (0.6)
14 (0.8)
5 (0.3)10 (0.6)
13 (1.0)9 (0.6)8 (0.5)13 (0.6)
5 (0.4)4 (0.5)12 (0.5)
12 (0.6)
7 (0.5)4 (0.4)10 (0.7)
14 (0.7)
3 (0.3)20 (0.6)
2 (0.3)6 (0.5)
11 (0.4)
3 (0.3)523 (9.4)
489 (6.0)
434 (7.4)
596 (10.2)
507 (7.5)
424 (7.2)
510 (14.0)~ ~479 (7.2)
471 (7.4)
577 (9.1)~ ~445 (5.6)
528 (8.8)519 (9.3)
505 (7.9)600 (4.6)
439 (5.2)
485 (5.7)
626 (8.9)412 (8.2)
420 (5.7)515 (6.0)452 (6.1)
397 (4.7)
467 (10.0)492 (8.0)424 (5.2)
500 (5.4)
445 (8.8)475 (10.2)
542 (7.3)
400 (4.4)
619 (9.5)
380 (3.1)~ ~468 (9.9)493 (4.6)503 (12.6)

47 (0.9)39 (1.0)46 (1.1)
50 (1.0)42 (0.9)58 (1.0)39 (1.1)
52 (1.2)
41 (0.9)47 (1.2)
45 (1.1)
33 (1.1)
60 (1.1)
41 (1.0)42 (1.1)
43 (1.2)
47 (0.9)51 (1.0)
66 (0.9)35 (0.9)51 (0.9)52 (1.3)
53 (0.9)55 (0.9)59 (0.9)46 (1.1)
39 (1.1)
55 (0.8)50 (1.1)
41 (1.3)
47 (1.3)
52 (1.1)
53 (0.8)34 (0.8)59 (0.7)
39 (1.1)
56 (1.1)
43 (0.6)
34 (0.8)526 (4.6)
493 (2.6)
442 (3.2)
616 (3.3)505 (2.2)
420 (5.3)
525 (5.7)
518 (2.7)
488 (2.7)459 (4.5)585 (4.2)
513 (4.4)
450 (3.8)
529 (3.3)
520 (5.3)
502 (3.4)601 (3.4)423 (3.8)488 (3.2)
619 (3.4)
408 (5.2)
429 (3.6)
517 (3.3)
459 (3.4)
388 (2.5)
491 (4.1)
510 (3.0)416 (2.8)504 (3.3)
452 (5.4)
477 (4.6)
541 (5.5)397 (2.8)620 (4.6)
390 (2.2)
508 (3.3)
497 (4.4)
485 (2.2)
526 (5.3)

49 (0.9)53 (0.8)
48 (1.1)
46 (1.0)50 (1.0)27 (1.0)57 (1.2)
46 (1.2)
54 (1.0)42 (1.4)
49 (1.1)
65 (1.1)
19 (0.8)
56 (1.0)51 (1.1)
54 (1.3)
41 (1.2)
35 (1.0)
19 (0.8)60 (1.0)38 (1.1)
35 (1.2)
38 (1.0)37 (1.0)28 (0.9)50 (1.2)
57 (1.1)
33 (1.0)39 (1.2)
52 (1.4)
49 (1.4)
38 (1.2)
32 (0.9)63 (0.8)
21 (0.5)
59 (1.2)
37 (1.1)
46 (0.5)62 (0.8)

International Average

8 (0.1)488 (1.3)

47 (0.2)

493 (0.6)

3 (0.4)3 (0.4)5 (0.4)15 (0.6)
12 (0.6)
9 (0.4)11 (0.9)542 (10.1)
538 (11.2)
589 (9.3)
406 (4.0)410 (4.0)
446 (6.6)
558 (6.0)

41 (1.0)45 (1.3)
41 (1.2)
58 (0.9)59 (0.9)40 (0.9)45 (1.1)

536 (4.4)
548 (3.9)
577 (4.7)
419 (2.9)435 (4.3)
450 (3.4)
542 (2.6)

Never

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement510 (3.5)472 (1.7)
442 (3.2)
610 (3.1)
498 (2.5)403 (5.9)513 (5.7)500 (3.1)
480 (2.9)463 (5.3)
575 (4.6)
518 (3.0)
439 (5.5)522 (2.7)
522 (4.4)494 (3.0)585 (3.3)
416 (5.7)
492 (4.5)
599 (3.3)
398 (5.8)
437 (3.5)
529 (3.9)
467 (3.6)
387 (3.2)
477 (3.4)
501 (2.9)404 (4.2)
496 (4.1)
438 (4.5)484 (5.4)
548 (3.8)
390 (3.2)
614 (4.2)
402 (3.4)502 (2.7)502 (4.8)463 (2.0)514 (4.6)

28 (0.8)
21 (0.7)
14 (0.7)
8 (0.4)37 (1.0)
20 (0.9)30 (1.3)
19 (0.7)
18 (0.7)30 (1.4)
14 (1.1)
28 (1.0)42 (0.9)35 (1.0)28 (0.9)23 (1.0)34 (1.1)
23 (0.9)31 (0.9)
12 (0.5)
26 (0.9)25 (1.1)
46 (1.1)
9 (0.5)17 (0.6)
29 (0.7)
31 (0.9)23 (0.8)
48 (1.2)
20 (0.8)
14 (0.9)33 (1.1)
30 (0.9)20 (0.7)
22 (0.4)
24 (1.0)
11 (0.7)
23 (0.6)
26 (0.8)

540 (5.8)
497 (3.6)459 (5.1)
607 (6.2)
516 (3.1)
427 (7.0)
533 (6.7)
534 (3.7)
499 (4.0)469 (5.2)
600 (8.3)
535 (4.8)458 (4.3)
542 (3.5)530 (5.9)514 (4.0)
608 (3.1)
443 (4.5)488 (4.0)623 (5.4)
420 (5.7)
435 (4.3)
524 (3.4)
460 (6.5)
392 (3.9)502 (3.7)
517 (3.1)
433 (3.7)
514 (3.4)475 (7.0)
502 (7.5)
544 (4.9)403 (2.8)647 (4.1)
404 (3.3)
522 (4.1)
484 (8.2)
505 (2.8)
538 (6.8)

45 (0.6)
36 (0.8)
34 (1.0)49 (0.9)38 (1.0)41 (1.1)
45 (1.1)
50 (0.8)33 (0.9)44 (1.4)
46 (1.3)
43 (0.8)42 (0.9)43 (0.9)45 (0.9)34 (0.9)43 (0.9)39 (1.0)53 (0.9)38 (0.8)
43 (1.0)38 (0.9)40 (0.9)45 (0.9)47 (0.7)45 (0.8)45 (1.0)45 (0.9)31 (0.9)38 (1.0)33 (1.1)
43 (0.9)43 (0.7)43 (0.8)46 (0.5)
43 (1.0)42 (1.1)
39 (0.5)41 (0.7)521 (4.0)
485 (2.6)
443 (3.4)
616 (3.0)499 (2.8)418 (5.3)
521 (5.1)
511 (2.8)486 (3.5)
464 (5.3)
584 (4.5)
516 (3.6)
446 (3.8)524 (3.0)526 (4.8)500 (3.3)
592 (3.3)
419 (4.7)
488 (3.6)
611 (3.3)
408 (4.8)
431 (3.9)
522 (3.7)
460 (4.0)
391 (2.7)
485 (3.4)505 (2.9)415 (2.9)495 (3.8)451 (5.0)
487 (4.3)
545 (5.1)
396 (3.0)620 (4.3)
389 (2.3)505 (3.0)494 (5.8)483 (2.3)
524 (4.5)

27 (0.8)43 (0.9)53 (1.0)44 (1.0)25 (0.9)39 (1.2)
26 (1.1)
31 (0.8)
49 (1.1)
26 (1.4)
40 (1.0)29 (1.1)
17 (0.6)
22 (0.9)27 (1.0)43 (1.1)
24 (0.7)
38 (1.2)
17 (0.6)51 (0.8)30 (1.0)37 (1.2)
14 (0.8)47 (1.0)36 (1.0)25 (0.9)24 (0.9)32 (1.1)
21 (1.1)
42 (1.1)
53 (1.4)
24 (0.9)28 (0.8)36 (0.8)33 (0.7)
33 (1.0)46 (1.2)
38 (0.6)
33 (0.8)493 (3.6)472 (2.6)
437 (2.7)
611 (3.6)
487 (3.3)
415 (5.4)
497 (6.4)
493 (3.2)
476 (2.6)457 (4.9)
569 (4.7)502 (4.0)429 (5.2)
507 (3.8)507 (4.7)
488 (3.0)
579 (3.7)
419 (4.8)490 (4.7)
602 (3.3)
392 (6.4)
429 (3.6)
517 (4.7)
463 (3.1)
385 (2.8)459 (5.2)
487 (3.8)400 (3.6)
482 (5.2)
427 (3.6)473 (5.2)
546 (5.0)394 (3.2)
593 (4.7)
387 (2.6)
489 (3.5)507 (4.2)455 (2.3)
495 (4.5)

45 (0.2)

487 (0.6)

25 (0.1)

504 (0.8)

42 (0.1)

492 (0.6)

33 (0.2)

480 (0.7)

56 (1.1)
52 (1.4)
54 (1.2)
27 (1.0)29 (1.0)52 (0.9)44 (0.9)526 (4.7)
540 (4.4)574 (4.2)
438 (4.4)472 (6.2)
432 (3.5)
526 (2.7)

31 (0.9)24 (1.2)
26 (1.0)
21 (0.7)
23 (0.9)20 (0.7)
27 (1.0)545 (5.7)
563 (4.5)585 (6.2)
441 (5.0)
468 (6.7)
470 (4.5)564 (3.4)

45 (0.9)42 (1.0)42 (0.9)42 (0.8)44 (0.8)38 (0.7)
39 (0.9)531 (4.8)
546 (4.0)575 (4.5)421 (3.2)
442 (4.4)
450 (3.4)
539 (3.0)

24 (0.8)
34 (1.1)
32 (1.1)
37 (0.9)33 (1.1)
43 (0.8)
34 (1.2)

515 (4.7)
528 (4.2)
570 (4.2)
413 (3.1)
426 (4.3)
421 (3.9)512 (3.0)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

418

Exhibit 10.8: Students Report Arriving at School Feeling Tired or Hungry
Students’ Reports
Students Feel Tired
Country

NeverStudents Feel Hungry

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

4 (0.2)8 (0.7)6 (0.5)4 (0.3)8 (0.6)15 (0.9)
4 (0.4)2 (0.2)4 (0.4)11 (0.9)
5 (0.5)2 (0.2)21 (1.0)
3 (0.3)8 (0.4)3 (0.3)11 (0.6)
14 (0.6)
14 (0.8)
5 (0.3)10 (0.6)
13 (1.0)9 (0.6)8 (0.5)13 (0.6)
5 (0.4)4 (0.5)12 (0.5)
12 (0.6)
7 (0.5)4 (0.4)10 (0.7)
14 (0.7)
3 (0.3)20 (0.6)
2 (0.3)6 (0.5)
11 (0.4)
3 (0.3)526 (9.3)
502 (7.2)
455 (8.5)
551 (9.2)
492 (7.6)
410 (8.0)505 (15.5)~ ~482 (8.3)
450 (6.7)
501 (9.7)~ ~446 (5.4)
522 (10.1)
516 (7.9)504 (8.2)
580 (4.1)
476 (5.4)473 (5.7)
575 (8.5)
449 (10.2)
356 (9.0)528 (5.2)
453 (6.3)
409 (6.0)
471 (9.3)
457 (12.1)
471 (5.3)
515 (4.9)476 (10.0)475 (8.8)
541 (6.2)
438 (5.2)
615 (9.1)
359 (3.8)~ ~476 (8.5)
497 (5.3)
499 (14.4)

47 (0.9)39 (1.0)46 (1.1)
50 (1.0)42 (0.9)58 (1.0)39 (1.1)
52 (1.2)
41 (0.9)47 (1.2)
45 (1.1)
33 (1.1)
60 (1.1)
41 (1.0)42 (1.1)
43 (1.2)
47 (0.9)51 (1.0)
66 (0.9)35 (0.9)51 (0.9)52 (1.3)
53 (0.9)55 (0.9)59 (0.9)46 (1.1)
39 (1.1)
55 (0.8)50 (1.1)
41 (1.3)
47 (1.3)
52 (1.1)
53 (0.8)34 (0.8)59 (0.7)
39 (1.1)
56 (1.1)
43 (0.6)
34 (0.8)536 (3.8)501 (2.6)
466 (3.2)
576 (2.4)
488 (2.6)
399 (5.3)
527 (5.3)
552 (3.2)
494 (3.4)
450 (4.3)
510 (5.5)
528 (4.0)453 (3.8)526 (3.5)
517 (5.0)503 (3.2)
574 (2.5)457 (4.6)478 (3.1)
569 (3.2)
453 (5.6)
377 (5.2)
532 (3.3)
461 (3.7)
395 (2.9)506 (4.1)
502 (3.7)
463 (2.9)522 (2.9)
485 (5.8)470 (4.4)
540 (5.2)
434 (2.8)609 (4.4)
370 (3.3)
524 (4.4)
518 (3.8)489 (2.8)
528 (5.1)

49 (0.9)53 (0.8)
48 (1.1)
46 (1.0)50 (1.0)27 (1.0)57 (1.2)
46 (1.2)
54 (1.0)42 (1.4)
49 (1.1)
65 (1.1)
19 (0.8)
56 (1.0)51 (1.1)
54 (1.3)
41 (1.2)
35 (1.0)
19 (0.8)60 (1.0)38 (1.1)
35 (1.2)
38 (1.0)37 (1.0)28 (0.9)50 (1.2)
57 (1.1)
33 (1.0)39 (1.2)
52 (1.4)
49 (1.4)
38 (1.2)
32 (0.9)63 (0.8)
21 (0.5)
59 (1.2)
37 (1.1)
46 (0.5)62 (0.8)

International Average

8 (0.1)485 (1.4)

47 (0.2)

494 (0.6)

3 (0.4)3 (0.4)5 (0.4)15 (0.6)
12 (0.6)
9 (0.4)11 (0.9)529 (10.0)
530 (10.9)
573 (7.7)
405 (5.4)
399 (4.8)435 (8.2)
571 (6.3)

41 (1.0)45 (1.3)
41 (1.2)
58 (0.9)59 (0.9)40 (0.9)45 (1.1)

525 (3.6)
540 (3.7)
567 (3.7)
419 (4.1)
431 (5.0)
439 (4.4)555 (3.0)

Never

Sometimes

Every Day or Almost
Every Day

Percent of
Average
Students Achievement

Percent of
Average
Students Achievement

Percent ofStudents

Average
Achievement

523 (3.1)
476 (2.7)
463 (3.8)575 (2.2)
480 (2.7)
373 (6.5)
515 (5.4)
534 (3.6)
485 (2.9)444 (4.7)500 (5.6)
530 (2.6)
443 (5.2)
523 (3.1)
515 (4.4)
499 (2.9)561 (2.7)
444 (6.0)
486 (5.0)555 (2.6)
438 (6.1)
389 (5.9)
540 (4.0)463 (4.0)
388 (3.4)
498 (3.6)495 (3.4)
450 (4.5)
516 (3.9)
468 (4.7)473 (5.1)
548 (3.7)
429 (3.9)
607 (4.1)
388 (4.5)
524 (3.3)
522 (4.2)
461 (2.3)
524 (4.4)

28 (0.8)
21 (0.7)
14 (0.7)
8 (0.4)37 (1.0)
20 (0.9)30 (1.3)
19 (0.7)
18 (0.7)30 (1.4)
14 (1.1)
28 (1.0)42 (0.9)35 (1.0)28 (0.9)23 (1.0)34 (1.1)
23 (0.9)31 (0.9)
12 (0.5)
26 (0.9)25 (1.1)
46 (1.1)
9 (0.5)17 (0.6)
29 (0.7)
31 (0.9)23 (0.8)
48 (1.2)
20 (0.8)
14 (0.9)33 (1.1)
30 (0.9)20 (0.7)
22 (0.4)
24 (1.0)
11 (0.7)
23 (0.6)
26 (0.8)553 (5.1)
510 (3.4)483 (4.9)
571 (5.3)
501 (3.2)
412 (7.1)
536 (6.4)
571 (4.5)509 (4.6)456 (4.7)
534 (10.4)
550 (4.2)
460 (4.1)
544 (3.7)
524 (5.7)
521 (3.7)
585 (2.6)477 (5.1)
479 (3.7)
579 (5.0)466 (6.9)
380 (6.3)
539 (3.4)452 (7.5)
402 (4.7)
523 (3.5)509 (4.5)
480 (3.8)
532 (2.9)506 (7.1)
491 (6.9)
545 (4.5)444 (3.6)
641 (3.5)389 (4.0)
547 (5.3)
506 (6.6)
513 (3.4)
542 (6.4)

45 (0.6)
36 (0.8)
34 (1.0)49 (0.9)38 (1.0)41 (1.1)
45 (1.1)
50 (0.8)33 (0.9)44 (1.4)
46 (1.3)
43 (0.8)42 (0.9)43 (0.9)45 (0.9)34 (0.9)43 (0.9)39 (1.0)53 (0.9)38 (0.8)
43 (1.0)38 (0.9)40 (0.9)45 (0.9)47 (0.7)45 (0.8)45 (1.0)45 (0.9)31 (0.9)38 (1.0)33 (1.1)
43 (0.9)43 (0.7)43 (0.8)46 (0.5)
43 (1.0)42 (1.1)
39 (0.5)41 (0.7)532 (3.2)
498 (2.8)
467 (3.7)
577 (2.4)482 (3.3)
397 (5.3)
520 (5.0)
546 (3.6)
489 (3.7)
446 (4.5)506 (5.4)
529 (3.1)
450 (3.7)
521 (3.4)
520 (4.6)
501 (3.5)
569 (2.7)453 (5.2)
477 (3.4)565 (2.8)451 (5.3)
380 (6.4)
534 (3.7)
463 (4.1)
399 (3.0)500 (3.6)
497 (3.4)
464 (2.8)515 (3.7)
481 (5.8)476 (4.9)
543 (4.7)
433 (3.5)
611 (4.2)
368 (3.4)
524 (3.9)513 (5.2)
485 (2.6)
530 (4.2)

27 (0.8)43 (0.9)53 (1.0)44 (1.0)25 (0.9)39 (1.2)
26 (1.1)
31 (0.8)
49 (1.1)
26 (1.4)
40 (1.0)29 (1.1)
17 (0.6)
22 (0.9)27 (1.0)43 (1.1)
24 (0.7)
38 (1.2)
17 (0.6)51 (0.8)30 (1.0)37 (1.2)
14 (0.8)47 (1.0)36 (1.0)25 (0.9)24 (0.9)32 (1.1)
21 (1.1)
42 (1.1)
53 (1.4)
24 (0.9)28 (0.8)36 (0.8)33 (0.7)
33 (1.0)46 (1.2)
38 (0.6)
33 (0.8)502 (3.4)
470 (2.8)458 (2.9)573 (2.5)
466 (3.3)
389 (5.6)
501 (5.9)525 (4.1)
483 (2.9)447 (5.9)493 (5.5)515 (4.0)
432 (5.0)504 (4.2)
504 (5.0)
491 (3.0)551 (3.0)452 (4.7)
485 (5.3)
555 (2.7)
432 (7.2)
380 (5.0)529 (4.7)
462 (3.7)
387 (3.1)
474 (5.0)
480 (5.1)
446 (4.0)499 (4.7)
461 (4.4)465 (4.8)
544 (5.0)433 (3.3)
585 (4.7)
370 (3.2)
507 (3.7)
526 (3.8)450 (2.8)506 (4.9)

45 (0.2)

488 (0.7)

25 (0.1)

507 (0.8)

42 (0.1)

493 (0.6)

33 (0.2)

480 (0.7)

56 (1.1)
52 (1.4)
54 (1.2)
27 (1.0)29 (1.0)52 (0.9)44 (0.9)520 (3.3)
534 (4.4)566 (2.9)445 (5.6)
481 (7.1)
415 (4.3)
535 (2.7)

31 (0.9)24 (1.2)
26 (1.0)
21 (0.7)
23 (0.9)20 (0.7)
27 (1.0)539 (4.5)560 (4.7)
575 (4.3)
449 (6.0)475 (7.7)
467 (5.8)
576 (3.5)

45 (0.9)42 (1.0)42 (0.9)42 (0.8)44 (0.8)38 (0.7)
39 (0.9)520 (3.4)
538 (4.2)
566 (3.3)
420 (4.2)
438 (5.5)
440 (4.2)
551 (3.2)

24 (0.8)
34 (1.1)
32 (1.1)
37 (0.9)33 (1.1)
43 (0.8)
34 (1.2)

508 (3.9)
520 (4.0)562 (3.2)
414 (4.0)422 (5.1)
399 (4.9)
522 (3.7)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

419

Classroom Teaching Limited by Students Not Ready
for Instruction
Exhibits 10.10, 10.11, 10.12, and 10.13 present teachers’ reports about the extent to which their fourthand eighth grade classroom teaching is limited by students not ready to learn (i.e., lacking prerequisiteknowledge or skills, lacking basic nutrition, being sleep deprived, absent, disruptive, or uninterested,or having learning impairments or difficulties understanding the language of instruction), along withstudent achievement. The results are summarized on the Classroom Teaching Limited by Students Not
Ready for Instruction scale described in Exhibit 10.9 (see About the Scale), with three categories that
describe how much classroom teaching is limited: “very little,” “some,” and “a lot.” A higher score on
the scale indicates that classroom instruction was limited less by these student attributes or behavior,
and a lower score indicates it was limited more. Countries are sorted by the percentage “very little.”
On average, across countries, just over one-third of the fourth grade students (36% formathematics and 37% for science) had classroom teachers who reported that their teaching was
limited “very little” by students not ready for instruction. Most of the rest of the students (59% in
mathematics and 58% in science) had teachers who reported that instruction was limited “some.”
Unfortunately, 6 percent of students were in classrooms where teachers reported instruction was
limited “a lot.” The picture was even less positive in eighth grade, where only about one-quarterof students (24% in mathematics and 26% in science) had teachers who reported that classroom
instruction was limited “very little,” and about two-thirds (67% for mathematics and 66% for science)
had teachers who reported that classroom instruction was limited “some” by students not ready for
instruction. The remaining 8–9 percent of students (9% in mathematics and 8% in science) had
teachers reporting instruction was limited “a lot.”
In both subjects and both grades, there was a direct relationship between the degree that
instruction was limited by students not ready for instruction and students’ average achievement,with successively lower achievement for each category of increased impact on teaching. For example,
in eighth grade science (Exhibit 10.13), average achievement was 515 for students where instruction
was limited “very little,” 484 for students where instruction was limited “some,” and 457 for students
where instruction was limited “a lot.”

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

420

Exhibit 10.9: Classroom Teaching Limited by Students Not Ready for Instruction – Teachers’ Reports
Students’ Results based on Teachers’ Reports

About the Scale
Students were scored according to their teachers’ reports regarding eight student attributes on the Classroom Teaching Limited by Students Not Ready
for Instruction scale. Cut scores divide the scale into three categories. Students with teachers who felt their teaching was limited Very Little had a score at
or above the cut score corresponding to their teachers reporting they were “not at all” limited by four of the eight student attributes and were limited“some” by the other four, on average. Students with teachers who felt their teaching was limited A Lot had a score at or below the cut score corresponding
to their teachers reporting they were limited “a lot” by four of the eight attributes and were limited “some” by the other four, on average. All other students
had teachers who felt their teaching was limited Some.

In your view, to what extent do the following limit how you teach this class?
Not at
all

Some

A lot

Very Little

Some

A Lot

1) Students lacking prerequisite knowledge
or skills - - - - - - - - - - - - - - - - - - - - - - - - - - - 2) Students suffering from lack of basic nutrition 3) Students suffering from not enough sleep - - - 4) Students absent from class - - - - - - - - - - - - - 5) Disruptive students - - - - - - - - - - - - - - - - - - - 6) Uninterested students - - - - - - - - - - - - - - - - - 7) Students with mental, emotional, or
psychological impairment - - - - - - - - - - - - - - 8) Students with difficulties understanding thelanguage of instruction - - - - - - - - - - - - - - - - -Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Fourth Grade

10.8

6.8

Eighth Grade

11.2

7.2

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

421

Exhibit 10.10: Classroom Teaching Limited by Students Not Ready for Instruction – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Little
CountryJapan
Albania
KosovoCzech Republic
North Macedonia
Azerbaijan
Singapore
SerbiaCroatia
LatviaSlovak RepublicHong Kong SAR
Netherlands
Austria
Montenegro
Spain
Bosnia and Herzegovina
Bulgaria
Georgia
Russian Federation
Germany
Finland
Ireland
PolandUnited Arab Emirates
SwedenBelgium (Flemish)
Italy
FrancePortugal
Denmark
Hungary
Armenia
Korea, Rep. of
Qatar
Kazakhstan
Bahrain
Malta
Chinese Taipei
Northern Ireland
Norway (5)Australia
New Zealand
Oman
CyprusIran, Islamic Rep. of
CanadaEnglandPakistan
Turkey (5)Philippines
KuwaitLithuania
Saudi Arabia
United States
MoroccoChile
South Africa (5)

Some

A Lot

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

79 (3.0)71 (3.8)
63 (3.8)
61 (3.6)
60 (3.9)53 (3.8)
52 (2.8)
49 (4.1)
49 (3.4)
49 (3.9)48 (3.5)
47 (3.8)
47 (4.2)
46 (3.2)
46 (2.7)
46 (3.7)
45 (3.2)
44 (3.8)42 (3.8)
41 (3.1)
40 (3.8)40 (2.9)40 (3.7)
39 (3.6)
39 (1.9)37 (3.8)
37 (3.4)
36 (4.1)
35 (3.2)
33 (3.3)
33 (4.4)
33 (3.4)
32 (3.8)
32 (3.8)30 (3.5)
30 (3.3)
28 (3.3)
28 (0.4)
26 (3.7)
26 (3.9)25 (4.4)
24 (3.8)
24 (2.4)
24 (2.9)23 (3.3)
22 (2.9)22 (1.9)22 (3.9)
19 (4.1)
19 (3.2)
18 (3.1)
18 (3.2)
18 (2.8)
18 (2.8)
15 (1.6)
13 (2.5)
12 (2.5)
12 (2.0)593 (2.1)
499 (4.0)
448 (3.7)
543 (2.8)482 (5.5)
516 (4.0)656 (3.9)508 (3.9)507 (3.1)
553 (3.3)
521 (3.5)
614 (5.6)
546 (3.6)552 (2.7)458 (2.5)514 (3.6)454 (4.2)
540 (4.2)
482 (5.8)569 (4.9)
538 (3.1)
542 (3.2)
557 (4.6)
533 (4.5)515 (3.1)
530 (5.1)
546 (2.3)
518 (3.9)506 (4.1)
540 (3.8)
531 (4.7)
543 (3.8)505 (4.7)
608 (4.6)
464 (7.5)
517 (4.2)
489 (4.3)
532 (2.1)
602 (3.0)583 (6.6)
560 (4.8)545 (6.9)515 (5.0)450 (7.5)
547 (5.0)465 (9.2)
537 (4.7)
576 (12.2)
353 (23.2)
568 (9.0)326 (15.1)
420 (12.2)
565 (6.9)
419 (7.4)
568 (4.5)
418 (15.6)
477 (9.9)409 (15.4)

20 (2.9)24 (3.3)
37 (3.8)
39 (3.6)
40 (3.9)45 (3.8)45 (2.9)47 (4.1)
50 (3.5)
49 (3.9)45 (3.4)
53 (3.8)
51 (4.3)
51 (3.3)
51 (2.6)
50 (3.9)49 (3.2)
52 (3.7)
57 (3.9)47 (3.7)
55 (3.8)
58 (3.1)
59 (3.7)
59 (3.7)
57 (2.0)61 (3.8)
59 (3.5)
57 (4.0)58 (3.2)
56 (3.4)
63 (4.5)
63 (3.6)
63 (3.9)52 (3.7)
66 (3.4)
49 (3.8)
64 (3.1)
63 (0.4)
64 (4.0)72 (4.1)
70 (4.1)
69 (4.0)71 (2.6)
54 (3.5)
68 (3.4)
63 (3.4)
71 (2.2)
71 (4.5)
79 (4.2)
67 (3.7)
79 (3.1)
79 (3.5)
63 (3.9)76 (3.5)
77 (1.9)
79 (3.2)
74 (4.0)81 (2.6)

591 (3.4)
490 (8.7)
438 (5.0)
517 (4.5)456 (9.7)515 (4.1)
591 (5.0)507 (5.6)
511 (3.4)
541 (4.0)503 (5.8)590 (4.1)
529 (2.8)530 (3.1)
450 (3.1)
492 (3.7)451 (3.1)
495 (6.4)
482 (4.4)562 (4.6)
514 (3.0)527 (3.0)
542 (2.9)513 (3.1)
464 (2.7)
517 (3.6)
527 (2.4)
513 (3.2)
476 (3.8)519 (3.7)
522 (2.3)
516 (4.3)
494 (3.1)
597 (3.1)
443 (5.2)512 (4.7)
477 (3.1)
499 (1.8)
599 (2.6)560 (3.7)
541 (2.8)514 (3.4)
481 (3.3)
418 (4.6)
533 (3.0)
436 (4.9)507 (2.4)551 (5.2)
324 (14.5)
520 (5.0)
290 (6.1)
376 (5.3)
536 (3.9)393 (4.9)533 (2.9)378 (5.9)437 (3.2)
369 (4.1)

1 (0.6)4 (2.2)0 (0.0)0 (0.0)0 (0.0)3 (1.1)3 (0.9)4 (1.6)2 (0.8)2 (1.1)7 (1.9)0 (0.0)2 (1.2)2 (0.9)3 (1.0)4 (1.3)6 (1.7)3 (1.2)1 (0.7)12 (2.2)
4 (1.3)1 (0.5)1 (0.4)2 (0.9)4 (0.5)2 (1.0)4 (1.1)7 (2.0)7 (1.4)11 (2.1)
4 (1.6)4 (1.4)5 (1.5)16 (2.9)4 (1.5)21 (2.9)8 (2.1)10 (0.2)
10 (2.4)
2 (1.3)5 (1.7)6 (1.7)5 (1.3)22 (2.9)9 (1.7)14 (2.7)
6 (1.3)7 (2.9)2 (1.3)14 (2.6)
3 (1.4)3 (1.3)19 (3.0)
6 (1.9)7 (1.3)8 (2.1)13 (3.2)
7 (1.6)~ ~441 (14.9)
~ ~
~ ~
~ ~
500 (17.2)
613 (23.1)
517 (8.1)~ ~~ ~472 (12.7)
~ ~
~ ~
~ ~
410 (9.0)479 (9.7)
443 (10.6)
497 (37.0)~ ~574 (8.4)
450 (17.2)
~ ~
~ ~
~ ~
415 (7.9)~ ~521 (11.7)
514 (7.3)
456 (10.3)
516 (8.1)
506 (10.2)
507 (18.7)
507 (11.5)
590 (6.3)
465 (23.1)
507 (6.9)478 (9.2)
507 (3.1)
595 (6.4)~ ~518 (12.3)
458 (11.0)
446 (17.3)
441 (11.5)
507 (6.7)
439 (8.5)484 (7.9)552 (5.4)~ ~478 (17.1)
259 (19.2)
345 (28.8)
534 (6.0)385 (15.8)
491 (7.8)375 (9.6)425 (8.8)370 (14.0)

12.1 (0.14)
11.3 (0.17)
11.1 (0.12)
11.0 (0.12)
11.1 (0.12)
10.6 (0.11)
10.8 (0.11)
10.6 (0.15)
10.8 (0.14)
10.6 (0.14)
10.4 (0.16)
10.7 (0.13)
10.6 (0.14)
10.5 (0.09)
10.4 (0.10)
10.4 (0.12)
10.4 (0.14)
10.4 (0.14)
10.4 (0.12)
10.1 (0.16)
10.0 (0.13)
10.4 (0.09)
10.3 (0.14)
10.4 (0.12)
10.1 (0.05)
10.3 (0.13)
10.2 (0.11)
9.9 (0.16)
9.8 (0.11)
9.6 (0.16)
9.9 (0.14)
10.1 (0.14)
9.7 (0.13)
9.5 (0.20)
9.8 (0.15)
9.3 (0.15)
9.7 (0.13)
9.4 (0.02)
9.5 (0.16)
9.9 (0.12)
9.7 (0.22)
9.6 (0.13)
9.6 (0.09)
9.0 (0.14)
9.4 (0.13)
9.1 (0.15)
9.4 (0.09)
9.5 (0.17)
9.7 (0.13)
9.0 (0.14)
9.3 (0.12)
9.4 (0.12)
8.9 (0.15)
9.3 (0.13)
9.1 (0.09)
8.8 (0.11)
8.7 (0.15)
9.0 (0.10)

36 (0.4)

517 (0.9)

59 (0.5)495 (0.6)

6 (0.2)476 (2.2)###### ######

57 (2.4)
51 (4.2)
46 (4.2)
26 (3.7)
26 (2.3)
20 (2.9)563 (3.3)
524 (2.7)
599 (3.1)
541 (8.7)
487 (7.7)
545 (4.2)

41 (2.4)
46 (4.4)
46 (3.8)
65 (4.1)
66 (2.4)
77 (3.2)

525 (4.0)
512 (3.3)
587 (3.2)
504 (4.3)
431 (3.9)
530 (2.6)

1 (0.3)4 (1.7)8 (2.3)9 (2.5)8 (1.2)3 (1.2)~ ~495 (31.3)
590 (6.5)
487 (9.9)394 (10.7)
519 (12.8)

10.8 (0.07)
10.6 (0.13)
10.3 (0.20)
9.4 (0.16)
9.5 (0.09)
9.5 (0.11)

r

r

r

r

s

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Moscow City, Russian Fed.
Ontario, Canada
Abu Dhabi, UAE
Quebec, CanadarrrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

422

Exhibit 10.11: Classroom Teaching Limited by Students Not Ready for Instruction – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Little
CountryJapan
Albania
KosovoCzech Republic
North Macedonia
Slovak Republic
Azerbaijan
Singapore
LatviaSerbiaCroatia
Netherlands
Austria
Montenegro
PolandSpain
Hong Kong SAR
Georgia
Bosnia and Herzegovina
Bulgaria
Germany
Ireland
Russian Federation
United Arab Emirates
FinlandChinese Taipei
Denmark
SwedenFranceBelgium (Flemish)
Italy
Armenia
Hungary
Portugal
Qatar
Kazakhstan
Korea, Rep. of
Bahrain
Norway (5)Malta
KuwaitNew Zealand
Northern Ireland
Australia
CanadaPakistanOman
Iran, Islamic Rep. of
EnglandTurkey (5)Saudi Arabia
Cyprus
Chile
Lithuania
Philippines
MoroccoUnited States
South Africa (5)

Some

A Lot

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

78 (3.3)
71 (3.9)63 (3.8)
61 (3.5)
60 (3.9)54 (3.5)
52 (4.3)
52 (3.2)
51 (3.9)49 (4.1)
49 (3.4)
47 (4.2)
47 (3.4)
46 (2.7)
46 (3.4)
46 (4.1)
45 (3.7)
45 (4.1)
45 (3.2)
45 (3.7)
43 (3.9)40 (3.7)
40 (3.1)
40 (1.8)40 (2.9)39 (3.7)
38 (4.2)
37 (4.0)36 (3.4)
36 (3.3)
36 (4.1)
35 (4.2)
35 (3.4)
33 (3.3)
31 (3.2)
30 (3.2)
30 (3.7)
30 (2.6)
28 (4.6)
27 (0.4)
26 (4.2)
26 (2.6)
26 (3.9)26 (3.8)
24 (2.1)
23 (6.4)
23 (3.0)22 (2.9)22 (3.9)22 (2.9)20 (3.0)
19 (3.7)
18 (3.3)
18 (2.8)
17 (2.7)
15 (2.6)
15 (1.9)
12 (2.3)

561 (2.2)
494 (4.3)
417 (4.6)
542 (2.8)438 (6.1)
537 (3.2)
427 (5.1)
620 (3.7)
544 (3.2)
518 (4.1)
522 (2.9)
530 (4.6)
537 (3.5)458 (2.8)
539 (4.3)
520 (3.7)
550 (4.7)457 (6.4)
460 (4.6)553 (5.5)534 (3.3)
534 (6.7)
570 (4.2)
510 (3.4)565 (3.3)
561 (2.8)
528 (3.9)
549 (4.1)
507 (4.3)
516 (2.5)513 (4.7)
470 (5.9)
544 (4.3)
515 (3.0)
467 (7.9)
498 (5.6)
599 (3.7)512 (5.9)552 (4.8)523 (2.4)
419 (13.9)
528 (4.2)
530 (4.7)
559 (5.0)
543 (3.4)
301 (35.9)456 (9.0)461 (9.2)
557 (9.9)559 (7.9)
409 (9.7)
530 (5.5)
498 (6.9)
561 (6.6)
303 (16.9)
399 (15.0)
572 (4.9)
360 (24.2)

22 (3.3)
25 (3.3)
37 (3.8)
39 (3.5)
40 (3.9)38 (3.4)
46 (4.3)
46 (3.1)
47 (4.0)47 (4.1)
50 (3.5)
51 (4.3)
51 (3.4)
51 (2.6)
52 (3.3)
51 (4.2)
54 (3.8)
55 (4.2)
49 (3.2)
53 (3.6)
54 (4.0)59 (3.7)
49 (3.5)
55 (2.0)59 (3.1)
54 (3.8)
60 (4.3)
61 (4.1)
57 (3.3)
61 (3.4)
57 (4.0)60 (4.1)
61 (3.4)
56 (3.4)
65 (3.2)
49 (4.0)
57 (3.5)
67 (2.8)
66 (4.5)63 (0.4)
70 (4.5)
69 (2.7)
72 (4.1)
69 (4.0)70 (2.5)
73 (6.5)
55 (3.2)
63 (3.4)
71 (4.5)
71 (3.3)
78 (3.2)
74 (4.0)69 (3.9)63 (4.0)76 (3.0)77 (3.3)
78 (2.0)78 (2.9)562 (3.5)484 (8.5)
406 (5.8)
520 (4.2)
408 (11.4)
509 (7.0)425 (5.4)
568 (4.6)
538 (3.8)515 (6.0)525 (3.0)509 (3.5)
511 (4.0)451 (3.8)526 (2.9)503 (4.0)
518 (4.7)452 (4.7)
458 (3.7)
495 (7.6)
510 (3.4)
523 (3.2)
564 (4.2)
452 (3.9)
549 (3.1)
557 (2.4)
519 (3.2)
533 (4.3)
480 (3.9)495 (2.5)508 (3.4)
464 (4.0)523 (4.1)
499 (3.4)
441 (5.8)495 (6.0)
584 (2.8)486 (4.5)535 (3.4)484 (1.8)382 (7.4)
496 (3.1)
515 (3.0)
528 (3.1)
521 (2.2)
286 (15.7)
425 (5.9)434 (5.1)
531 (4.7)
519 (5.4)
397 (5.0)508 (3.2)
463 (3.1)
533 (3.5)
239 (8.0)
370 (6.9)
537 (3.1)
319 (6.2)

0 (0.0)4 (2.2)0 (0.0)0 (0.0)0 (0.0)8 (2.0)2 (0.9)2 (0.7)2 (1.0)4 (1.6)2 (0.8)2 (1.2)2 (0.9)3 (1.0)2 (0.9)3 (1.1)1 (0.7)0 (0.5)6 (1.7)2 (1.0)3 (1.0)1 (0.4)11 (2.2)
5 (0.8)1 (0.5)7 (2.1)2 (0.9)1 (1.0)7 (1.5)3 (1.1)7 (2.0)5 (1.7)4 (1.5)
11 (2.1)
4 (1.6)21 (2.9)
13 (2.7)
3 (1.0)5 (1.8)10 (0.3)
4 (1.5)5 (1.4)2 (1.3)6 (1.6)6 (1.2)3 (1.9)23 (2.9)
14 (2.7)
7 (2.9)8 (1.9)2 (1.2)7 (2.5)
13 (3.1)
19 (3.0)
7 (2.2)8 (2.2)7 (1.2)9 (1.9)~ ~444 (20.2)
~ ~
~ ~
~ ~
468 (15.3)
~ ~
~ ~
~ ~
523 (10.1)
~ ~
~ ~
~ ~
406 (10.4)~ ~486 (9.6)~ ~~ ~452 (9.8)~ ~445 (20.1)~ ~571 (7.2)
427 (16.8)~ ~548 (8.2)~ ~~ ~456 (8.7)
480 (11.2)
508 (7.6)
479 (11.1)
507 (11.1)
498 (6.1)
462 (21.5)
488 (9.1)
577 (6.3)
451 (15.3)
524 (14.6)
497 (4.2)
396 (19.4)
468 (15.0)~ ~481 (10.4)
499 (7.0)
327 (48.1)
441 (10.0)440 (7.7)
534 (5.7)503 (12.6)~ ~508 (14.5)
450 (8.0)
527 (5.7)
213 (27.4)
378 (26.3)
490 (8.4)
322 (17.5)

12.2 (0.16)
11.3 (0.17)
11.1 (0.12)
11.0 (0.10)
11.1 (0.12)
10.6 (0.17)
10.5 (0.12)
10.8 (0.11)
10.8 (0.14)
10.6 (0.15)
10.8 (0.14)
10.6 (0.14)
10.5 (0.11)
10.4 (0.10)
10.6 (0.12)
10.4 (0.12)
10.7 (0.16)
10.5 (0.12)
10.4 (0.14)
10.4 (0.14)
10.2 (0.14)
10.3 (0.14)
10.1 (0.16)
10.2 (0.07)
10.3 (0.09)
10.0 (0.14)
10.2 (0.12)
10.2 (0.13)
9.8 (0.12)
10.2 (0.11)
9.9 (0.16)
10.0 (0.15)
10.1 (0.14)
9.6 (0.16)
9.9 (0.14)
9.3 (0.15)
9.4 (0.18)
9.8 (0.10)
9.8 (0.21)
9.4 (0.02)
9.7 (0.15)
9.7 (0.09)
9.9 (0.12)
9.7 (0.13)
9.5 (0.09)
9.8 (0.16)
9.0 (0.16)
9.1 (0.15)
9.5 (0.17)
9.4 (0.14)
9.5 (0.09)
9.3 (0.17)
8.9 (0.16)
8.9 (0.15)
9.3 (0.13)
9.1 (0.11)
9.1 (0.10)
8.9 (0.11)

37 (0.5)506 (1.1)

58 (0.5)484 (0.7)

6 (0.2)465 (2.5)###### ######

60 (2.7)
48 (4.4)
46 (4.2)
29 (2.5)
27 (4.3)
23 (3.5)565 (3.3)
531 (2.3)
602 (3.2)
464 (6.9)
545 (6.1)
534 (4.1)

38 (2.7)
49 (4.3)
46 (3.8)
63 (2.6)
65 (4.7)
74 (3.9)526 (4.1)
517 (2.8)
589 (3.2)
405 (5.5)523 (4.3)
520 (2.8)

2 (0.3)3 (1.6)8 (2.3)8 (1.7)8 (2.4)4 (1.6)~ ~473 (18.9)
592 (6.5)
377 (22.2)
498 (9.8)
511 (10.9)

11.1 (0.09)
10.7 (0.16)
10.3 (0.20)
9.6 (0.12)
9.6 (0.19)
9.5 (0.12)

r

r

r

s

r

s

International Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Moscow City, Russian Fed.
Abu Dhabi, UAE
Ontario, Canada
Quebec, CanadarrrThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

423

Exhibit 10.12: Classroom Teaching Limited by Students Not Ready for Instruction – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Little
CountryJapan
Hungary
Singapore
Kazakhstan
Italy
United Arab Emirates
IrelandEnglandHong Kong SAR
Romania
Finland
New ZealandRussian Federation
Australia
Chinese Taipei
SwedenFranceTurkeyUnited States
Norway (9)Lithuania
Saudi Arabia
Cyprus
Qatar
IsraelMalaysia
Bahrain
LebanonGeorgia
KuwaitPortugal
JordanOman
Korea, Rep. of
Iran, Islamic Rep. of
Chile
Egypt
MoroccoSouth Africa (9)

Some

A Lot

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

71 (3.5)
41 (3.2)
40 (2.8)
39 (3.8)
38 (3.7)
38 (1.8)35 (2.6)
35 (5.0)32 (3.7)
31 (3.5)30 (2.4)
29 (2.8)
28 (2.9)27 (2.8)
26 (3.0)25 (3.0)23 (3.7)
21 (3.1)
21 (2.0)
21 (3.1)
20 (2.7)
20 (3.2)
20 (3.8)
20 (2.3)
18 (2.5)
18 (1.9)
17 (2.7)
17 (3.1)
16 (2.8)
15 (2.5)
14 (2.7)
14 (3.0)
12 (2.1)
11 (2.0)
11 (2.3)
11 (2.2)
9 (2.3)8 (1.9)8 (1.6)596 (3.6)
546 (5.8)655 (4.9)493 (6.3)
503 (4.6)
520 (3.8)
548 (4.7)
564 (11.8)
625 (7.3)
520 (8.9)
529 (3.6)
532 (5.4)
563 (6.9)
580 (8.5)
636 (5.8)
521 (6.0)
504 (6.5)
554 (8.9)582 (7.9)
522 (5.7)
548 (8.5)
407 (6.9)
530 (8.7)
480 (10.7)
582 (9.9)524 (7.6)
485 (5.1)
442 (8.9)
460 (8.8)440 (10.0)526 (7.9)454 (9.7)
443 (9.8)615 (6.9)
486 (22.3)
467 (14.1)
418 (13.9)
433 (14.3)
433 (16.4)

29 (3.5)
58 (3.3)
55 (2.8)
53 (4.1)
58 (3.8)
56 (2.1)
59 (2.7)
61 (5.0)66 (3.9)66 (3.7)
66 (2.5)
63 (3.3)
59 (3.0)64 (2.9)63 (3.5)
72 (3.3)
71 (3.6)
63 (3.7)
72 (2.2)
73 (3.2)
59 (3.6)
72 (3.6)
66 (4.3)
75 (2.4)
57 (3.4)
68 (2.8)
79 (3.1)
78 (3.5)
78 (3.5)
80 (3.0)78 (3.4)
78 (3.8)
72 (3.2)
71 (3.2)
73 (3.1)
73 (3.7)
82 (3.4)
80 (2.6)
78 (2.3)

590 (5.0)495 (4.9)
592 (5.7)
481 (5.4)
494 (3.6)453 (3.3)
517 (3.5)503 (9.8)558 (6.2)
461 (5.1)
503 (3.2)
470 (4.0)539 (5.4)
502 (3.2)
604 (3.4)500 (3.0)477 (3.1)
483 (4.4)503 (4.9)503 (3.0)519 (3.5)
390 (3.1)
499 (3.8)434 (5.5)517 (6.6)453 (3.9)
480 (2.2)426 (3.7)
461 (5.2)
395 (5.0)
497 (4.0)
418 (4.3)
409 (3.7)
604 (3.3)
442 (3.7)
445 (3.5)
416 (5.8)385 (2.3)
387 (2.5)

1 (0.4)2 (0.9)5 (1.2)8 (2.2)5 (1.3)6 (0.9)6 (1.1)4 (2.3)2 (1.1)3 (1.2)4 (1.1)8 (1.9)13 (2.8)9 (2.1)
10 (2.2)
3 (1.3)5 (1.5)15 (2.7)
8 (1.4)6 (2.2)20 (3.0)
8 (2.0)15 (2.5)
6 (1.5)25 (2.7)
14 (2.5)
4 (1.5)6 (1.9)6 (2.2)5 (1.8)8 (2.1)8 (2.2)16 (2.8)
17 (2.9)
16 (2.7)
16 (3.1)
9 (2.3)
11 (2.1)
14 (2.0)~ ~~ ~554 (20.3)
498 (17.4)
500 (10.3)
401 (9.8)457 (11.1)
453 (37.6)~ ~481 (20.8)
465 (14.8)
438 (8.5)525 (16.1)
449 (9.0)605 (12.9)
442 (9.6)453 (9.9)470 (15.8)458 (9.9)476 (16.1)
501 (6.2)
393 (7.9)
498 (5.6)445 (14.5)
481 (9.2)
420 (10.7)
488 (21.7)
421 (17.6)
464 (15.1)
375 (20.6)
485 (8.1)
391 (13.9)
394 (7.9)
613 (9.1)
436 (9.9)405 (8.9)383 (19.3)
375 (7.6)
379 (6.6)

12.3 (0.17)
10.6 (0.12)
10.6 (0.10)
10.3 (0.15)
10.4 (0.15)
10.4 (0.07)
10.4 (0.09)
10.4 (0.19)
10.5 (0.13)
10.3 (0.13)
10.3 (0.10)
10.0 (0.10)
9.8 (0.17)
9.8 (0.12)
9.6 (0.14)
10.3 (0.12)
9.8 (0.14)
9.3 (0.16)
9.7 (0.09)
9.9 (0.15)
9.3 (0.14)
9.5 (0.13)
9.5 (0.15)
9.8 (0.12)
9.0 (0.14)
9.3 (0.12)
9.9 (0.10)
9.5 (0.12)
9.8 (0.12)
9.7 (0.11)
9.5 (0.12)
9.3 (0.11)
9.1 (0.12)
9.1 (0.14)
8.9 (0.13)
9.2 (0.13)
9.4 (0.11)
9.2 (0.11)
8.9 (0.09)

24 (0.5)520 (1.5)

67 (0.5)482 (0.7)

9 (0.3)458 (2.4)###### ######

48 (3.3)
34 (3.8)
33 (3.8)
26 (3.1)
19 (4.3)
9 (2.4)8 (1.9)570 (4.4)
571 (6.2)
597 (7.2)
493 (7.5)
575 (12.0)
538 (20.0)
497 (10.5)

50 (3.3)
60 (3.9)50 (3.9)64 (3.7)
74 (4.8)
77 (3.2)
74 (3.5)507 (5.0)
530 (4.9)562 (5.6)
422 (5.4)
524 (3.5)
440 (4.3)
415 (3.7)

3 (0.7)6 (1.8)17 (3.2)
10 (1.9)6 (2.2)14 (2.8)
18 (3.4)

520 (6.7)512 (17.2)
573 (9.0)371 (14.3)
496 (12.2)
385 (5.6)
407 (10.0)

11.0 (0.12)
10.5 (0.15)
9.9 (0.21)
9.8 (0.11)
9.7 (0.16)
8.9 (0.16)
8.9 (0.13)

r
s

r

s

s

International Average
Benchmarking Participants
Dubai, UAE
Quebec, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)rThis TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

424

Exhibit 10.13: Classroom Teaching Limited by Students Not Ready for Instruction – Teachers’ Reports
Students’ Results based on Teachers’ Reports
Very Little
CountryJapan
Singapore
Kazakhstan
England
Hungary
Romania
Russian Federation
United Arab Emirates
SwedenFinlandHong Kong SAR
Italy
FrancePortugal
IrelandChinese Taipei
CyprusQatar
New Zealand
Malaysia
Australia
Norway (9)Lithuania
Georgia
BahrainIsraelTurkeySaudi Arabia
Korea, Rep. of
Chile
KuwaitOman
LebanonJordanEgypt
MoroccoIran, Islamic Rep. of
United States
South Africa (9)

Some

A Lot

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

74 (3.3)
48 (2.7)
39 (2.4)
38 (4.6)
37 (2.2)
37 (2.9)37 (2.0)37 (1.8)
35 (3.3)
34 (2.0)32 (4.3)
32 (3.6)30 (2.8)
29 (3.1)
27 (3.2)
27 (3.3)
26 (2.5)
25 (3.8)
25 (2.8)
24 (2.8)
23 (2.8)
23 (3.5)
23 (2.0)22 (2.2)
22 (3.5)
20 (3.0)
20 (2.7)
19 (2.8)
19 (2.9)18 (2.7)
18 (3.5)
17 (2.6)
17 (2.0)
14 (2.9)
12 (2.9)
11 (1.4)
11 (2.4)
11 (1.8)8 (1.3)573 (2.6)
631 (4.9)479 (4.2)
550 (10.9)552 (3.7)
491 (6.1)
554 (4.6)
532 (4.4)
539 (5.1)
565 (3.6)535 (11.9)
508 (4.2)
510 (3.7)
543 (4.4)
546 (5.0)586 (4.2)
504 (5.6)
500 (8.8)
542 (5.8)512 (8.3)
579 (7.2)
520 (6.7)
552 (5.0)462 (6.2)
526 (5.6)
572 (8.8)554 (9.1)
459 (6.0)
569 (4.2)
488 (8.2)
454 (10.7)
468 (7.4)
393 (12.7)
490 (11.4)
402 (16.6)
431 (8.5)459 (13.2)
545 (13.6)
413 (12.0)

26 (3.3)
50 (2.8)
54 (2.6)
58 (4.8)
59 (2.3)
59 (3.2)
52 (1.8)
58 (1.9)65 (3.3)
64 (1.9)67 (4.2)
61 (3.8)
66 (3.0)62 (3.1)
64 (3.5)
61 (3.7)
63 (2.5)
70 (4.1)
70 (2.9)67 (3.5)
72 (3.0)75 (3.8)
62 (2.6)
76 (2.1)
71 (4.0)59 (3.9)68 (3.3)
71 (3.6)
70 (3.3)
65 (3.5)
80 (3.6)
64 (3.6)
76 (2.1)
75 (3.3)
82 (3.5)
78 (1.9)76 (3.2)
78 (2.8)
77 (2.6)

560 (3.6)
587 (6.4)
474 (4.2)
512 (7.6)
519 (3.4)459 (4.4)
538 (4.0)
446 (4.1)
512 (4.3)
533 (3.6)
487 (6.7)
495 (3.4)
479 (2.7)510 (3.2)
527 (2.9)569 (2.8)481 (3.4)
468 (5.7)
493 (4.6)
449 (4.6)
521 (3.6)
492 (3.9)
528 (3.0)444 (3.8)478 (3.5)508 (6.4)
510 (5.2)
426 (3.5)
561 (2.6)464 (4.1)
442 (6.3)
459 (4.1)
376 (5.4)453 (5.3)
386 (5.7)
392 (3.1)
449 (4.4)533 (4.0)367 (3.6)

0 (0.0)2 (0.8)7 (1.3)4 (2.5)4 (0.9)4 (1.1)
11 (1.3)
5 (0.5)1 (0.4)3 (0.6)
1 (0.8)7 (1.7)5 (1.3)9 (1.8)9 (2.4)13 (2.4)
11 (0.9)4 (1.9)5 (1.3)9 (2.1)5 (1.3)2 (1.5)15 (1.7)
2 (0.6)8 (2.0)21 (3.2)
13 (2.5)
9 (2.5)
11 (2.1)
16 (3.1)
2 (1.1)18 (3.0)
7 (1.4)11 (2.0)
7 (1.9)11 (1.4)
13 (2.4)
11 (2.1)
15 (2.3)~ ~~ ~501 (10.4)
434 (51.6)
458 (13.4)
460 (17.9)
529 (10.8)384 (13.3)~ ~495 (10.9)~ ~510 (10.6)
472 (13.8)512 (6.3)
479 (13.0)
574 (7.4)
477 (5.1)
450 (15.0)422 (10.4)
404 (16.8)
481 (17.3)~ ~525 (5.8)~ ~471 (13.2)
476 (11.2)
485 (15.0)415 (9.1)
546 (5.3)
437 (6.6)~ ~442 (8.7)350 (16.1)
401 (18.6)
408 (20.2)
374 (6.2)
443 (12.3)
462 (18.6)
360 (5.9)

12.4 (0.14)
11.0 (0.10)
10.4 (0.11)
10.3 (0.19)
10.5 (0.08)
10.4 (0.11)
10.2 (0.12)
10.4 (0.06)
10.5 (0.12)
10.5 (0.08)
10.4 (0.13)
10.4 (0.16)
10.0 (0.11)
9.9 (0.13)
10.1 (0.12)
9.8 (0.16)
9.8 (0.08)
10.1 (0.15)
9.9 (0.11)
9.9 (0.13)
10.0 (0.10)
10.2 (0.13)
9.5 (0.10)
10.1 (0.07)
10.0 (0.11)
9.2 (0.16)
9.5 (0.15)
9.6 (0.14)
9.5 (0.13)
9.5 (0.17)
9.9 (0.12)
9.3 (0.13)
9.6 (0.11)
9.4 (0.13)
9.4 (0.11)
9.2 (0.07)
9.1 (0.10)
9.3 (0.10)
9.0 (0.08)

26 (0.5)515 (1.3)

66 (0.5)484 (0.7)

8 (0.3)457 (2.7)###### ######

51 (3.0)42 (2.5)
26 (2.6)
23 (5.2)
13 (3.2)
10 (2.3)- -583 (4.7)
579 (3.3)
502 (9.5)556 (10.4)
506 (31.8)
452 (19.9)- -47 (3.1)
49 (2.3)
67 (3.0)72 (5.5)
62 (4.3)
75 (3.5)- -522 (5.4)
559 (3.7)
391 (5.6)512 (4.5)
447 (6.7)
424 (5.0)- -3 (0.6)9 (1.4)7 (1.3)6 (2.5)25 (3.3)
15 (2.9)- -488 (13.9)
553 (4.7)
349 (18.5)
503 (7.0)
389 (7.0)
389 (10.7)- -11.0 (0.08)
10.5 (0.13)
9.9 (0.10)
9.9 (0.23)
8.8 (0.17)
9.2 (0.11)
- -

s

r

r

s

r
s

r

International Average
Benchmarking Participants
Dubai, UAE
Moscow City, Russian Fed.
Abu Dhabi, UAE
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Quebec, Canada

r
r
s

y

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: CHALLENGES TO TEACHING AND LEARNING
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

425

Students’ Attitudes
Students Like Learning Mathematics and Science
Exhibit 11.1 presents the Students Like Learning Mathematics scale administered to fourth andeighth grade students. In TIMSS 2019, the scale had nine items covering students’ attitudes towardmathematics and studying mathematics (see Mathematics—About the Scale). In each TIMSS cycle
since 1995, there has been a positive relationship between students liking mathematics and higher
mathematics achievement. Since the inception of an item response theory (IRT) scale in 2011 tomeasure attitudes more broadly and reliably, the Students Like Learning Mathematics scale has had
a very strong relationship with achievement in mathematics, and TIMSS 2019 was no exception. At
both fourth and eighth grades, students who reported they “very much” like learning mathematics
had substantially higher average achievement than students who reported they “do not like” learning
mathematics.
Exhibit 11.2 presents the results for fourth grade according to the percentage of students whoreported they like to learn mathematics “very much” (from highest to lowest). In general, fourth
grade students were positive about learning mathematics—45 percent, on average, responded
they like it “very much,” and another 35 percent reported that they “somewhat” like it. However,even at the fourth grade, 20 percent, on average, responded negatively that they “do not like”
learning mathematics.
Exhibit 11.3 shows that at the eighth grade, the percentage of students responding negatively
increased substantially. At the eighth grade, only 20 percent responded that they like learning
mathematics “very much.” Thirty-nine percent responded “somewhat,” and 41 percent (double
compared with fourth grade) responded that they “do not like” learning mathematics. The differencein average achievement between eighth grade students who like learning mathematics “very much”
and those who “do not like” learning mathematics was 62 scale score points.
Exhibit 11.4 presents the Students Like Learning Science scale (parallel to the mathematics scale)
which was administered to fourth and eighth grade students (see Science—About the Scale). At both
grades, the Students Like Learning Science scale was related to higher average achievement in science.
Exhibit 11.5 shows the science scale results at fourth grade. Compared with mathematics, agreater percentage of fourth grade students were positive about learning science, with 52 percent
responding that they like it “very much,” and another 36 percent that they “somewhat” like it. A
smaller percentage were negative about learning science—12 percent reported they “do not like” it.
Exhibit 11.6 contains the eighth grade results for the Students Like Learning Science scale. The firstpanel is for the 26 countries that taught science as an integrated subject, then there are separate panels
for the countries with courses for biology, chemistry, physics, and Earth science. The eighth gradestudents generally were positive about their integrated science courses, with 35 percent of students

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

426

responding that they like to learn science “very much,” another 44 percent liking it “somewhat,” andonly 20 percent of students in the “do not like” category. Similar to the relationship with mathematics
achievement, the difference in average science achievement between eighth grade students who likelearning science “very much” and those who “do not like” learning science was 64 scale score points.
In countries where science is taught as separate subjects, students were positive about learning
biology, with only 22 percent of students in the “do not like” learning biology category. Students wereless positive about their separate courses in chemistry, physics, and Earth science, with 28 percent, 31
percent, and 26 percent of students in the “do not like” category of the three respective subjects, but
not as negative as they were about eighth grade mathematics. The difference in average achievement
between eighth grade students in the “very much like” and “do not like” categories was smaller for
students taking separate subject courses and varied across the four subjects—30 points for biology,
45 points for chemistry, 46 points for physics, and 22 points for Earth science.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

427

Exhibit 11.1: Students Like Learning Mathematics
Students’ Reports

About the Scale
Students were scored according to their responses to nine statements on the Students Like Learning Mathematics scale. Cut scores divide the scale into
three categories. Students who Very Much Like Learning Mathematics had a score at or above the cut score corresponding to “agreeing a lot” with fiveof the nine statements and “agreeing a little” with the other four, on average. Students who Do Not Like Learning Mathematics had a score at or below
the cut score corresponding to “disagreeing a little” with five of the nine statements and “agreeing a little” with the other four, on average. All otherstudents Somewhat Like Learning Mathematics.

How much do you agree with these statements about learning mathematics?
Agree
a lot

Agree
a little

Very Much
Like

Somewhat
Like

Disagreea little

Disagreea lot1) I enjoy learning mathematics - - - - - - - - - - - - 2) I wish I did not have to study mathematics R - - 3) Mathematics is boring R - - - - - - - - - - - - - - - - 4) I learn many interesting things in mathematics 5) I like mathematics - - - - - - - - - - - - - - - - - - - - 6) I like any schoolwork that involves numbers - - 7) I like to solve mathematics problems - - - - - - - 8) I look forward to mathematics lessons - - - - - - 9) Mathematics is one of my favorite subjects - - -Do Not Like

Scale Cut Scores

R

Fourth Grade

10.2

8.4

Eighth Grade

11.4

9.4

Reverse coded

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

428

Exhibit 11.2: Students Like Learning Mathematics
Students’ Reports
Very Much Like
Learning Mathematics

Country

Somewhat Like
Learning Mathematics

Do Not Like
Learning Mathematics

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
KosovoGeorgia
Armenia
MoroccoAzerbaijan
Kazakhstan
Turkey (5)North Macedonia
Montenegro
Oman
Iran, Islamic Rep. of
Saudi Arabia
CyprusBahrain
Bulgaria
United Arab Emirates
Portugal
FranceBosnia and Herzegovina
Malta
Lithuania
KuwaitSouth Africa (5)Italy
England
Qatar
Chile
Russian Federation
Austria
New ZealandAustralia
Hungary
United States
CanadaSpain
Singapore
Slovak Republic
IrelandPakistan
SerbiaSwedenGermany
Belgium (Flemish)
Czech Republic
LatviaNorway (5)Philippines
Northern Ireland
Hong Kong SAR
Netherlands
PolandJapan
Denmark
Finland
Croatia
Korea, Rep. ofChinese Taipei

83 (1.2)
78 (0.9)74 (1.5)
72 (1.1)
70 (1.2)
68 (1.2)
68 (1.0)66 (1.2)
66 (1.3)
64 (1.0)59 (1.2)
59 (1.4)
59 (1.2)
56 (1.5)
56 (1.4)
54 (1.5)
54 (0.7)
49 (1.3)
49 (1.0)49 (1.0)48 (0.7)
47 (1.3)
46 (1.6)
46 (1.5)45 (1.3)
44 (1.6)
43 (1.4)
43 (1.2)
42 (1.1)
40 (1.0)40 (0.9)40 (1.0)38 (1.2)
38 (0.9)38 (0.9)37 (1.0)37 (0.9)37 (1.5)
35 (1.1)
35 (3.6)35 (1.3)
34 (1.6)
33 (1.0)33 (1.0)32 (1.2)
32 (1.2)
32 (1.4)
32 (1.8)
31 (1.2)
30 (1.3)
30 (1.3)
28 (1.0)28 (1.0)28 (1.2)
28 (0.9)25 (1.6)
22 (0.9)22 (0.9)504 (3.2)
459 (2.7)
489 (3.7)
511 (2.6)
402 (4.1)
536 (2.3)
518 (2.6)
540 (4.1)
495 (5.3)
467 (1.9)455 (4.5)457 (3.6)424 (3.6)
547 (2.8)494 (2.6)
526 (3.9)503 (1.8)
542 (2.9)
499 (3.6)
466 (2.8)522 (1.7)553 (3.2)
416 (6.0)415 (3.3)
525 (2.9)576 (4.4)474 (3.8)458 (3.2)
579 (4.0)552 (2.5)503 (3.2)
536 (3.6)
543 (3.3)
559 (2.8)531 (2.9)519 (3.5)654 (3.5)
520 (4.4)566 (2.9)354 (14.7)
526 (4.4)
530 (4.5)
544 (3.1)
547 (2.8)553 (3.6)565 (3.5)558 (3.4)
362 (6.7)
589 (4.0)
626 (4.9)553 (2.9)544 (3.4)
622 (2.4)
543 (3.3)
546 (3.8)534 (2.9)
631 (3.2)
624 (3.4)

15 (1.0)
20 (0.8)
22 (1.1)
23 (1.0)25 (1.1)
27 (1.1)
28 (1.0)25 (0.9)29 (1.1)
25 (0.8)
34 (1.1)
30 (0.9)30 (1.0)28 (0.9)31 (0.9)30 (1.1)
33 (0.5)
36 (1.0)36 (0.9)32 (0.6)
34 (0.7)
39 (0.9)37 (1.1)
43 (1.1)
34 (1.1)
34 (1.1)
38 (0.9)39 (0.9)41 (0.8)34 (0.8)35 (0.8)34 (0.9)37 (0.9)35 (0.7)
38 (0.8)39 (0.9)40 (0.7)
39 (1.1)
37 (1.0)52 (3.2)
40 (1.1)
37 (1.1)
38 (1.0)39 (0.9)39 (1.1)
40 (1.1)
39 (1.1)
53 (1.3)
39 (1.1)
38 (1.2)
39 (0.8)41 (0.8)45 (0.9)41 (1.1)
41 (0.7)40 (1.4)
38 (1.1)
38 (0.9)455 (7.6)
404 (4.7)
459 (6.6)
481 (4.0)344 (6.4)
495 (3.6)504 (3.6)
491 (6.1)
436 (6.8)
433 (3.5)
401 (4.7)
421 (5.2)
371 (4.1)
522 (3.9)465 (3.2)
508 (5.4)
461 (2.3)
513 (3.1)
479 (3.9)443 (3.3)
502 (2.2)
538 (3.3)
372 (5.5)345 (3.7)
511 (3.2)
549 (4.4)434 (4.8)
437 (3.4)563 (3.5)
538 (2.7)
485 (3.6)
516 (3.4)
517 (3.4)
530 (3.7)
508 (2.1)
500 (2.9)618 (4.4)506 (4.5)
549 (3.2)
318 (11.5)
505 (3.3)
523 (3.3)
522 (2.8)531 (2.3)
532 (3.2)
549 (2.7)
541 (3.4)
278 (6.0)
572 (3.6)
596 (3.9)
538 (2.6)
517 (3.1)
591 (2.2)525 (2.9)535 (2.8)506 (3.1)
607 (3.0)603 (2.8)

2 (0.4)2 (0.3)4 (0.6)5 (0.4)5 (0.4)5 (0.4)5 (0.5)9 (0.6)5 (0.6)
10 (0.6)
7 (0.5)
11 (0.7)
11 (0.8)
16 (1.1)
13 (0.8)
17 (1.3)
13 (0.4)
15 (0.9)
15 (0.8)
20 (1.0)
18 (0.7)
14 (0.9)
17 (1.1)
12 (0.6)
20 (1.1)
23 (1.1)
20 (0.9)19 (1.0)
17 (0.9)25 (0.9)25 (0.9)26 (1.2)
25 (1.3)
27 (0.8)25 (0.6)
23 (1.1)
23 (0.8)
24 (1.0)28 (1.1)
13 (1.3)
26 (1.4)
29 (1.6)
29 (1.2)
28 (1.0)28 (1.2)
28 (1.3)
29 (1.3)
16 (0.9)30 (1.2)
32 (1.4)
32 (1.2)
31 (1.2)
27 (1.2)
31 (1.1)
31 (0.9)35 (1.5)40 (1.1)
41 (1.1)~ ~~ ~446 (11.3)
465 (5.6)
326 (10.2)
477 (7.5)
494 (6.3)
495 (7.0)
448 (12.0)
427 (5.0)394 (5.7)
437 (7.3)
370 (8.7)
497 (4.9)458 (4.4)
496 (10.1)
455 (2.8)
499 (4.4)454 (4.8)
437 (3.4)
488 (3.2)
521 (5.7)352 (5.4)
334 (5.4)
502 (3.5)530 (3.8)436 (4.9)418 (4.1)
547 (4.3)
522 (2.9)
469 (3.3)
487 (3.6)504 (3.4)515 (3.1)
485 (2.5)484 (2.9)594 (4.1)
500 (3.8)
529 (3.3)
307 (11.5)
490 (5.1)
511 (3.2)
503 (3.1)
518 (2.8)514 (3.2)
521 (3.7)
533 (3.4)
242 (6.8)535 (3.8)585 (3.9)524 (3.2)
505 (3.4)
568 (2.8)510 (3.0)
518 (3.2)
497 (3.1)
576 (2.9)582 (2.2)

11.8 (0.05)
11.4 (0.04)
11.4 (0.06)
11.4 (0.05)
11.3 (0.05)
10.9 (0.05)
11.1 (0.05)
10.9 (0.05)
11.0 (0.06)
10.9 (0.04)
10.8 (0.05)
10.8 (0.06)
10.8 (0.05)
10.5 (0.07)
10.6 (0.07)
10.4 (0.08)
10.5 (0.03)
10.3 (0.05)
10.2 (0.04)
10.1 (0.06)
10.1 (0.03)
10.1 (0.05)
10.2 (0.08)
10.3 (0.05)
10.0 (0.06)
9.9 (0.07)
10.0 (0.07)
10.0 (0.05)
10.0 (0.05)
9.8 (0.05)
9.8 (0.04)
9.7 (0.05)
9.7 (0.06)
9.7 (0.04)
9.7 (0.04)
9.7 (0.04)
9.7 (0.04)
9.7 (0.06)
9.5 (0.05)
9.9 (0.09)
9.6 (0.07)
9.5 (0.08)
9.5 (0.05)
9.4 (0.04)
9.4 (0.05)
9.5 (0.05)
9.4 (0.07)
9.8 (0.07)
9.4 (0.05)
9.3 (0.06)
9.3 (0.06)
9.2 (0.05)
9.4 (0.05)
9.2 (0.05)
9.2 (0.04)
9.1 (0.07)
8.9 (0.04)
8.9 (0.05)

International Average

45 (0.2)

520 (0.5)

35 (0.1)

491 (0.6)

20 (0.1)

479 (0.7)###### ######

61 (0.7)
44 (1.1)
43 (1.3)
41 (1.1)
37 (1.3)
36 (1.6)553 (1.8)
462 (2.8)
548 (3.1)
610 (2.6)
531 (3.1)
532 (5.5)

27 (0.5)38 (0.8)37 (1.1)
39 (0.9)42 (0.9)39 (1.4)

533 (2.5)427 (3.1)
527 (3.3)
586 (2.8)516 (2.8)511 (3.4)

11 (0.5)
18 (0.7)
20 (1.0)
20 (0.9)22 (1.0)25 (1.1)

526 (4.1)
423 (3.7)502 (3.8)
572 (3.0)503 (3.2)
488 (4.4)

10.7 (0.04)
10.1 (0.05)
9.9 (0.05)
9.9 (0.04)
9.7 (0.05)
9.6 (0.06)

Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Ontario, CanadaThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Mathematics Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

429

Exhibit 11.3: Students Like Learning Mathematics
Students’ Reports
Very Much Like
Learning Mathematics

Country

Somewhat Like
Learning Mathematics

Do Not Like
Learning Mathematics

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Egypt
MoroccoJordanSouth Africa (9)Iran, Islamic Rep. of
Oman
TurkeyLebanonSaudi Arabia
Kazakhstan
United Arab Emirates
Georgia
Bahrain
Singapore
Malaysia
KuwaitIsraelCyprusPortugal
Russian Federation
United States
Italy
Romania
Qatar
IrelandChile
New ZealandAustralia
Hong Kong SAR
SwedenEngland
Norway (9)Lithuania
Chinese Taipei
FranceHungaryJapan
Finland
Korea, Rep. of

42 (1.3)
38 (1.1)
37 (1.3)
36 (0.7)
34 (0.9)31 (0.9)29 (1.0)28 (1.3)
27 (1.1)
26 (1.2)
26 (0.6)
25 (1.4)
24 (0.8)22 (0.7)
20 (0.8)
20 (0.9)19 (1.0)
19 (0.8)
19 (0.9)
17 (0.7)
17 (0.8)
16 (0.9)
16 (1.0)
16 (0.8)
14 (0.7)
14 (0.7)
14 (0.6)
13 (0.7)
13 (0.7)
13 (0.7)
12 (0.8)
12 (0.8)
12 (0.8)
12 (0.6)
11 (0.7)
11 (0.6)
10 (0.6)
9 (0.6)8 (0.5)437 (5.4)
409 (3.0)
441 (4.2)
403 (2.5)478 (5.1)
455 (3.4)
539 (5.8)456 (3.6)
413 (4.0)509 (4.9)512 (3.0)493 (6.1)
510 (3.4)653 (4.0)
498 (5.2)
429 (7.0)
544 (6.3)
549 (3.8)
548 (4.7)
583 (6.3)
561 (6.2)
537 (4.3)
537 (6.0)
486 (5.6)
567 (4.4)
468 (5.7)
528 (5.4)
576 (5.1)
622 (5.8)545 (4.7)552 (8.5)
558 (4.8)563 (6.3)
685 (5.2)
524 (4.8)590 (7.0)
658 (5.3)
572 (4.3)
685 (5.3)

41 (0.9)40 (0.7)
39 (0.8)44 (0.5)
39 (0.8)46 (0.7)
41 (0.8)
44 (1.1)
36 (0.7)
54 (1.1)
41 (0.6)
43 (1.1)
36 (0.8)43 (0.7)
57 (0.8)
34 (1.0)36 (1.0)35 (0.8)
34 (1.0)46 (0.9)37 (0.6)
34 (1.1)
39 (1.1)
39 (1.1)
35 (1.1)
40 (1.2)
39 (1.1)
37 (0.8)
39 (1.0)34 (0.9)38 (1.1)
34 (0.9)43 (1.2)
33 (0.7)
43 (1.2)
32 (0.9)34 (0.9)34 (1.0)32 (0.9)396 (5.6)
380 (2.9)413 (4.8)382 (2.6)
438 (4.6)
396 (3.0)
485 (4.9)425 (3.9)391 (3.2)
484 (4.0)471 (2.4)
461 (4.9)483 (2.4)
624 (3.9)455 (3.3)
406 (6.3)
527 (5.3)
513 (2.8)508 (3.9)
549 (4.7)
528 (5.0)513 (3.3)
486 (5.6)
449 (5.9)537 (3.1)
449 (3.4)495 (4.1)
536 (4.5)595 (4.9)
522 (3.4)
530 (6.6)
524 (2.5)
531 (3.7)
643 (3.0)
498 (3.1)
538 (4.2)
618 (3.2)
533 (3.3)
638 (3.8)

17 (0.9)22 (0.9)24 (1.0)
19 (0.5)
27 (1.1)
23 (1.0)30 (1.1)
28 (1.1)
37 (1.0)
20 (1.1)
33 (0.6)
32 (1.3)
40 (1.2)
35 (0.8)
23 (1.0)45 (1.3)
45 (1.4)
46 (1.0)48 (1.3)
37 (1.1)
45 (1.0)49 (1.3)
44 (1.6)45 (1.4)
50 (1.3)
46 (1.5)
47 (1.2)
50 (1.2)
48 (1.4)
53 (1.2)
50 (1.2)
54 (1.1)
44 (1.3)
56 (0.9)46 (1.3)
57 (1.1)
56 (1.1)
57 (1.2)
61 (0.9)405 (6.4)
368 (2.7)
408 (5.6)385 (3.0)
418 (4.5)
390 (4.1)
470 (4.8)413 (3.7)
386 (3.0)472 (5.0)451 (1.9)438 (5.3)
462 (2.9)582 (5.0)442 (4.2)
392 (4.4)505 (4.1)
473 (2.4)477 (3.3)
519 (5.0)493 (4.7)474 (2.9)454 (4.8)424 (3.5)504 (2.7)426 (2.9)
460 (3.6)
489 (3.4)554 (4.4)482 (2.5)500 (5.0)479 (2.7)500 (3.0)
579 (2.7)459 (2.5)
491 (2.9)569 (2.8)
485 (2.3)
581 (2.8)

11.1 (0.06)
10.8 (0.05)
10.8 (0.06)
10.8 (0.03)
10.6 (0.05)
10.6 (0.04)
10.3 (0.05)
10.4 (0.06)
10.1 (0.05)
10.6 (0.05)
10.2 (0.03)
10.2 (0.06)
9.9 (0.06)
10.1 (0.03)
10.3 (0.04)
9.7 (0.05)
9.6 (0.06)
9.6 (0.04)
9.6 (0.06)
9.9 (0.04)
9.6 (0.05)
9.4 (0.06)
9.7 (0.06)
9.6 (0.06)
9.4 (0.05)
9.6 (0.05)
9.5 (0.04)
9.4 (0.05)
9.4 (0.05)
9.3 (0.05)
9.4 (0.04)
9.2 (0.04)
9.6 (0.04)
9.2 (0.04)
9.5 (0.04)
9.2 (0.04)
9.3 (0.04)
9.1 (0.05)
9.0 (0.03)

International Average

20 (0.1)

530 (0.8)

39 (0.1)

496 (0.7)

41 (0.2)

468 (0.6)###### ######

33 (1.1)
28 (1.1)
27 (1.0)24 (1.1)
21 (0.9)19 (0.9)
13 (1.0)432 (4.1)
569 (4.1)
457 (4.7)
569 (3.9)489 (4.2)
625 (5.3)
586 (4.9)

44 (0.7)42 (1.3)
44 (0.8)
39 (1.0)43 (0.9)44 (1.1)
38 (1.0)415 (3.4)
537 (2.6)
434 (5.2)
540 (4.8)425 (3.5)
586 (4.7)
556 (3.3)

23 (0.9)29 (0.8)
29 (1.0)37 (1.0)36 (0.9)37 (1.4)
48 (1.6)

417 (4.0)505 (2.7)
440 (4.8)495 (4.8)422 (3.5)
538 (3.8)522 (4.5)

10.6 (0.05)
10.4 (0.04)
10.3 (0.04)
10.0 (0.05)
10.0 (0.05)
9.9 (0.05)
9.5 (0.07)

Benchmarking Participants
Gauteng, RSA (9)Dubai, UAE
Western Cape, RSA (9)Ontario, Canada
Abu Dhabi, UAE
Moscow City, Russian Fed.
Quebec, CanadaThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Mathematics Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

430

Exhibit 11.4: Students Like Learning Science
Students’ Reports

About the Scale
Students were scored according to their responses to nine statements on the Students Like Learning Science scale. Cut scores divide the scale into three
categories. Students who Very Much Like Learning Science had a score at or above the cut score corresponding to “agreeing a lot” with five of the ninestatements and “agreeing a little” with the other four, on average. Students who Do Not Like Learning Science had a score at or below the cut score
corresponding to “disagreeing a little” with five of the nine statements and “agreeing a little” with the other four, on average. All other students Somewhat
Like Learning Science. At the eighth grade, a comparable approach was used for biology, chemistry, physics, and Earth science in countries where thesewere taught as separate subjects.
How much do you agree with these statements about learning <science / biology / chemistry/ physics / earth science>?
Agree
a lot

Agree
a little

Very Much
Like

Somewhat
Like

Disagreea little

Disagreea lot1) I enjoy learning <science> - - - - - - - - - - - - - - 2) I wish I did not have to study <science> R - - - 3) <Science> is boring R - - - - - - - - - - - - - - - - - 4) I learn many interesting things in <science> - 5) I like <science> - - - - - - - - - - - - - - - - - - - - - 6) I look forward to learning <science> in school 7) <Science> teaches me how things in theworld work - - - - - - - - - - - - - - - - - - - - - - - - - 8) I like to conduct <science> experiments - - - - 9) <Science> is one of my favorite subjects - - - - -Do Not Like

Scale Cut Scores
Fourth Grade

9.7

7.6

10.6
11.0
11.1
11.3
11.2

8.3
8.5
8.8
9.0
8.8

Eighth Grade
General/Integrated Science
Biology
Chemistry
Physics
Earth ScienceR

Reverse coded

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

431

Exhibit 11.5: Students Like Learning Science
Students’ Reports
Very Much Like
Learning Science

Country

Albania
Portugal
KosovoIran, Islamic Rep. of
Bulgaria
MoroccoTurkey (5)Bahrain
Oman
Armenia
United Arab Emirates
Georgia
Saudi Arabia
Montenegro
Azerbaijan
Kazakhstan
North Macedonia
KuwaitMalta
Qatar
Ireland
Northern Ireland
Italy
Lithuania
Japan
United States
New ZealandChinese Taipei
Australia
Singapore
Bosnia and Herzegovina
Hong Kong SAR
Austria
CanadaSpain
Germany
Norway (5)England
Hungary
CyprusFranceRussian Federation
Chile
South Africa (5)Pakistan
Netherlands
Belgium (Flemish)
LatviaSwedenSerbiaSlovak Republic
PolandKorea, Rep. of
Denmark
Croatia
Czech Republic
Philippines
FinlandSomewhat Like
Learning Science

Do Not Like
Learning Science

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

83 (1.1)
74 (1.0)72 (1.5)70 (1.1)
69 (1.6)
69 (1.3)
69 (1.6)
68 (1.2)
68 (1.3)
66 (1.3)
64 (0.6)
62 (1.6)
61 (1.2)
61 (1.2)
61 (1.4)
59 (1.3)
59 (1.7)
58 (1.4)
58 (0.8)
56 (1.6)
56 (1.3)
56 (1.1)
55 (1.1)
53 (1.7)
52 (1.2)
52 (1.0)52 (1.1)
51 (1.5)
50 (1.4)
49 (1.0)49 (1.1)
49 (1.5)
49 (1.1)
49 (1.0)48 (1.4)
47 (1.4)
47 (1.4)
46 (1.6)
46 (1.3)
46 (1.7)45 (1.2)
44 (1.3)
44 (1.1)
43 (1.2)
42 (3.2)
41 (1.3)
41 (1.4)
39 (1.3)
39 (1.5)
39 (1.5)
38 (1.6)
38 (1.3)
37 (1.3)
35 (1.4)
34 (1.3)
34 (1.4)
32 (1.8)
26 (1.0)498 (3.3)
513 (2.6)
429 (3.9)459 (3.4)
533 (4.5)
401 (5.8)
544 (3.4)
514 (2.9)464 (4.7)
483 (3.2)
500 (2.2)
459 (4.1)
438 (3.5)
467 (2.6)
448 (2.8)503 (3.8)455 (4.9)
430 (6.4)
509 (1.6)
485 (3.5)
537 (3.3)
530 (2.4)514 (3.5)
541 (3.0)569 (2.1)
551 (2.6)513 (3.0)566 (2.0)539 (3.1)
605 (3.6)
467 (3.5)
547 (3.5)
533 (2.8)
528 (2.2)
520 (2.7)535 (2.6)
546 (2.6)
542 (3.7)
538 (2.5)525 (3.5)
496 (3.8)570 (3.8)486 (3.2)
390 (5.2)
323 (15.0)
530 (3.1)
507 (2.9)546 (3.0)
538 (4.5)
522 (4.2)
525 (4.1)
541 (3.3)
602 (2.7)
534 (3.1)
531 (3.2)
541 (4.0)334 (7.5)
554 (3.2)

15 (1.0)
21 (0.9)25 (1.3)
24 (1.0)25 (1.2)
26 (1.1)
25 (1.2)
24 (0.9)27 (1.2)
27 (1.2)
28 (0.5)
32 (1.4)
29 (1.0)32 (0.9)33 (1.3)
36 (1.2)
36 (1.7)
33 (1.1)
29 (0.6)
34 (1.3)
33 (1.0)33 (1.0)35 (0.8)
38 (1.3)
39 (1.0)34 (0.8)34 (0.9)37 (1.1)
34 (0.9)39 (0.7)35 (0.8)37 (1.2)
38 (0.9)36 (0.8)40 (1.0)38 (1.0)41 (1.0)37 (1.2)
38 (1.0)32 (1.1)
38 (0.9)42 (0.9)44 (0.9)45 (0.9)49 (2.5)40 (0.9)41 (0.9)47 (1.2)
41 (1.2)
46 (1.1)
43 (0.9)44 (1.0)47 (0.9)43 (1.1)
50 (1.0)44 (1.0)53 (1.4)
45 (0.9)457 (7.8)
480 (3.7)
383 (5.0)
402 (6.6)504 (6.8)
322 (7.6)
493 (6.5)454 (4.9)387 (5.4)
450 (5.3)
435 (2.6)
442 (6.0)
356 (5.7)
440 (3.3)
414 (4.2)
484 (3.4)
397 (8.2)
360 (7.7)484 (3.0)415 (5.4)
523 (4.0)510 (3.4)509 (3.4)
538 (3.5)554 (2.3)
533 (3.6)500 (2.8)554 (2.6)
533 (2.9)588 (3.9)453 (3.6)
519 (4.8)517 (3.5)
524 (2.2)
506 (2.5)517 (3.7)
540 (2.7)
540 (3.6)
523 (3.6)504 (3.2)
487 (3.4)565 (3.1)
462 (3.2)
284 (5.1)
269 (15.2)
516 (3.6)502 (2.8)
542 (2.7)
543 (3.4)512 (4.3)
522 (4.7)
527 (2.8)581 (2.8)521 (3.0)
521 (2.4)
534 (2.9)
221 (7.1)
556 (3.1)

1 (0.2)4 (0.4)3 (0.4)5 (0.5)6 (0.9)5 (0.4)6 (0.7)7 (0.6)5 (0.5)8 (0.6)8 (0.3)6 (0.6)9 (0.6)7 (0.5)6 (0.5)5 (0.5)6 (0.7)9 (0.7)13 (0.6)
10 (0.6)
12 (0.7)
11 (0.7)
10 (0.7)
9 (0.8)9 (0.6)14 (0.7)
14 (0.8)
12 (0.9)
16 (1.0)
12 (0.5)
16 (0.8)
15 (1.0)
13 (0.7)
15 (0.6)
13 (0.8)
15 (0.9)
12 (0.8)
16 (1.1)
15 (1.0)22 (1.4)
17 (1.0)
14 (0.9)
12 (0.8)
11 (0.5)
9 (1.5)19 (0.9)19 (1.0)
14 (0.8)
20 (1.3)
15 (1.1)
19 (1.1)
18 (0.9)
16 (1.0)22 (1.3)
16 (0.9)22 (1.1)
15 (0.9)29 (1.1)~ ~477 (6.9)364 (14.2)
402 (9.1)
486 (18.3)
294 (12.9)
473 (10.0)445 (7.4)
360 (9.2)
439 (6.7)
410 (4.4)459 (9.1)
369 (8.2)
434 (7.8)
409 (8.6)
488 (7.4)
383 (12.5)
333 (10.0)466 (4.0)
396 (7.4)
507 (5.2)
487 (4.5)495 (4.8)524 (5.0)551 (4.0)523 (4.8)479 (3.5)
537 (4.3)
515 (4.6)
574 (4.7)454 (4.6)509 (6.7)
501 (5.3)
511 (2.8)503 (6.7)
498 (4.4)524 (5.2)
528 (4.8)520 (5.0)496 (4.4)
467 (5.1)
567 (4.2)
450 (5.9)264 (6.3)
258 (16.1)
504 (4.6)
486 (3.0)534 (4.5)
527 (4.5)
527 (4.3)
512 (5.5)
528 (3.7)
572 (3.6)509 (3.3)
518 (4.1)
527 (2.9)
180 (7.3)
554 (3.1)

11.6 (0.06)
11.2 (0.05)
10.9 (0.06)
11.0 (0.06)
10.8 (0.08)
11.0 (0.06)
10.9 (0.07)
11.0 (0.06)
10.9 (0.07)
10.8 (0.07)
10.8 (0.03)
10.6 (0.07)
10.7 (0.06)
10.5 (0.05)
10.3 (0.06)
10.4 (0.06)
10.5 (0.07)
10.5 (0.07)
10.3 (0.04)
10.4 (0.07)
10.2 (0.06)
10.2 (0.05)
10.2 (0.05)
9.9 (0.07)
10.1 (0.06)
10.1 (0.05)
10.0 (0.05)
10.1 (0.07)
9.9 (0.07)
10.0 (0.04)
9.8 (0.06)
10.0 (0.08)
9.9 (0.05)
9.9 (0.05)
9.8 (0.06)
9.8 (0.07)
9.9 (0.06)
9.8 (0.09)
9.7 (0.06)
9.6 (0.10)
9.7 (0.06)
9.5 (0.06)
9.7 (0.06)
9.8 (0.05)
9.8 (0.16)
9.5 (0.06)
9.5 (0.07)
9.4 (0.05)
9.4 (0.08)
9.5 (0.07)
9.4 (0.08)
9.3 (0.06)
9.5 (0.06)
9.2 (0.07)
9.3 (0.06)
9.2 (0.07)
9.3 (0.07)
8.7 (0.05)

52 (0.2)

506 (0.5)

36 (0.1)

478 (0.6)

12 (0.1)

467 (0.9)###### ######

72 (0.7)
52 (1.1)
48 (1.3)
46 (1.7)
43 (1.5)40 (1.2)552 (1.6)455 (3.5)
526 (3.1)
529 (3.9)
530 (2.7)
597 (2.8)

23 (0.6)35 (0.8)
34 (1.0)38 (1.3)
43 (1.3)
43 (1.1)

525 (3.3)
386 (3.7)
523 (3.4)
527 (3.6)
519 (2.3)
594 (2.8)

5 (0.4)14 (0.6)
17 (1.0)
15 (1.0)
13 (0.8)
17 (1.0)523 (6.4)
373 (5.1)
507 (3.7)513 (4.3)
514 (4.5)
593 (3.3)

11.2 (0.04)
10.2 (0.06)
9.8 (0.07)
9.8 (0.09)
9.7 (0.06)
9.4 (0.05)

rInternational Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Quebec, Canada
Ontario, Canada
Madrid, Spain
Moscow City, Russian Fed.

rThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

432

Exhibit 11.6: Students Like Learning Science
Students’ Reports
The general/integrated science panel summarizes responses for countries where students are enrolled in science as a single subject. The following panels forbiology, chemistry, physics, and Earth science summarize responses for countries where students are taught science as separate subjects.
Students Like Learning General/Integrated Science
Very Much Like
Learning Science

General/Integrated Science

Somewhat Like
Learning Science

Do Not Like
Learning Science

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

JordanEgypt
TurkeyIran, Islamic Rep. of
KuwaitMalaysia
Saudi Arabia
Oman
United Arab Emirates
BahrainSouth Africa (9)Qatar
Singapore
United States
Italy
Ireland
Australia
IsraelChile
New Zealand
Norway (9)EnglandHong Kong SAR
Chinese Taipei
Japan
Korea, Rep. of

56 (1.6)
54 (1.6)
54 (1.4)
53 (1.3)
46 (1.7)
46 (1.1)
46 (1.3)
46 (1.0)44 (0.6)
44 (1.2)
42 (0.9)38 (1.4)
37 (0.9)31 (0.9)29 (1.2)
27 (1.2)
27 (1.1)
27 (1.2)
26 (1.2)
25 (1.1)
25 (1.1)
24 (1.3)
23 (1.0)
20 (0.8)
16 (0.8)
12 (0.5)479 (3.8)426 (5.0)536 (3.3)
469 (3.9)
468 (5.5)484 (3.3)454 (3.1)
495 (3.0)523 (2.7)
516 (2.4)
398 (3.4)509 (5.0)635 (3.8)550 (5.0)519 (3.4)
558 (3.5)
569 (4.1)
547 (4.8)482 (4.7)
532 (4.8)530 (4.5)556 (5.9)
541 (6.1)
616 (3.2)
605 (4.2)
625 (4.6)

36 (1.4)
38 (1.3)
37 (0.9)37 (1.0)39 (1.1)
46 (0.8)40 (0.8)44 (0.8)41 (0.6)40 (0.9)45 (0.6)45 (1.2)
49 (0.8)46 (0.7)
50 (1.0)42 (1.0)45 (0.8)42 (0.8)
53 (1.0)49 (0.9)51 (1.0)45 (1.1)
55 (1.1)
51 (0.9)49 (1.1)
41 (1.0)426 (6.1)
358 (6.5)
494 (5.0)428 (4.4)435 (6.4)
450 (3.9)417 (3.3)
438 (3.7)
445 (2.6)474 (3.2)
352 (3.3)
459 (4.8)601 (3.8)522 (4.9)
499 (2.8)532 (2.8)526 (3.5)512 (5.0)
460 (3.4)
499 (4.2)
495 (3.3)
524 (5.0)
501 (6.1)
576 (2.5)
577 (2.4)
577 (3.0)

8 (0.5)8 (0.7)10 (0.8)
11 (0.6)
15 (1.1)
8 (0.7)14 (0.9)
10 (0.6)
15 (0.4)
16 (0.7)
13 (0.5)
17 (0.9)
14 (0.6)
23 (0.7)
20 (0.9)30 (1.3)
28 (1.3)
31 (1.1)
22 (1.2)
25 (1.2)
25 (1.0)30 (1.3)
22 (1.1)
30 (1.0)35 (1.4)
47 (1.2)424 (7.0)345 (8.6)
481 (8.4)
429 (5.9)414 (7.2)
388 (8.0)
417 (4.1)
412 (7.0)
412 (3.8)
448 (4.6)353 (4.2)
441 (5.7)
558 (6.0)
499 (5.7)
481 (3.8)493 (4.3)
499 (3.6)
496 (5.2)
450 (3.9)471 (4.6)
467 (4.3)
485 (5.7)472 (7.5)
544 (2.6)
544 (2.6)
531 (2.4)

11.1 (0.06)
11.0 (0.06)
10.8 (0.06)
10.8 (0.06)
10.5 (0.07)
10.6 (0.05)
10.6 (0.06)
10.6 (0.05)
10.5 (0.03)
10.5 (0.06)
10.4 (0.04)
10.2 (0.06)
10.2 (0.04)
9.8 (0.05)
9.8 (0.05)
9.5 (0.06)
9.6 (0.06)
9.4 (0.06)
9.6 (0.06)
9.6 (0.06)
9.6 (0.05)
9.4 (0.06)
9.6 (0.05)
9.3 (0.04)
9.1 (0.05)
8.7 (0.04)

International Average

35 (0.2)

524 (0.8)

44 (0.2)

484 (0.8)

20 (0.2)

460 (1.1)###### ######

50 (1.0)45 (1.2)
35 (1.1)
35 (1.1)
33 (1.2)
27 (1.5)574 (2.7)
438 (4.0)
498 (4.0)463 (5.8)
542 (4.1)
556 (4.3)

38 (0.9)42 (0.8)45 (0.8)48 (0.7)
44 (1.2)
49 (1.2)

528 (3.3)
409 (4.9)389 (4.5)426 (5.5)
518 (3.6)
539 (3.8)

12 (0.6)
13 (0.8)
20 (0.9)18 (1.0)23 (1.1)
24 (1.6)

498 (5.2)
418 (6.1)
364 (6.4)
439 (6.9)
500 (4.5)510 (5.5)

10.8 (0.05)
10.5 (0.05)
10.1 (0.06)
10.0 (0.05)
9.9 (0.06)
9.6 (0.08)

Country

Benchmarking Participants
Dubai, UAE
Gauteng, RSA (9)Abu Dhabi, UAE
Western Cape, RSA (9)Ontario, Canada
Quebec, Canada

Separate Science Results
Students Like Learning Biology
Very Much Like
Learning Biology

Biology

Somewhat Like
Learning Biology

Do Not Like
Learning Biology

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

MoroccoGeorgia
Portugal
Kazakhstan
Lebanon
CyprusRomania
Russian Federation
Lithuania
Hungary
SwedenFranceFinland46 (1.1)
43 (1.9)38 (1.7)
36 (1.3)
36 (1.4)
30 (1.1)
29 (1.4)
26 (1.2)
26 (1.3)
23 (1.3)
20 (1.1)
19 (1.0)
16 (0.9)414 (3.4)
461 (4.3)
534 (3.2)
486 (4.0)415 (5.6)
511 (3.1)
486 (5.0)550 (4.8)
548 (3.7)
544 (4.7)
549 (5.0)509 (4.5)
574 (4.2)

43 (0.8)
43 (1.6)
47 (1.2)
56 (1.2)
46 (1.0)42 (0.9)49 (1.2)
52 (1.1)
50 (1.1)
45 (0.9)49 (1.2)
53 (1.1)
48 (0.9)382 (2.9)442 (4.2)
515 (3.3)475 (3.5)361 (5.7)
479 (2.8)464 (4.8)
540 (4.5)
531 (3.6)
526 (3.2)
529 (3.9)
491 (3.0)
549 (3.9)

11 (0.7)
14 (1.2)
15 (1.1)
8 (0.6)18 (1.1)
28 (1.1)
21 (1.4)
21 (1.1)
24 (1.3)
32 (1.5)30 (1.3)
28 (1.4)
36 (1.2)

372 (4.9)
437 (7.6)505 (4.2)
471 (7.6)
350 (7.2)
467 (3.1)
472 (6.3)
541 (5.3)
527 (4.7)
526 (4.0)510 (4.2)
472 (3.7)
531 (3.5)

10.9 (0.05)
10.6 (0.08)
10.5 (0.08)
10.5 (0.05)
10.3 (0.07)
9.8 (0.06)
10.0 (0.08)
9.9 (0.06)
9.8 (0.06)
9.5 (0.08)
9.5 (0.05)
9.5 (0.06)
9.2 (0.05)

International Average

30 (0.4)506 (1.2)

48 (0.3)

483 (1.1)

22 (0.3)

476 (1.5)###### ######

22 (1.2)

571 (3.6)

49 (1.0)566 (3.3)

29 (1.4)

566 (4.2)

9.6 (0.07)

Country

Benchmarking Participants
Moscow City, Russian Fed.

This TIMSS context questionnaire scale for general/integrated science was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011 wherescience is taught as a single subject. To provide a point of reference for country comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale
were chosen so that 2 scale score points corresponded to the standard deviation of the distribution. The separate scales for biology, chemistry, physics, and Earth science were each established in2019 using a comparable approach.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

433

Exhibit 11.6: Students Like Learning Science
Students’ Reports(Continued)

Separate Science Results
Students Like Learning Chemistry
Very Much Like
Learning Chemistry

Chemistry

Somewhat Like
Learning Chemistry

Do Not Like
Learning Chemistry

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

MoroccoCyprusLebanonGeorgia
Kazakhstan
Portugal
Russian Federation
Lithuania
Romania
SwedenFinland
Hungary
France42 (1.1)
42 (1.1)
37 (1.7)
35 (1.5)
31 (1.3)
29 (1.4)
27 (1.1)
26 (1.3)
24 (1.4)
18 (1.1)
17 (0.9)
14 (0.9)
14 (1.0)419 (3.7)
506 (2.8)415 (5.2)
472 (4.8)
496 (4.1)
545 (3.8)562 (4.8)559 (4.3)
501 (5.7)
561 (5.1)
600 (3.4)557 (5.7)
520 (5.5)45 (0.8)40 (1.1)
46 (1.3)
41 (1.2)
53 (1.1)
45 (1.2)
47 (1.1)
44 (0.9)46 (1.2)
45 (1.1)
42 (0.9)38 (1.1)
47 (1.0)379 (2.9)
480 (2.5)357 (5.8)
441 (4.5)474 (3.5)514 (3.4)
541 (4.2)
533 (3.4)
465 (4.6)525 (4.3)
550 (3.6)
526 (3.8)493 (3.3)

13 (0.8)
18 (0.9)
16 (1.1)
23 (1.4)
16 (1.0)26 (1.7)
26 (1.1)
30 (1.6)30 (1.6)
37 (1.3)
41 (1.3)
47 (1.5)
39 (1.4)

376 (4.0)
460 (3.7)
362 (8.7)
431 (5.3)
461 (6.1)
500 (4.2)
530 (5.7)
516 (3.6)
460 (5.9)510 (3.7)
521 (3.3)
525 (2.8)473 (3.0)

10.9 (0.06)
10.7 (0.05)
10.6 (0.08)
10.4 (0.07)
10.4 (0.05)
10.1 (0.08)
10.1 (0.05)
9.9 (0.07)
9.7 (0.08)
9.5 (0.06)
9.4 (0.06)
9.1 (0.06)
9.3 (0.06)

International Average

27 (0.3)

516 (1.3)

45 (0.3)

483 (1.1)

28 (0.4)471 (1.4)###### ######

24 (1.2)

586 (3.0)

43 (1.0)566 (3.4)

33 (1.5)554 (3.7)

9.8 (0.07)

Country

Benchmarking Participants
Moscow City, Russian Fed.

Students Like Learning Physics
Very Much Like
Learning Physics

Physics

Somewhat Like
Learning Physics

Do Not Like
Learning Physics

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

MoroccoLebanonKazakhstan
Georgia
Portugal
CyprusRussian Federation
Romania
Lithuania
Hungary
SwedenFranceFinland43 (1.1)
32 (1.4)
30 (1.1)
30 (1.6)
29 (1.4)
29 (1.1)
29 (1.0)
17 (1.1)
16 (1.2)
16 (1.1)
16 (0.9)
14 (1.0)
13 (0.7)420 (3.5)413 (5.4)
496 (3.9)474 (4.8)545 (3.8)518 (3.0)
560 (4.3)
509 (5.7)
561 (5.2)
560 (5.3)
573 (5.4)
520 (5.5)600 (4.5)

44 (0.9)48 (1.2)
56 (1.1)
46 (1.3)
45 (1.2)
40 (1.0)50 (1.0)48 (1.1)
42 (1.2)
38 (1.0)43 (1.0)47 (1.0)38 (0.9)380 (2.9)362 (5.5)475 (3.7)
439 (4.5)
514 (3.4)
481 (2.7)
541 (4.3)
465 (4.5)
534 (3.4)
533 (3.2)
530 (4.1)
493 (3.3)
549 (3.8)

13 (0.7)
20 (1.0)
14 (0.8)25 (1.6)
26 (1.7)
31 (1.2)
22 (1.1)
34 (1.4)
42 (1.8)
46 (1.7)42 (1.2)
39 (1.4)
49 (1.3)

374 (3.7)
369 (8.1)
460 (5.2)
438 (5.5)500 (4.2)
467 (3.5)
528 (6.0)465 (5.2)
525 (3.8)517 (3.1)
510 (3.9)473 (3.0)525 (3.6)

11.1 (0.05)
10.5 (0.07)
10.6 (0.04)
10.3 (0.08)
10.3 (0.08)
10.1 (0.06)
10.3 (0.05)
9.7 (0.07)
9.4 (0.08)
9.4 (0.07)
9.5 (0.05)
9.5 (0.06)
9.2 (0.05)

International Average

24 (0.3)

519 (1.3)

45 (0.3)

484 (1.1)

31 (0.4)473 (1.3)###### ######

24 (1.0)585 (3.9)

47 (1.1)

567 (3.3)

29 (1.4)551 (3.1)

10.1 (0.06)

Country

Benchmarking Participants
Moscow City, Russian Fed.

Students Like Learning Earth Science
Earth Science

Very Much Like
Learning Earth Science

Somewhat Like
Learning Earth Science

Do Not Like
Learning Earth Science

Country

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

40 (0.9)38 (1.7)
33 (1.7)30 (1.3)
29 (1.8)
23 (1.4)
22 (1.0)19 (1.0)
19 (0.8)
17 (0.8)
16 (1.1)- - -415 (3.3)
534 (3.2)
460 (5.3)
485 (4.5)
492 (6.2)
544 (3.8)
548 (5.2)
509 (4.5)502 (4.0)573 (3.7)
544 (5.3)- - -46 (0.6)
47 (1.2)
49 (1.3)
58 (1.2)
52 (1.5)
48 (1.1)
52 (1.0)53 (1.1)
37 (1.1)
50 (0.9)39 (1.1)- - -384 (2.9)515 (3.3)
446 (3.9)475 (3.7)
462 (5.9)
532 (3.4)
542 (4.1)
491 (3.0)489 (3.4)
547 (3.9)525 (3.7)- - -

14 (0.9)15 (1.1)
18 (1.2)
12 (0.8)
19 (1.4)
29 (1.6)
26 (0.9)28 (1.4)
45 (1.1)
34 (1.1)
45 (1.8)- - -385 (4.7)505 (4.2)
444 (8.1)
477 (7.2)
473 (8.4)
532 (4.0)
544 (5.8)472 (3.7)
480 (2.8)
529 (3.3)
529 (3.1)- - -10.9 (0.05)
10.7 (0.08)
10.4 (0.07)
10.5 (0.05)
10.3 (0.08)
9.8 (0.07)
9.9 (0.05)
9.7 (0.06)
9.2 (0.05)
9.5 (0.05)
9.2 (0.08)- - -26 (0.4)510 (1.4)

48 (0.3)

492 (1.2)

26 (0.4)

488 (1.6)###### ######

17 (1.1)

570 (4.7)

47 (1.3)

568 (3.5)

36 (1.8)565 (3.4)

9.5 (0.08)

MoroccoPortugal
Georgia
Kazakhstan
Romania
Lithuania
Russian Federation
FranceCyprusFinland
Hungary
LebanonSwedenr

International Average

Average
Scale Score

Benchmarking Participants
Moscow City, Russian Fed.

A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

434

Students Confident in Mathematics and Science
Exhibit 11.7 presents the Students Confident in Mathematics scale, which contains nine statements
about how well students think they can do mathematics (see Mathematics—About the Scale). Both
fourth grade and eighth grade students responded to the scale and appear to have a good idea about
their relative abilities. At both grades, students expressing confidence had substantially higher averageachievement than those not expressing confidence.
Exhibit 11.8 presents the fourth grade results for the Students Confident in Mathematics scale.
Thirty-two percent of the fourth grade students reported being “very confident,” 44 percent “somewhat
confident,” and 23 percent “not confident.” Exhibit 11.9 presents the eighth grade results. At the eighth
grade, students’ confidence had eroded, with only 15 percent reporting they are “very confident,”
42 percent “somewhat confident,” and 44 percent “not confident.” The gap in average achievement
between the “very confident” and “not confident” eighth grade students was more than 100 scalescore points (562 vs. 456).
Exhibit 11.10 contains the corresponding confidence scale for science (see Science—About the
Scale). Both fourth and eighth grade students responded, with the results at the fourth grade being
similar to but slightly more positive than those in mathematics. As shown in Exhibit 11.11, 38 percentof the fourth grade students reported being “very confident,” 43 percent “somewhat confident,” and19 percent “not confident.”
Exhibit 11.12 presents the eighth grade results for the Students Confident in Science scale. The
first panel shows the results for countries that have science as an integrated subject, followed by the
results for biology, chemistry, physics, and Earth science as separate courses. Eighth grade students
did not report being as confident in doing science as did fourth grade students. However, relatively
speaking, the eighth grade students expressed the most confidence in biology and Earth science, with
22–23 percent “very confident,” 46 percent “somewhat confident,” and 31–32 percent “not confident.”
Although less positive, the results also were similar for integrated science and chemistry—20–23
percent “very confident,” 39 percent “somewhat confident,” and 38–41 percent “not confident.”
Eighth grade students’ confidence in physics was the lowest of the science results (and similar tomathematics). Only 17 percent reported “very confident,” 38 percent “somewhat confident,” and 44
percent “not confident.”

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

435

Exhibit 11.7: Students Confident in Mathematics
Students’ Reports

About the Scale
Students were scored according to their responses to nine statements on the Students Confident in Mathematics scale. Cut scores divide the scale into
three categories. Students Very Confident in Mathematics had a score at or above the cut score corresponding to “agreeing a lot” with five of the ninestatements and “agreeing a little” with the other four, on average. Students who were Not Confident in Mathematics had a score at or below the cut
score corresponding to “disagreeing a little” with five of the nine statements and “agreeing a little” with the other four, on average. All other students wereSomewhat Confident in Mathematics.
How much do you agree with these statements about mathematics?
Agree
a lot

Agree
a little

Very
Confident

Somewhat
Confident

Disagreea little

Disagreea lot1) I usually do well in mathematics - - - - - - - - - - 2) Mathematics is more difficult for me than formany of my classmates R - - - - - - - - - - - - - - - 3) Mathematics is not one of my strengths R - - - 4) I learn things quickly in mathematics - - - - - - - 5) Mathematics makes me nervous R - - - - - - - - 6) I am good at working out difficult mathematics
problems - - - - - - - - - - - - - - - - - - - - - - - - - - 7) My teacher tells me I am good at mathematics 8) Mathematics is harder for me than any
other subject R - - - - - - - - - - - - - - - - - - - - - 9) Mathematics makes me confused R - - - - - - - -Not Confident

Scale Cut Scores

R

Fourth Grade

10.7

8.5

Eighth Grade

12.1

9.5

Reverse coded

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

436

Exhibit 11.8: Students Confident in Mathematics
Students’ Reports
Very Confident
in Mathematics

Country

Somewhat Confident
in Mathematics

Not Confident
in Mathematics

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Montenegro
Albania
KosovoNorth Macedonia
CyprusAzerbaijan
Bulgaria
Saudi Arabia
Armenia
Bosnia and Herzegovina
BahrainKazakhstan
Georgia
Austria
Netherlands
MoroccoNorway (5)SwedenHungary
Oman
Turkey (5)Italy
SerbiaIran, Islamic Rep. of
Germany
United Arab Emirates
Malta
FranceIrelandUnited States
Finland
CanadaEngland
KuwaitSlovak Republic
Belgium (Flemish)Croatia
Lithuania
Northern Ireland
Denmark
Australia
Qatar
Spain
Russian Federation
LatviaPolandCzech Republic
Portugal
Chile
Singapore
New ZealandHong Kong SAR
PakistanSouth Africa (5)Japan
Chinese Taipei
Korea, Rep. of
Philippines

52 (0.9)52 (1.4)
51 (1.0)49 (1.5)
48 (1.2)
44 (1.3)
44 (1.2)
44 (1.2)
43 (1.1)
42 (0.9)42 (1.4)
41 (1.4)
40 (1.3)
39 (0.9)38 (1.0)37 (1.2)
37 (1.1)
37 (1.3)
36 (1.0)36 (1.2)
34 (1.0)34 (1.1)
34 (1.2)
34 (1.1)
33 (0.9)33 (0.6)
33 (0.7)
33 (0.9)33 (0.7)
32 (0.8)32 (0.9)32 (0.5)
31 (1.2)
31 (1.5)
31 (1.1)
30 (0.7)30 (1.4)
29 (1.0)29 (1.0)29 (0.9)29 (0.8)
28 (1.2)
27 (0.7)
24 (0.9)23 (0.9)23 (0.8)
23 (1.0)22 (0.9)22 (0.8)
21 (0.9)20 (0.6)
18 (0.8)
18 (3.1)
17 (0.7)
16 (0.6)
15 (0.7)
15 (0.7)
8 (0.7)485 (2.2)
524 (3.1)
473 (3.1)
513 (5.1)
568 (2.7)553 (2.8)553 (3.7)
440 (3.6)
528 (2.9)486 (2.6)504 (3.1)
532 (2.8)511 (4.0)573 (2.0)574 (2.7)425 (4.3)
581 (3.1)
551 (3.6)
571 (2.6)479 (5.2)
575 (4.2)
537 (3.4)555 (3.4)
480 (4.7)565 (2.7)
514 (1.9)547 (2.0)524 (3.5)585 (3.0)
587 (2.6)
573 (2.5)555 (2.4)
607 (4.5)
432 (5.4)
550 (3.4)
573 (2.3)
550 (2.7)590 (3.6)
613 (3.8)569 (2.8)568 (3.4)
491 (4.3)
550 (2.5)603 (3.4)595 (3.0)
571 (3.5)
577 (3.5)580 (2.8)495 (3.3)
683 (2.9)546 (3.6)652 (4.2)
374 (19.2)
456 (4.9)646 (3.3)
650 (3.5)651 (2.6)403 (9.9)35 (0.9)37 (1.1)
38 (1.1)
36 (1.3)
37 (0.9)41 (1.1)
37 (1.0)39 (0.9)40 (0.8)37 (0.7)40 (1.0)47 (1.2)
44 (1.2)
40 (0.9)41 (1.1)
48 (1.1)
46 (1.2)
48 (1.1)
42 (0.9)46 (0.9)42 (0.7)
46 (1.1)
45 (1.2)
46 (1.1)
43 (1.0)44 (0.5)41 (0.9)46 (1.0)45 (1.0)42 (0.6)50 (0.9)45 (0.6)45 (1.0)44 (1.2)
47 (1.1)
45 (0.9)50 (1.1)
51 (1.0)45 (1.0)49 (1.1)
46 (0.8)43 (0.9)43 (0.7)
46 (1.1)
45 (0.9)47 (0.9)49 (0.8)
43 (1.0)46 (0.9)42 (0.8)
49 (0.9)43 (1.1)
56 (2.2)
53 (0.5)53 (0.9)41 (1.0)49 (1.1)
56 (1.0)431 (2.6)476 (4.0)
430 (3.4)455 (6.0)
512 (2.8)504 (3.2)
506 (4.0)385 (3.7)
492 (3.0)
441 (3.0)471 (2.8)503 (2.9)472 (4.1)
531 (2.4)
529 (2.3)
370 (5.7)
534 (2.6)513 (3.2)512 (2.9)418 (4.1)
513 (4.7)
513 (2.8)500 (3.7)
435 (4.1)
518 (2.4)478 (2.0)504 (2.1)
483 (3.5)
545 (3.0)533 (2.4)
524 (2.7)
506 (2.3)
549 (3.7)
383 (5.4)
506 (3.7)
529 (2.3)503 (2.6)535 (3.0)569 (3.2)
521 (2.6)513 (3.2)
447 (4.4)502 (2.5)
571 (3.1)
551 (2.6)
526 (2.7)
539 (2.6)
532 (3.1)
441 (2.9)637 (3.9)
492 (2.6)
606 (3.6)
328 (10.5)
371 (3.6)601 (2.0)610 (2.6)
614 (2.5)306 (6.0)

14 (0.5)
12 (0.8)
11 (0.7)
15 (0.9)
14 (0.8)
15 (0.8)
19 (1.4)
17 (0.8)
17 (0.7)
21 (0.8)
18 (1.0)
12 (0.7)
16 (0.9)20 (0.8)
21 (0.9)
16 (0.8)
18 (0.8)
15 (0.8)22 (0.9)
18 (0.9)23 (0.9)20 (1.0)
21 (1.2)
20 (1.2)
23 (1.1)
22 (0.5)
26 (0.7)
21 (0.8)22 (0.9)26 (0.7)
17 (0.7)
24 (0.6)
24 (1.0)25 (1.1)
22 (0.9)25 (0.8)
20 (1.0)
20 (0.9)26 (0.8)23 (0.8)25 (0.9)28 (0.9)30 (0.7)30 (1.1)
31 (0.9)30 (1.0)29 (1.0)36 (1.2)
33 (0.9)37 (1.2)
31 (0.9)39 (1.2)
26 (2.3)
31 (0.9)32 (0.9)44 (1.0)36 (0.9)36 (1.2)

394 (4.7)
426 (6.9)
381 (7.1)
401 (7.7)
468 (4.6)
480 (3.9)455 (8.1)
342 (6.1)
459 (4.3)
410 (3.0)446 (3.3)
487 (4.8)
431 (6.3)
493 (3.5)488 (2.8)336 (6.7)
496 (4.3)
479 (4.1)
468 (3.8)378 (4.2)
468 (5.9)483 (3.4)
450 (4.5)
406 (6.1)
477 (3.1)
448 (2.7)
468 (2.5)428 (3.9)503 (3.3)
482 (3.3)
481 (3.4)
464 (2.2)
506 (4.2)
347 (5.6)
463 (4.5)489 (2.7)
467 (3.7)
492 (4.0)510 (3.8)478 (2.8)465 (3.2)
418 (4.2)
463 (2.8)533 (4.4)503 (3.5)476 (2.8)
492 (3.2)
485 (2.7)
411 (3.4)
579 (3.4)
446 (3.2)
573 (3.7)
302 (12.6)
340 (3.7)554 (2.3)
572 (2.4)
559 (2.7)
269 (6.7)

11.1 (0.04)
11.0 (0.07)
11.0 (0.04)
10.9 (0.06)
10.8 (0.06)
10.7 (0.05)
10.5 (0.09)
10.6 (0.05)
10.6 (0.05)
10.5 (0.05)
10.5 (0.07)
10.6 (0.06)
10.4 (0.06)
10.3 (0.04)
10.3 (0.05)
10.4 (0.05)
10.3 (0.05)
10.2 (0.06)
10.2 (0.05)
10.3 (0.05)
10.1 (0.05)
10.2 (0.05)
10.1 (0.07)
10.2 (0.06)
10.0 (0.04)
10.2 (0.03)
10.0 (0.03)
10.0 (0.04)
10.0 (0.03)
10.0 (0.04)
10.1 (0.03)
10.0 (0.03)
9.9 (0.05)
10.0 (0.06)
9.9 (0.05)
9.9 (0.03)
10.0 (0.06)
9.9 (0.04)
9.8 (0.04)
9.8 (0.03)
9.9 (0.04)
9.9 (0.05)
9.7 (0.03)
9.6 (0.04)
9.5 (0.04)
9.5 (0.04)
9.5 (0.04)
9.5 (0.05)
9.5 (0.04)
9.3 (0.05)
9.4 (0.03)
9.2 (0.05)
9.7 (0.17)
9.4 (0.03)
9.2 (0.03)
9.0 (0.03)
9.2 (0.03)
9.0 (0.04)

International Average

32 (0.1)

545 (0.6)

44 (0.1)

497 (0.5)

23 (0.1)

456 (0.6)###### ######

39 (1.1)
32 (0.9)29 (0.8)29 (0.9)28 (0.8)27 (0.8)568 (2.8)565 (2.5)558 (4.4)481 (2.7)
562 (2.7)
630 (2.5)

44 (1.2)
46 (0.9)45 (1.0)45 (0.7)45 (0.9)46 (0.8)521 (2.7)
541 (2.3)
509 (4.0)
437 (2.6)
516 (2.4)
596 (2.5)

17 (0.9)21 (0.8)
26 (0.9)26 (0.6)
27 (0.9)27 (0.8)476 (3.4)
519 (3.0)
470 (3.6)
408 (3.5)477 (2.9)550 (2.9)

10.3 (0.05)
10.1 (0.04)
9.8 (0.04)
9.9 (0.04)
9.8 (0.04)
9.7 (0.03)

Benchmarking Participants
Quebec, Canada
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAE
Madrid, Spain
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Mathematics Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

437

Exhibit 11.9: Students Confident in Mathematics
Students’ Reports
Very Confident
in Mathematics

Country

Somewhat Confident
in Mathematics

Not Confident
in Mathematics

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

IsraelEgypt
Norway (9)Lebanon
Cyprus
JordanUnited States
Iran, Islamic Rep. of
BahrainSaudi Arabia
United Arab Emirates
Italy
Oman
Hungary
SwedenTurkeyGeorgia
IrelandFinland
MoroccoEngland
Australia
FranceLithuania
Qatar
Kazakhstan
Singapore
KuwaitRussian Federation
Portugal
Romania
New Zealand
Chile
Chinese Taipei
Hong Kong SAR
Korea, Rep. ofSouth Africa (9)Japan
Malaysia

25 (1.1)
23 (1.0)
21 (0.8)
21 (1.0)
20 (0.7)
20 (1.0)
20 (0.8)
20 (0.7)
20 (0.7)
19 (0.8)
18 (0.5)
18 (0.7)
17 (0.7)
16 (0.6)
16 (0.8)
15 (0.7)
15 (0.9)
15 (0.7)
15 (0.7)
15 (0.6)
14 (0.9)
14 (0.6)
13 (0.7)
13 (0.7)
13 (0.9)
13 (0.7)
12 (0.5)
12 (0.6)
12 (0.7)
11 (0.7)
10 (0.7)
10 (0.6)
10 (0.6)
9 (0.4)9 (0.7)8 (0.5)7 (0.3)6 (0.4)3 (0.3)582 (5.4)
459 (4.8)580 (2.9)479 (4.2)
569 (3.1)
478 (4.1)
578 (5.0)
517 (5.9)533 (3.6)
444 (4.0)
536 (2.9)554 (3.9)486 (4.5)
609 (4.1)
578 (3.1)
600 (5.6)
537 (6.1)
584 (3.6)
586 (3.3)
440 (3.6)
588 (6.6)
594 (5.1)
556 (3.8)604 (4.1)
516 (7.5)
539 (4.5)
679 (3.5)
466 (7.6)
609 (5.3)
580 (5.6)
579 (5.9)
569 (4.6)509 (5.1)
706 (5.4)
646 (7.3)
695 (4.8)
468 (4.2)
688 (5.8)
584 (10.5)

43 (0.9)49 (0.8)
39 (1.1)
45 (1.1)
37 (0.9)47 (0.7)40 (0.7)
43 (1.0)44 (0.8)
49 (0.7)45 (0.4)
37 (1.0)50 (0.8)39 (0.8)43 (0.9)35 (0.9)44 (1.2)
44 (1.1)
40 (0.7)47 (0.6)
49 (1.0)42 (0.8)42 (0.9)42 (0.9)44 (1.1)
54 (1.2)
40 (0.8)43 (0.8)44 (0.9)34 (1.1)
31 (1.0)44 (0.9)41 (1.1)
31 (0.7)
37 (1.0)38 (0.8)40 (0.5)33 (0.8)33 (0.8)515 (4.4)413 (5.6)
513 (2.8)429 (3.0)513 (2.8)420 (4.2)
537 (4.5)
447 (4.6)482 (2.5)395 (3.1)
478 (2.2)
514 (2.9)411 (3.2)
530 (3.5)
516 (2.8)513 (5.2)
473 (4.3)
533 (3.1)
523 (2.9)
390 (2.6)
528 (5.7)
540 (4.3)
498 (3.0)535 (4.1)
455 (4.5)
494 (3.7)
637 (3.6)
408 (5.5)563 (4.3)
525 (3.3)
510 (5.6)
502 (3.8)452 (3.2)
656 (3.2)
600 (4.5)
644 (3.8)
396 (2.6)
629 (3.1)
478 (4.6)

32 (1.2)
28 (1.0)40 (1.0)34 (1.3)
43 (0.9)32 (1.1)
40 (1.0)37 (1.0)36 (0.9)32 (0.9)37 (0.4)
45 (1.2)
33 (0.8)45 (1.0)41 (1.1)
50 (1.0)41 (1.4)
41 (1.3)
45 (1.0)39 (0.9)38 (1.3)
44 (1.0)45 (1.1)
45 (1.2)
43 (1.2)
34 (1.3)
48 (0.9)45 (0.9)45 (0.9)55 (1.2)
58 (1.2)
45 (0.7)
49 (1.3)
59 (0.8)
54 (1.1)
54 (0.9)53 (0.6)
61 (0.9)64 (0.9)482 (4.1)
385 (5.8)456 (2.7)405 (4.0)
460 (3.0)392 (5.0)471 (4.2)
408 (3.8)452 (2.8)366 (2.6)
442 (2.3)
462 (2.9)
380 (2.9)471 (3.1)
461 (2.9)453 (4.0)422 (4.8)495 (2.2)473 (2.4)
368 (2.1)
480 (5.2)
474 (3.3)
446 (2.4)484 (2.9)413 (3.9)459 (3.6)
582 (5.0)385 (4.5)508 (5.1)
469 (3.4)
446 (4.2)
445 (3.6)
418 (2.9)575 (2.6)554 (4.3)
567 (2.7)
376 (2.1)
567 (2.9)448 (2.7)

10.7 (0.07)
10.8 (0.05)
10.3 (0.05)
10.5 (0.06)
10.1 (0.04)
10.6 (0.05)
10.3 (0.05)
10.4 (0.04)
10.4 (0.04)
10.5 (0.05)
10.4 (0.02)
9.9 (0.06)
10.5 (0.04)
10.0 (0.05)
10.1 (0.05)
9.8 (0.05)
10.2 (0.06)
10.0 (0.05)
10.0 (0.04)
10.2 (0.04)
10.1 (0.05)
9.9 (0.05)
9.8 (0.05)
9.9 (0.05)
10.0 (0.06)
10.3 (0.05)
9.7 (0.04)
9.9 (0.04)
9.9 (0.04)
9.5 (0.05)
9.4 (0.05)
9.8 (0.04)
9.7 (0.04)
9.2 (0.04)
9.4 (0.05)
9.5 (0.03)
9.6 (0.02)
9.1 (0.04)
9.2 (0.03)

International Average

15 (0.1)

562 (0.8)

42 (0.1)

502 (0.6)

44 (0.2)456 (0.6)###### ######

27 (1.0)25 (1.4)
21 (0.9)
14 (0.6)
14 (0.6)
9 (0.7)8 (0.7)587 (3.8)
592 (3.4)
591 (4.2)
640 (4.7)
516 (4.0)
536 (7.6)
501 (7.3)

43 (1.1)
41 (1.3)
46 (0.8)45 (1.1)
45 (0.7)
36 (1.0)38 (0.9)536 (5.8)
548 (4.2)
539 (2.5)
599 (4.4)
441 (3.6)459 (5.3)
430 (3.0)30 (1.1)
34 (1.5)33 (0.7)40 (1.2)
41 (0.8)55 (1.4)
54 (1.1)472 (4.0)503 (4.2)
500 (2.6)
526 (3.7)
407 (3.3)
416 (3.8)403 (3.0)

10.8 (0.06)
10.6 (0.08)
10.5 (0.04)
10.0 (0.05)
10.2 (0.04)
9.5 (0.06)
9.5 (0.05)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Dubai, UAE
Moscow City, Russian Fed.
Abu Dhabi, UAE
Western Cape, RSA (9)Gauteng, RSA (9)This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Mathematics Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

438

Exhibit 11.10: Students Confident in Science
Students’ Reports

About the Scale
Students were scored according to their responses to eight statements on the Students Confident in Science scale. Cut scores divide the scale into three
categories. Students Very Confident in Science had a score at or above the cut score corresponding to “agreeing a lot” with four of the eight statements
and “agreeing a little” with the other four, on average. Students who were Not Confident in Science had a score at or below the cut score corresponding
to “disagreeing a little” with four of the eight statements and “agreeing a little” with the other four, on average. All other students were Somewhat
Confident in Science. At the eighth grade, a comparable approach was used for biology, chemistry, physics, and Earth science in countries where thesewere taught as separate subjects.
How much do you agree with these statements about <science / biology / chemistry /physics / earth science>?
Agree
a lot

Agree
a little

Very
Confident

Somewhat
Confident

Disagreea little

Disagreea lot1) I usually do well in <science> - - - - - - - - - - - - 2) <Science> is more difficult for me than formany of my classmates R - - - - - - - - - - - - - - 3) <Science> is not one of my strengths R - - - - 4) I learn things quickly in <science> - - - - - - - - 5) I am good at working out difficult <science>
problems * - - - - - - - - - - - - - - - - - - - - - - - - - 6) My teacher tells me I am good at <science> - 7) <Science> is harder for me than any
other subject R - - - - - - - - - - - - - - - - - - - - - - 8) <Science> makes me confused R - - - - - - - - - -Not Confident

Scale Cut Scores
Fourth Grade

10.2

8.2

11.3
11.3
11.5
11.7
11.4

9.2
8.8
9.3
9.5
8.9

Eighth Grade
General/Integrated Science
Biology
Chemistry
Physics
Earth ScienceR

Reverse coded* Item not included in scale at the fourth grade

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

439

Exhibit 11.11: Students Confident in Science
Students’ Reports
Very Confident
in Science

Country

Albania
Bulgaria
Iran, Islamic Rep. of
BahrainMontenegro
Saudi Arabia
Turkey (5)Oman
Austria
North Macedonia
Azerbaijan
Armenia
KosovoUnited Arab Emirates
KuwaitBosnia and Herzegovina
MoroccoHungary
Georgia
Kazakhstan
Portugal
Qatar
Malta
Norway (5)Germany
Cyprus
Italy
Croatia
United States
Belgium (Flemish)SerbiaSwedenSpain
CanadaIreland
Slovak RepublicNetherlands
Australia
PolandChinese Taipei
LatviaRussian Federation
Lithuania
Northern Ireland
Denmark
EnglandFinlandFranceJapan
Czech RepublicSouth Africa (5)Singapore
Pakistan
Chile
Hong Kong SAR
New Zealand
Korea, Rep. of
Philippines

Somewhat Confident
in Science

Not Confident
in Science

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

60 (1.6)
58 (1.8)
57 (1.4)
57 (1.3)
53 (1.1)
51 (1.2)
50 (1.4)
50 (1.4)
49 (1.1)
49 (2.0)48 (1.4)
47 (1.3)
47 (1.2)
46 (0.6)
46 (1.4)
46 (0.9)46 (1.2)
45 (1.2)
44 (1.4)
43 (1.4)
43 (1.2)
42 (1.4)
42 (0.9)41 (1.1)
40 (1.1)
39 (1.5)
39 (1.0)39 (1.2)
38 (0.9)37 (1.1)
37 (1.4)
36 (1.5)
35 (1.1)
35 (0.7)35 (0.9)33 (1.2)
32 (1.1)
32 (1.1)
32 (1.2)
31 (1.0)31 (1.1)
29 (1.0)29 (1.2)
29 (1.0)29 (1.2)
28 (1.0)
27 (0.8)27 (0.9)27 (0.9)25 (1.0)23 (0.8)23 (0.6)
23 (3.2)
23 (1.0)23 (0.9)21 (0.7)
17 (0.8)
10 (0.9)509 (3.7)555 (3.9)472 (4.2)
521 (3.2)
482 (2.8)444 (3.7)
556 (3.8)
480 (5.2)
544 (2.7)471 (5.1)
457 (3.2)
490 (3.3)
444 (3.9)505 (2.5)435 (6.7)
482 (3.3)
416 (4.9)553 (2.6)472 (4.3)
511 (3.9)
522 (2.8)488 (3.9)
521 (2.1)
557 (2.4)551 (2.8)535 (3.1)
522 (3.8)
541 (2.5)565 (2.7)
521 (2.5)
540 (4.0)552 (4.0)535 (2.7)
540 (2.4)
542 (4.0)
546 (3.4)
541 (3.7)553 (3.0)553 (3.3)
583 (2.2)
559 (2.8)583 (3.1)
564 (3.0)536 (3.1)
545 (3.3)
559 (4.2)
573 (3.4)
517 (3.8)
582 (2.7)560 (3.9)421 (6.3)
626 (3.6)
333 (19.9)
508 (3.8)562 (3.9)
529 (3.3)
620 (3.1)
372 (10.6)

30 (1.4)
30 (1.1)
30 (1.0)30 (0.9)30 (0.8)
32 (1.0)36 (1.0)35 (1.1)
37 (1.0)35 (1.7)
36 (1.2)
36 (1.1)
37 (1.0)36 (0.5)
36 (0.9)36 (0.7)
39 (0.8)39 (0.8)
38 (1.1)
46 (1.1)
44 (1.0)38 (1.0)38 (0.8)
46 (1.1)
44 (0.8)37 (1.1)
46 (0.9)49 (1.2)
42 (0.7)45 (0.9)47 (1.2)
49 (1.1)
41 (1.0)46 (0.7)
48 (0.9)46 (1.0)48 (1.0)47 (0.9)49 (0.9)51 (0.9)51 (1.1)
46 (1.1)
52 (1.0)49 (0.9)50 (1.1)
47 (1.0)
57 (0.9)48 (1.0)59 (0.8)50 (1.0)47 (0.7)
44 (0.7)
49 (2.3)
48 (0.8)
49 (1.1)
53 (0.9)59 (1.1)
52 (0.9)474 (5.0)499 (6.5)
416 (5.5)473 (4.0)443 (3.2)
386 (5.6)510 (4.6)
412 (4.4)
511 (3.0)403 (7.1)
422 (3.8)
462 (4.2)
404 (4.2)
465 (2.5)384 (6.7)
451 (3.5)355 (7.9)
520 (3.2)
448 (5.3)
485 (3.4)
499 (2.8)441 (6.2)
488 (2.4)535 (3.0)517 (3.1)
504 (2.9)509 (3.1)
518 (2.4)
540 (2.9)
498 (2.5)515 (4.1)
538 (3.2)
508 (2.2)
523 (2.1)
529 (3.9)519 (4.1)
519 (3.1)
532 (2.8)531 (2.8)556 (2.1)
540 (2.8)567 (3.5)
533 (3.1)
523 (2.9)522 (2.6)
538 (3.2)555 (2.6)
492 (3.3)
558 (1.9)535 (3.3)
317 (5.4)
599 (3.6)
289 (14.4)
473 (2.8)532 (3.5)508 (2.7)
587 (2.6)
258 (7.2)

9 (0.7)12 (1.1)
13 (1.0)
13 (0.7)
17 (0.7)
16 (0.9)
14 (0.9)
15 (0.8)
13 (0.7)
16 (0.9)
16 (0.8)
17 (0.8)
16 (0.9)
17 (0.4)
18 (0.9)19 (0.7)
15 (0.8)
16 (0.8)
19 (1.1)
11 (0.7)
13 (0.6)
20 (1.0)
20 (0.7)
12 (0.8)
17 (0.9)23 (1.1)
15 (0.9)
12 (0.9)20 (0.7)
18 (0.8)
17 (1.0)
14 (0.9)23 (1.0)
19 (0.7)
18 (0.9)21 (0.9)19 (1.0)
21 (0.9)19 (0.8)
18 (1.0)
18 (1.0)
24 (0.9)19 (1.0)22 (0.8)
21 (1.0)25 (1.2)
16 (0.7)
25 (1.0)
14 (0.7)
25 (1.2)30 (0.7)
33 (0.7)
28 (3.5)30 (0.9)29 (1.2)
26 (0.8)
23 (1.0)38 (1.2)

428 (9.0)443 (8.3)
374 (7.5)
430 (6.3)
403 (4.5)341 (7.7)
470 (7.0)363 (6.3)
474 (4.8)
365 (8.2)
395 (6.0)
436 (5.8)361 (7.0)
417 (3.2)
338 (9.0)425 (4.3)
305 (9.0)484 (5.1)
423 (6.1)
479 (5.4)
463 (4.0)395 (5.6)457 (3.0)
511 (5.0)471 (4.6)
485 (4.6)483 (4.5)
496 (4.9)500 (4.4)
467 (3.5)476 (6.7)
504 (6.5)
486 (3.4)
498 (2.5)502 (4.4)487 (6.9)
486 (3.8)508 (4.1)
503 (3.6)
522 (3.4)
520 (3.7)
550 (3.5)
516 (4.3)
487 (4.1)
493 (3.2)
516 (3.9)525 (4.0)451 (4.1)
540 (3.7)
507 (2.9)274 (5.2)
567 (3.9)262 (14.1)
439 (3.6)
506 (4.9)476 (3.3)
564 (3.2)
212 (7.4)

10.9 (0.07)
10.7 (0.08)
10.7 (0.06)
10.8 (0.06)
10.5 (0.04)
10.5 (0.06)
10.4 (0.06)
10.5 (0.06)
10.4 (0.04)
10.4 (0.08)
10.3 (0.06)
10.3 (0.06)
10.3 (0.05)
10.3 (0.03)
10.3 (0.06)
10.2 (0.04)
10.3 (0.05)
10.2 (0.05)
10.1 (0.06)
10.2 (0.06)
10.1 (0.04)
10.1 (0.06)
9.9 (0.03)
10.0 (0.04)
9.9 (0.04)
9.9 (0.07)
10.0 (0.04)
10.0 (0.05)
9.8 (0.04)
9.8 (0.05)
9.9 (0.06)
9.8 (0.06)
9.8 (0.05)
9.7 (0.03)
9.7 (0.04)
9.6 (0.05)
9.6 (0.05)
9.6 (0.04)
9.6 (0.05)
9.6 (0.04)
9.6 (0.04)
9.5 (0.05)
9.6 (0.05)
9.4 (0.04)
9.5 (0.05)
9.4 (0.05)
9.5 (0.03)
9.4 (0.04)
9.5 (0.03)
9.3 (0.05)
9.3 (0.03)
9.1 (0.03)
9.4 (0.16)
9.2 (0.04)
9.2 (0.05)
9.2 (0.03)
9.1 (0.03)
8.8 (0.04)

38 (0.2)

520 (0.6)

43 (0.1)

486 (0.6)

19 (0.1)453 (0.7)###### ######

48 (0.9)37 (1.0)36 (1.1)
34 (1.1)
33 (1.2)
32 (1.1)

559 (2.0)462 (4.1)
537 (3.4)
546 (2.5)
606 (3.2)
541 (4.6)

38 (0.9)39 (0.7)
47 (1.2)
41 (1.0)45 (0.9)46 (1.1)

537 (2.9)412 (3.4)
519 (3.0)
521 (2.7)
599 (2.6)
527 (3.2)

13 (0.5)
24 (0.8)
17 (1.0)25 (0.9)22 (1.0)22 (1.1)

516 (4.3)
369 (4.3)
496 (3.5)
496 (3.1)
571 (3.7)
501 (4.0)

10.3 (0.03)
9.9 (0.04)
9.8 (0.05)
9.6 (0.05)
9.6 (0.04)
9.6 (0.05)

rInternational Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Quebec, Canada
Madrid, Spain
Moscow City, Russian Fed.
Ontario, CanadarThis TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

440

Exhibit 11.12: Students Confident in Science
Students’ Reports
The general/integrated science panel summarizes responses for countries where students are enrolled in science as a single subject. The following panels forbiology, chemistry, physics, and Earth science summarize responses for countries where students are taught science as separate subjects.
Students Confident in General/Integrated Science
Very Confident
in Science

General/Integrated Science

Somewhat Confident
in Science

Not Confident
in Science

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Iran, Islamic Rep. ofTurkeyJordanBahrain
Egypt
Saudi Arabia
Israel
KuwaitOman
United Arab Emirates
Qatar
United States
Norway (9)Italy
Ireland
South Africa (9)Singapore
Australia
England
New Zealand
Chile
Hong Kong SAR
Chinese Taipei
Korea, Rep. of
MalaysiaJapan

38 (1.1)
38 (1.2)
37 (1.4)
36 (1.3)
35 (1.1)
33 (1.0)31 (1.2)
31 (1.3)
29 (1.0)29 (0.6)
28 (1.3)
26 (0.9)24 (0.9)23 (1.0)
19 (0.9)
18 (0.6)
17 (0.6)
16 (0.7)
15 (1.0)
12 (0.7)
12 (0.8)
11 (0.6)
10 (0.5)
9 (0.5)8 (0.4)6 (0.4)490 (3.9)
569 (3.5)502 (3.6)
531 (2.4)445 (5.1)
474 (3.4)
568 (4.4)490 (5.1)
516 (4.1)
541 (2.6)
527 (4.7)
570 (5.4)
548 (4.1)
536 (3.6)
581 (3.7)425 (4.0)652 (3.9)
586 (4.2)
581 (6.9)
567 (5.5)
511 (5.4)
566 (6.2)
645 (3.5)
639 (4.9)523 (5.0)
636 (3.9)40 (0.9)37 (0.8)38 (0.6)
38 (0.7)
38 (0.7)42 (0.8)37 (0.9)42 (0.7)
46 (0.8)41 (0.6)
39 (1.1)
41 (0.7)43 (0.8)50 (1.1)
36 (1.1)
45 (0.5)37 (0.8)39 (0.8)
38 (1.2)
40 (1.0)45 (1.1)
38 (1.1)
27 (0.7)25 (0.9)47 (0.9)28 (0.8)434 (4.3)
502 (4.2)
448 (4.5)487 (3.8)384 (5.7)425 (3.1)
513 (4.3)
440 (5.6)457 (3.5)476 (2.7)
480 (4.6)
528 (4.9)503 (3.0)
501 (2.5)
543 (3.1)
370 (3.5)
621 (4.2)
543 (3.3)
539 (4.6)
517 (4.5)
469 (3.2)
527 (5.8)
609 (2.7)
602 (2.9)
469 (3.7)601 (2.8)

22 (0.9)25 (1.0)25 (1.3)
26 (1.0)27 (1.1)
25 (1.0)32 (1.2)
27 (1.2)
26 (0.7)30 (0.5)
33 (1.2)
33 (0.9)34 (1.1)
27 (1.1)
45 (1.3)
37 (0.8)
46 (1.0)45 (1.1)
48 (1.7)
47 (1.2)
43 (1.4)
50 (1.2)
63 (0.9)65 (1.1)
45 (1.1)
66 (0.9)407 (4.0)455 (4.5)400 (5.8)
432 (4.1)
343 (6.8)
399 (3.7)471 (5.0)410 (7.6)
408 (4.3)
413 (2.9)427 (5.2)
487 (4.5)454 (4.2)
471 (3.6)
492 (3.3)
349 (3.1)
581 (4.1)
499 (3.6)
488 (5.5)470 (4.0)445 (3.2)
472 (6.3)
548 (2.1)
533 (2.2)
441 (4.0)
550 (2.3)

11.0 (0.06)
10.9 (0.06)
11.0 (0.07)
10.8 (0.06)
10.8 (0.06)
10.7 (0.05)
10.5 (0.06)
10.6 (0.06)
10.6 (0.04)
10.5 (0.03)
10.4 (0.06)
10.2 (0.04)
10.1 (0.04)
10.2 (0.04)
9.6 (0.06)
9.9 (0.03)
9.6 (0.04)
9.6 (0.05)
9.4 (0.07)
9.5 (0.04)
9.6 (0.04)
9.4 (0.05)
8.9 (0.04)
8.9 (0.04)
9.5 (0.03)
8.7 (0.04)

International Average

23 (0.2)

547 (0.9)

39 (0.2)

500 (0.8)

38 (0.2)456 (0.9)###### ######

32 (1.5)
25 (1.1)
22 (0.8)
22 (1.0)
21 (1.2)
16 (0.8)588 (3.8)570 (4.2)
524 (4.2)
463 (5.3)
561 (4.6)
494 (7.3)

44 (1.4)
46 (1.1)
39 (0.6)
44 (0.7)
43 (1.3)
42 (0.9)546 (2.9)
542 (3.7)423 (4.5)421 (4.0)
527 (3.3)
443 (5.5)25 (0.7)
29 (1.5)38 (0.9)34 (1.2)
36 (1.3)
42 (1.2)

500 (3.5)503 (4.9)363 (4.7)
401 (5.2)
493 (3.5)421 (5.1)

10.7 (0.06)
10.2 (0.07)
10.2 (0.04)
10.1 (0.05)
10.0 (0.06)
9.7 (0.05)

Country

Benchmarking Participants
Dubai, UAE
Quebec, Canada
Abu Dhabi, UAE
Gauteng, RSA (9)Ontario, Canada
Western Cape, RSA (9)Separate Science Results
Students Confident in Biology
Very Confident
in Biology

Biology

Somewhat Confident
in Biology

Not Confident
in Biology

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Georgia
Hungary
CyprusLebanonRomania
MoroccoKazakhstan
Portugal
Russian Federation
Lithuania
SwedenFinlandFrance30 (1.4)
28 (1.3)
27 (1.0)27 (1.3)
24 (1.2)
24 (1.0)24 (1.1)
22 (1.1)
21 (1.0)19 (1.0)
18 (0.9)
17 (0.9)
13 (0.6)481 (4.9)560 (3.6)
529 (2.7)
436 (7.0)
506 (4.7)
442 (4.0)502 (4.6)559 (4.1)
559 (5.8)567 (3.4)
579 (4.9)593 (3.4)
539 (4.7)

41 (1.2)
45 (1.0)35 (1.0)40 (1.0)46 (1.1)
44 (0.8)55 (1.0)50 (1.1)
51 (0.8)
49 (1.2)
51 (1.0)51 (0.8)
46 (1.3)

444 (4.2)
527 (3.1)
487 (3.0)372 (5.9)
467 (4.6)
390 (3.1)
476 (3.3)
522 (2.8)546 (4.3)
533 (3.2)
532 (3.7)553 (3.4)
498 (3.1)

28 (1.4)
26 (1.3)
38 (1.2)
33 (1.3)
30 (1.4)
32 (0.9)21 (1.1)
28 (1.3)
28 (1.1)
32 (1.6)
31 (1.2)
31 (1.0)41 (1.5)423 (5.4)504 (4.3)455 (2.9)344 (5.7)453 (5.5)370 (3.0)458 (4.7)
487 (4.1)
526 (4.6)
517 (4.8)
491 (4.4)508 (4.1)
462 (3.1)

10.4 (0.07)
10.3 (0.07)
9.9 (0.06)
10.2 (0.07)
10.1 (0.07)
10.1 (0.05)
10.3 (0.05)
10.0 (0.06)
10.0 (0.06)
9.8 (0.07)
9.8 (0.05)
9.8 (0.05)
9.3 (0.06)

International Average

23 (0.3)

527 (1.3)

46 (0.3)

488 (1.0)

31 (0.4)

461 (1.2)###### ######

21 (1.2)

580 (3.9)

48 (1.1)

567 (3.3)

31 (1.3)

559 (4.2)

9.9 (0.06)

Country

Benchmarking Participants
Moscow City, Russian Fed.

This TIMSS context questionnaire scale for general/integrated science was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011 wherescience is taught as a single subject. To provide a point of reference for country comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale
were chosen so that 2 scale score points corresponded to the standard deviation of the distribution. The separate scales for biology, chemistry, physics, and Earth science were each established in2019 using a comparable approach.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

441

Exhibit 11.12: Students Confident in Science
Students’ Reports(Continued)

Separate Science Results
Students Confident in Chemistry
Very Confident
in Chemistry

Chemistry

Somewhat Confident
in Chemistry

Not Confident
in Chemistry

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

CyprusLebanonGeorgia
MoroccoKazakhstan
Lithuania
Portugal
SwedenRussian Federation
Romania
Finland
Hungary
France38 (1.2)
31 (1.5)
25 (1.3)
23 (0.9)20 (0.9)18 (1.0)
17 (1.0)
17 (0.9)
17 (0.8)
16 (1.0)
15 (0.9)
14 (0.8)
12 (0.8)518 (2.9)428 (5.8)493 (4.7)
444 (4.1)
511 (4.2)
579 (4.1)
571 (4.6)
581 (6.3)
577 (5.1)
521 (5.7)
613 (3.1)
575 (5.5)
549 (4.4)

36 (1.1)
40 (1.1)
35 (1.1)
44 (0.7)
46 (1.0)40 (1.0)38 (1.3)
42 (1.1)
36 (0.9)33 (1.1)
36 (0.9)35 (1.1)
38 (1.1)

484 (2.9)368 (5.5)451 (4.7)
390 (3.2)
479 (3.5)
538 (3.9)
526 (3.2)
537 (3.9)550 (4.7)
478 (5.0)562 (3.5)530 (3.0)
501 (3.6)

25 (1.0)30 (1.3)
40 (1.5)34 (0.9)34 (1.3)
42 (1.6)45 (1.8)41 (1.3)
48 (1.1)
51 (1.5)
48 (1.2)
51 (1.5)
49 (1.6)

446 (3.0)346 (7.0)422 (4.4)371 (2.7)
460 (4.5)513 (3.5)495 (3.3)
493 (3.8)
527 (4.4)454 (4.7)515 (3.2)
518 (3.4)
465 (2.9)

11.0 (0.05)
10.7 (0.07)
10.2 (0.07)
10.4 (0.04)
10.2 (0.05)
9.8 (0.07)
9.8 (0.07)
9.9 (0.05)
9.7 (0.05)
9.6 (0.06)
9.6 (0.05)
9.5 (0.07)
9.5 (0.06)

International Average

20 (0.3)

535 (1.3)

39 (0.3)

492 (1.1)

41 (0.4)

463 (1.1)###### ######

15 (0.9)598 (4.3)

34 (0.9)575 (3.1)

50 (1.3)552 (3.3)

9.5 (0.06)

Country

Benchmarking Participants
Moscow City, Russian Fed.

Students Confident in Physics
Very Confident
in Physics

Physics

Somewhat Confident
in Physics

Not Confident
in Physics

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Lebanon
CyprusMoroccoKazakhstan
Hungary
Georgia
Portugal
Russian Federation
SwedenFinlandFranceRomania
Lithuania

25 (1.3)
24 (1.0)23 (0.9)19 (0.9)18 (1.0)
18 (1.1)
17 (1.0)
17 (0.8)
16 (0.9)
13 (0.7)
12 (0.8)
12 (0.7)
11 (0.7)435 (5.9)533 (3.3)
443 (4.1)
512 (5.2)
582 (4.5)
497 (5.3)
571 (4.6)
572 (6.2)
592 (5.3)
613 (3.6)
549 (4.4)
529 (6.2)
589 (4.8)

38 (0.9)31 (1.0)44 (0.7)
49 (1.0)37 (1.0)36 (1.1)
38 (1.3)
45 (1.0)43 (0.9)35 (1.0)38 (1.1)
34 (1.1)
32 (1.1)

372 (5.7)
491 (2.8)
390 (2.9)478 (3.3)
534 (3.2)
456 (5.0)526 (3.2)
548 (3.7)
541 (3.6)
560 (3.9)
501 (3.6)476 (5.2)
543 (3.5)

36 (1.4)
45 (1.2)
33 (0.9)32 (1.2)
45 (1.5)
46 (1.4)
45 (1.8)
38 (1.1)
42 (1.1)
52 (1.3)
50 (1.6)
54 (1.3)
57 (1.5)352 (6.0)
460 (3.0)374 (3.1)
461 (4.1)
506 (3.3)
427 (4.0)495 (3.3)
526 (4.9)
491 (3.9)516 (3.7)
465 (2.9)458 (4.3)
520 (3.5)

10.6 (0.07)
10.1 (0.06)
10.6 (0.04)
10.3 (0.05)
10.0 (0.06)
10.0 (0.06)
10.0 (0.08)
10.2 (0.04)
10.0 (0.04)
9.6 (0.05)
9.6 (0.06)
9.6 (0.05)
9.4 (0.06)

International Average

17 (0.3)

540 (1.4)

38 (0.3)

494 (1.1)

44 (0.4)

465 (1.1)###### ######

17 (0.9)601 (4.2)

41 (0.9)573 (3.4)

42 (1.2)

547 (3.1)

10.0 (0.05)

Country

Benchmarking Participants
Moscow City, Russian Fed.

Students Confident in Earth Science
Very Confident
in Earth Science

Earth Science
Country
CyprusGeorgia
Hungary
Romania
Russian Federation
Kazakhstan
Portugal
Lithuania
MoroccoFinlandFranceLebanonSwedenSomewhat Confident
in Earth Science

Not Confident
in Earth Science

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

30 (1.0)25 (1.5)
25 (1.2)
24 (1.6)
23 (0.8)
23 (1.0)22 (1.1)
21 (1.1)
21 (0.9)
18 (0.8)
13 (0.6)- - -522 (2.8)493 (4.5)563 (4.1)
509 (6.4)
560 (5.1)
505 (4.7)
559 (4.1)
564 (3.6)
440 (4.2)
588 (3.5)
539 (4.6)- - -37 (1.1)
42 (1.3)
42 (1.0)46 (1.2)
51 (0.9)54 (1.0)50 (1.1)
45 (1.1)
43 (0.7)50 (0.9)46 (1.3)- - -489 (2.9)451 (4.4)
526 (3.0)
470 (5.9)
546 (3.9)477 (3.5)
522 (2.8)534 (3.2)
393 (3.2)
554 (3.2)
498 (3.1)- - -

33 (1.1)
33 (1.7)
33 (1.4)
31 (1.8)
26 (0.9)22 (1.0)28 (1.3)
34 (1.5)35 (0.8)
31 (1.1)
41 (1.5)- - -456 (3.3)
418 (5.3)
510 (3.5)450 (6.8)
524 (5.2)
454 (4.9)487 (4.1)
516 (4.1)
376 (2.8)508 (4.0)462 (3.1)- - -10.2 (0.05)
10.1 (0.07)
10.0 (0.08)
10.2 (0.08)
10.2 (0.04)
10.2 (0.05)
10.0 (0.06)
9.9 (0.07)
10.0 (0.05)
9.9 (0.04)
9.4 (0.06)- - -22 (0.3)

531 (1.3)

46 (0.3)

496 (1.1)

32 (0.4)

469 (1.3)###### ######

24 (1.2)

584 (4.5)

49 (1.0)568 (3.0)

27 (1.2)

551 (4.2)

10.1 (0.06)

rInternational Average
Benchmarking Participants
Moscow City, Russian Fed.

A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

442

Students Value Mathematics and Science
Exhibits 11.13 and 11.15 present the two parallel scales: Students Value Mathematics and Students
Value Science, respectively (see About the Scale). The TIMSS 2019 context questionnaire framework
cites research showing that if students understand the value of learning these subjects, it may
ameliorate some of their other negative attitudes.
Exhibit 11.14 shows that eighth grade students generally value mathematics. Thirty-seven percent
responded that they “strongly value” mathematics, 47 percent responded “somewhat value,” and only
16 percent responded “do not value.” The results were similar, but slightly less positive for science,
shown in Exhibit 11.16—36 percent “strongly value,” 42 percent “somewhat value,” and 22 percent“do not value” science. There was a strong positive relationship between valuing mathematics andscience and average achievement in each of the respective curriculum areas. However, the relationshipbetween higher achievement and valuing the subjects was less pronounced than between higher
achievement and attitudes toward liking the subjects or having confidence in your ability to do wellin the subjects.

TIMSS & PIRLSInternational Study Center
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CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

443

Exhibit 11.13: Students Value Mathematics
Students’ Reports

About the Scale
Students were scored according to their responses to nine statements on the Students Value Mathematics scale. Cut scores divide the scale into three
categories. Students who Strongly Value Mathematics had a score at or above the cut score corresponding to “agreeing a lot” with five of the ninestatements and “agreeing a little” with the other four, on average. Students who Do Not Value Mathematics had a score at or below the cut score
corresponding to “disagreeing a little” with five of the nine statements and “agreeing a little” with the other four, on average. All other students Somewhat
Value Mathematics.
How much do you agree with these statements about mathematics?
Agree
a lot

Agree
a little

Strongly
Value

Somewhat
Value

Disagreea little

Disagreea lot1) I think learning mathematics will help me in
my daily life - - - - - - - - - - - - - - - - - - - - - - - - 2) I need mathematics to learn other school
subjects - - - - - - - - - - - - - - - - - - - - - - - - - - 3) I need to do well in mathematics to get into
the university of my choice - - - - - - - - - - - - - 4) I need to do well in mathematics to get thejob I want - - - - - - - - - - - - - - - - - - - - - - - - - - 5) I would like a job that involves using
mathematics - - - - - - - - - - - - - - - - - - - - - - - 6) It is important to learn about mathematics
to get ahead in the world - - - - - - - - - - - - - - - 7) Learning mathematics will give me more job
opportunities when I am an adult - - - - - - - - - 8) My parents think that it is important that I
do well in mathematics - - - - - - - - - - - - - - - - 9) It is important to do well in mathematics - - - - -Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

10.3

Do Not Value

7.8

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

444

Exhibit 11.14: Students Value Mathematics
Students’ Reports
Strongly Value
Mathematics

Country

Somewhat Value
Mathematics

Do Not Value
Mathematics

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

South Africa (9)Egypt
JordanMoroccoIsraelOman
Iran, Islamic Rep. ofTurkeyGeorgia
United Arab Emirates
Saudi Arabia
Lebanon
KuwaitBahrain
United States
Qatar
Australia
England
New Zealand
CyprusIrelandChile
Romania
Norway (9)Malaysia
Portugal
Singapore
Kazakhstan
FranceRussian Federation
Lithuania
Hungary
Italy
FinlandSwedenHong Kong SAR
Korea, Rep. ofJapan
Chinese Taipei

68 (0.6)
63 (1.2)
62 (1.2)
60 (0.9)54 (1.2)
53 (0.9)49 (1.2)
48 (1.2)
47 (1.3)
47 (0.6)
46 (1.1)
45 (1.3)
41 (1.2)
40 (0.9)40 (0.8)
38 (1.1)
38 (0.9)38 (1.2)
37 (1.0)37 (1.0)35 (1.0)35 (1.0)35 (1.3)
35 (1.0)34 (1.0)34 (1.1)
34 (0.8)
31 (1.0)
27 (0.9)26 (1.0)26 (1.2)
25 (0.9)25 (0.8)24 (0.9)24 (0.9)18 (1.0)
14 (0.6)
14 (0.7)
12 (0.5)399 (2.2)425 (5.3)
433 (3.6)
400 (2.7)
529 (4.9)432 (3.0)457 (4.4)
520 (4.9)474 (4.8)
492 (2.7)
403 (3.3)
447 (3.0)416 (5.8)493 (2.6)
532 (5.0)456 (5.7)
539 (4.5)
528 (6.1)
494 (4.2)
523 (2.8)
538 (3.5)
446 (3.5)502 (5.6)
524 (3.4)486 (3.3)
525 (4.8)628 (4.8)493 (4.6)
493 (3.8)560 (6.1)
533 (4.7)
543 (5.5)
511 (4.0)535 (3.3)
515 (4.1)
605 (6.3)
668 (5.0)629 (5.7)
659 (5.8)

27 (0.6)
31 (0.9)31 (1.0)32 (0.7)
37 (1.0)39 (0.8)40 (1.0)40 (0.8)
43 (1.2)
41 (0.6)42 (0.8)
43 (1.0)43 (0.9)44 (0.6)
48 (0.7)
44 (1.1)
48 (0.8)51 (0.9)50 (0.9)46 (0.9)49 (0.9)53 (1.0)43 (1.0)51 (0.9)56 (0.9)48 (1.3)
56 (0.8)53 (0.9)57 (1.0)53 (0.9)56 (1.1)
53 (0.9)54 (0.9)54 (0.8)58 (0.8)
54 (1.0)56 (0.9)59 (0.8)48 (0.8)377 (2.7)
403 (5.5)
411 (5.4)
374 (2.4)514 (4.6)
397 (3.5)
440 (3.9)
480 (4.7)455 (4.8)
468 (1.8)391 (2.7)
422 (4.0)
401 (5.0)479 (2.4)
516 (4.7)
449 (4.5)
514 (3.8)515 (5.6)
481 (3.6)
499 (2.2)525 (2.6)
442 (3.1)
472 (4.8)503 (2.4)453 (3.7)
493 (3.1)
614 (4.1)
487 (3.6)
485 (2.7)
543 (4.5)
520 (3.2)
516 (3.4)
498 (2.9)513 (2.5)505 (2.7)
586 (4.3)
620 (2.9)
598 (2.7)
634 (3.1)

5 (0.2)6 (0.5)7 (0.5)8 (0.4)9 (0.5)8 (0.4)11 (0.6)
12 (0.8)
10 (0.8)
12 (0.3)
12 (0.6)
12 (0.8)
16 (0.7)
16 (0.8)
12 (0.5)
18 (1.1)
14 (0.6)
10 (0.7)
14 (0.7)
17 (0.7)
16 (0.7)
12 (0.6)
22 (1.3)
15 (0.7)
10 (0.8)
17 (1.0)
10 (0.4)
15 (0.8)
16 (0.7)
21 (1.0)
19 (0.9)22 (0.8)
21 (0.8)22 (0.9)
18 (0.7)
28 (0.9)30 (1.1)
27 (0.8)40 (1.0)357 (4.1)
381 (9.3)
384 (8.8)368 (3.8)501 (6.5)375 (5.8)426 (6.2)
454 (6.4)
436 (9.3)
431 (3.4)
380 (4.5)
409 (5.5)384 (5.8)459 (3.2)
484 (6.1)
409 (4.8)479 (4.8)500 (7.3)
461 (5.1)
467 (3.9)
496 (4.3)
425 (5.2)
461 (4.9)
467 (4.4)421 (5.6)473 (4.0)584 (6.3)
482 (5.1)
458 (3.8)526 (5.0)508 (4.3)
489 (3.8)482 (3.6)473 (3.7)
487 (3.5)
547 (5.2)
554 (3.1)
568 (3.7)
573 (3.0)

10.9 (0.03)
10.9 (0.06)
10.8 (0.05)
10.7 (0.04)
10.4 (0.05)
10.3 (0.04)
10.2 (0.05)
10.1 (0.06)
10.1 (0.06)
10.1 (0.03)
10.1 (0.05)
10.0 (0.06)
9.7 (0.05)
9.7 (0.04)
9.8 (0.04)
9.6 (0.06)
9.7 (0.04)
9.8 (0.05)
9.6 (0.05)
9.6 (0.04)
9.5 (0.04)
9.7 (0.04)
9.4 (0.07)
9.6 (0.05)
9.6 (0.04)
9.5 (0.05)
9.6 (0.03)
9.5 (0.05)
9.3 (0.04)
9.2 (0.05)
9.2 (0.04)
9.1 (0.04)
9.1 (0.04)
9.0 (0.04)
9.2 (0.04)
8.7 (0.05)
8.5 (0.04)
8.6 (0.03)
8.2 (0.04)

International Average

37 (0.2)

507 (0.7)

47 (0.1)

487 (0.6)

16 (0.1)

462 (0.8)###### ######

69 (1.1)
63 (1.0)51 (1.4)
47 (1.1)
42 (0.8)37 (1.3)
25 (0.9)423 (3.0)444 (4.6)
545 (5.4)
549 (3.0)462 (3.6)556 (3.9)
606 (5.7)

27 (0.9)31 (0.8)42 (1.2)
43 (1.0)44 (0.7)
52 (1.1)
50 (0.9)416 (3.9)
441 (5.2)
521 (4.3)
531 (2.4)
429 (3.3)
541 (3.9)575 (4.3)

4 (0.4)5 (0.5)8 (0.6)
10 (0.4)
14 (0.6)
11 (0.8)25 (1.0)423 (7.6)
438 (8.7)
487 (6.6)
499 (3.8)394 (4.9)513 (6.6)
546 (4.4)

10.9 (0.04)
10.7 (0.04)
10.3 (0.05)
10.1 (0.04)
9.8 (0.05)
9.7 (0.05)
9.1 (0.04)

Benchmarking Participants
Gauteng, RSA (9)Western Cape, RSA (9)Ontario, Canada
Dubai, UAE
Abu Dhabi, UAE
Quebec, Canada
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Mathematics Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

445

Exhibit 11.15: Students Value Science
Students’ Reports

About the Scale
Students were scored according to their responses to nine statements on the Students Value Science scale. Cut scores divide the scale into three
categories. Students who Strongly Value Science had a score at or above the cut score corresponding to “agreeing a lot” with five of the nine statements
and “agreeing a little” with the other four, on average. Students who Do Not Value Science had a score at or below the cut score corresponding to“disagreeing a little” with five of the nine statements and “agreeing a little” with the other four, on average. All other students Somewhat Value Science.

How much do you agree with these statements about science?
Agree
a lot

Agree
a little

Strongly
Value

Somewhat
Value

Disagreea little

Disagreea lot1) I think learning science will help me in
my daily life - - - - - - - - - - - - - - - - - - - - - - - - 2) I need science to learn other school
subjects - - - - - - - - - - - - - - - - - - - - - - - - - - 3) I need to do well in science to get into
the university of my choice - - - - - - - - - - - - - 4) I need to do well in science to get thejob I want - - - - - - - - - - - - - - - - - - - - - - - - - - 5) I would like a job that involves using
science - - - - - - - - - - - - - - - - - - - - - - - - - - - 6) It is important to learn about scienceto get ahead in the world - - - - - - - - - - - - - - - 7) Learning science will give me more job
opportunities when I am an adult - - - - - - - - - 8) My parents think that it is important that I
do well in science - - - - - - - - - - - - - - - - - - - - 9) It is important to do well in science - - - - - - - - -Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

10.6

Do Not Value

8.5

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: STUDENTS’ ATTITUDESTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

446

Exhibit 11.16: Students Value Science
Students’ Reports
Strongly Value
ScienceCountry

Somewhat Value
Science

Do Not Value
Science

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Egypt
JordanOman
Iran, Islamic Rep. of
United Arab Emirates
Saudi Arabia
KuwaitSouth Africa (9)Bahrain
Morocco
Qatar
LebanonTurkeyMalaysia
Georgia
Singapore
United States
IsraelEngland
CyprusRussian Federation
Romania
Kazakhstan
Australia
Portugal
Lithuania
New Zealand
Chile
IrelandHong Kong SAR
Norway (9)Hungary
SwedenItaly
FranceFinland
Korea, Rep. ofChinese Taipei
Japan

67 (1.1)
64 (1.2)
57 (0.9)57 (1.2)
55 (0.7)
55 (1.3)
54 (1.2)
54 (0.7)51 (0.9)49 (0.9)49 (1.0)49 (1.1)
46 (1.2)
45 (1.2)
43 (1.2)
42 (1.0)36 (0.9)36 (1.3)
33 (1.1)
33 (1.0)32 (1.0)31 (1.3)
30 (1.0)28 (0.9)27 (1.1)
27 (1.0)26 (0.9)25 (0.9)25 (1.0)23 (0.9)21 (0.9)21 (1.1)
20 (0.9)19 (0.8)
19 (0.8)
18 (0.9)
16 (0.7)
14 (0.7)
11 (0.6)412 (5.2)
468 (4.4)483 (3.0)462 (4.3)
501 (2.6)
442 (3.3)
460 (5.5)
380 (3.5)507 (1.8)
409 (2.7)
495 (5.4)
404 (5.3)
529 (4.1)
492 (3.0)457 (4.2)
632 (3.5)
540 (5.9)
531 (5.2)
540 (5.3)
510 (2.9)
548 (4.8)487 (5.3)
487 (4.0)
561 (4.1)
542 (4.2)
549 (4.3)
520 (5.0)471 (3.8)555 (3.9)
526 (7.6)
516 (5.4)
553 (4.8)
541 (5.7)515 (4.0)
516 (4.5)
586 (4.3)
611 (4.2)
609 (4.4)
598 (4.9)

26 (0.9)29 (0.9)35 (0.8)
33 (1.0)34 (0.6)
34 (0.9)34 (1.1)
34 (0.5)
36 (0.7)
39 (0.7)37 (0.8)39 (0.9)38 (0.8)46 (0.9)43 (1.1)
48 (0.8)43 (0.7)
36 (0.9)45 (1.1)
43 (1.2)
50 (0.8)41 (1.1)
51 (0.9)42 (0.6)
44 (1.1)
51 (1.1)
47 (0.8)48 (0.8)42 (1.1)
49 (1.1)
48 (0.9)47 (0.9)48 (1.1)
45 (1.0)47 (0.9)48 (0.9)50 (0.9)41 (0.8)
48 (1.0)362 (6.7)
438 (4.8)440 (3.7)
434 (3.8)453 (2.8)427 (3.4)
439 (5.9)353 (3.1)
479 (3.5)383 (3.2)
467 (5.0)
360 (5.0)506 (4.4)445 (4.2)
445 (4.3)
598 (4.1)
526 (4.7)
518 (4.7)
523 (5.6)
485 (2.5)
540 (4.7)
468 (4.6)477 (3.4)
530 (3.5)
517 (3.4)
531 (3.4)503 (3.9)
462 (3.4)
534 (2.8)509 (5.5)
501 (3.1)
527 (3.5)
527 (3.9)506 (2.9)496 (3.2)
550 (3.2)
573 (2.6)
589 (2.5)
581 (2.5)

7 (0.5)7 (0.5)8 (0.6)
11 (0.6)
11 (0.3)
11 (0.7)
12 (0.7)
12 (0.4)
13 (0.6)
12 (0.6)
15 (0.9)
12 (0.6)
15 (0.9)9 (0.7)14 (0.9)
11 (0.6)
21 (0.6)
29 (1.2)
22 (1.0)
24 (0.9)
18 (0.9)28 (1.2)
19 (0.8)29 (0.8)
28 (1.1)
21 (0.8)
28 (1.0)27 (1.0)33 (1.1)
29 (1.1)
31 (1.1)
33 (1.1)
32 (1.0)35 (1.1)
34 (1.1)
35 (1.1)
34 (1.1)
45 (1.0)41 (1.1)

344 (7.8)
418 (8.6)
409 (7.9)
436 (7.3)
417 (4.4)414 (4.5)
419 (7.3)
387 (4.4)445 (5.9)386 (4.0)
436 (5.8)350 (9.2)
499 (5.8)384 (6.9)
430 (5.6)557 (6.3)
503 (4.3)
498 (5.6)
491 (5.5)458 (3.4)
545 (4.5)
462 (4.5)471 (5.1)
501 (3.1)
503 (3.0)526 (4.0)479 (4.2)
459 (3.9)500 (3.7)
478 (6.4)
478 (4.4)
519 (3.0)510 (3.6)
487 (2.9)465 (2.7)
514 (3.0)519 (2.7)551 (2.4)
550 (2.5)

11.3 (0.05)
11.2 (0.05)
10.8 (0.04)
10.8 (0.05)
10.7 (0.02)
10.7 (0.06)
10.7 (0.05)
10.6 (0.03)
10.5 (0.04)
10.5 (0.03)
10.4 (0.05)
10.5 (0.04)
10.3 (0.05)
10.4 (0.04)
10.3 (0.05)
10.3 (0.03)
9.9 (0.03)
9.7 (0.06)
9.8 (0.05)
9.7 (0.04)
9.9 (0.04)
9.6 (0.06)
9.9 (0.04)
9.5 (0.04)
9.6 (0.05)
9.7 (0.03)
9.5 (0.04)
9.5 (0.04)
9.3 (0.05)
9.4 (0.05)
9.3 (0.04)
9.3 (0.05)
9.3 (0.03)
9.2 (0.04)
9.2 (0.04)
9.1 (0.04)
9.1 (0.04)
8.9 (0.04)
8.8 (0.04)

International Average

36 (0.2)

511 (0.7)

42 (0.1)

487 (0.6)

22 (0.1)

467 (0.8)###### ######

56 (1.0)53 (1.2)
49 (1.1)
42 (1.2)
38 (1.0)32 (1.3)
24 (1.0)563 (2.6)424 (4.1)
461 (4.1)
446 (6.4)
540 (4.5)558 (4.0)
570 (3.7)

34 (0.9)31 (0.7)
38 (0.9)38 (0.8)
43 (1.0)45 (1.0)46 (0.9)535 (3.2)
411 (4.6)
396 (4.4)
432 (5.7)
519 (3.3)
538 (3.6)565 (3.7)

10 (0.5)
15 (0.8)
13 (0.7)
19 (0.9)19 (1.1)
24 (1.3)
30 (1.1)

505 (6.1)
448 (6.3)
358 (7.3)
456 (5.7)
495 (4.9)508 (4.9)
567 (3.6)

10.8 (0.04)
10.5 (0.05)
10.5 (0.05)
10.1 (0.05)
10.0 (0.04)
9.7 (0.06)
9.4 (0.05)

Benchmarking Participants
Dubai, UAE
Gauteng, RSA (9)Abu Dhabi, UAE
Western Cape, RSA (9)Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2011 based on the combined response distribution of all countries that participated in TIMSS 2011. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Mathematics Curriculum and Instruction
Instructional Time in Mathematics
Though many factors influence the relationship between amount of instructional time and student
achievement—primarily, the quality of the instruction and the students’ readiness to learn—
instructional time remains a crucial component in considering students’ opportunity to learn.
Instructional time was calculated using principals’ reports on the number of school days per year
and the number of instructional hours per day and teachers’ reports on the weekly number of hoursof mathematics instruction, as explained in Exhibit 12.1 (see About the Scale). Exhibits 12.2 and12.3 present principals’ and teachers’ reports about the instructional hours per year overall spent onmathematics instruction in fourth grade and eighth grade, respectively. Countries are ordered by the
number of hours per year for mathematics instruction.
On average, the fourth grade students across the TIMSS 2019 countries received 895 hours per
year of instruction across all subjects, and 154 hours, or about 17 percent of the total, were devoted
to mathematics instruction. The number of hours devoted to mathematics instruction ranged from ahigh of 250 hours in Portugal to 101 in Korea. The amount of mathematics instructional time relative
to total instructional time varied considerably across countries, reflecting different approaches toorganizing and addressing the mathematics curriculum. As might be anticipated, within-country
estimates of instructional time can vary somewhat from the levels of instructional time establishedby policy (see TIMSS 2019 Encyclopedia).
The eighth grade students across the TIMSS 2019 countries received an average of 1,023 hours of
instruction across all subjects, and 137 hours, or 13 percent of the total, were devoted to mathematics
instruction. The number of hours for mathematics instruction ranged from 200 in Chile to 102 in
Cyprus. Of the countries that participated in TIMSS at the fourth and eighth grades, in most countries,
the number of annual hours devoted to mathematics instruction decreased between fourth and eighth
grades, likely because by eighth grade, the school curriculum covers many more subjects than infourth grade.

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Exhibit 12.1: Instructional Time Spent on Mathematics
Students’ Results based on Principals’ and Teachers’ Reports

About the Scale
Total Instructional
Hours Per Year

Hours per Year for
Mathematics
Instruction

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download==

Principal Reports of
School Days per Year
Teacher Reports of
Weekly Mathematics
Instructional Hours
Principal Reports of
School Days per
Week×

Principal Reports ofInstructional Hours per Day

×

Principal Reports of
School Days per Year

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Exhibit 12.2: Instructional Time Spent on Mathematics
Students’ Results based on Principals’ and Teachers’ Reports
Total Instructional
Hours per YearCountry
Portugal
Italy
South Africa (5)Singapore
United States
Belgium (Flemish)
Chile
Northern Ireland
CanadaNetherlands
Australia
FranceBahrain
Philippines
Qatar
CyprusMoroccoUnited Arab Emirates
Malta
Ireland
New Zealand
Oman
Pakistan
Spain
Denmark
Germany
Hong Kong SAR
Japan
KosovoCzech Republic
SerbiaChinese Taipei
Turkey (5)Hungary
SwedenSaudi Arabia
KuwaitKazakhstan
North Macedonia
Georgia
Austria
Slovak Republic
Norway (5)Armenia
Lithuania
Azerbaijan
Bosnia and Herzegovina
Croatia
FinlandMontenegro
LatviaAlbania
PolandIran, Islamic Rep. of
Russian Federation
Bulgaria
Korea, Rep. of
England

r

r
r
r
s
r
r

r

r

r
r
r

r
r

r

r

s

International Average

887 (14.8)
1098 (15.0)1205 (12.1)
1009 (0.0)
1106 (8.4)
951 (14.6)
1186 (22.3)
947 (7.1)
951 (3.9)
1049 (10.3)
1015 (11.8)
820 (7.4)
1012 (8.2)
1225 (12.6)
1011 (11.8)
849 (10.6)
1081 (20.4)
1034 (3.9)
930 (1.4)
925 (5.0)917 (5.7)1016 (13.9)
1218 (22.3)
869 (7.1)
1043 (10.4)
833 (10.1)
1022 (14.3)
904 (4.9)
777 (32.0)
763 (8.9)794 (19.2)
953 (8.9)1001 (24.2)
842 (13.8)
854 (10.7)
1056 (18.0)
899 (24.3)
732 (14.0)
818 (22.0)
750 (18.7)
759 (3.1)
784 (9.9)868 (14.4)
752 (6.4)
725 (10.0)
731 (19.4)
851 (35.9)
859 (26.2)
746 (9.9)653 (1.6)
689 (8.9)
729 (10.3)
737 (10.1)
627 (6.0)
663 (6.8)700 (14.9)
694 (8.7)
989 (11.2)

Hours per Year for Mathematics Instruction

r

r
r
r
r
s
r
r

r
s

r
r
s
r
r
r

r
r
s

s

r

y

895 (1.9)250 (5.3)
230 (5.3)
227 (4.5)
211 (2.7)
210 (3.9)
210 (2.9)204 (6.9)
203 (3.9)
198 (2.7)
197 (6.4)
190 (5.2)
182 (2.5)
177 (2.5)
173 (3.6)
172 (4.7)
171 (3.1)
171 (3.9)
169 (1.7)
166 (0.4)
165 (2.6)
160 (2.7)
158 (3.1)
157 (11.2)
156 (2.5)
155 (2.7)
153 (2.2)
152 (3.3)
151 (1.0)
150 (4.4)
149 (1.5)
148 (2.5)
147 (8.5)
140 (5.1)
140 (2.8)
137 (2.7)
136 (4.7)
136 (4.3)
134 (4.6)
131 (2.7)
131 (2.6)
130 (1.0)
127 (2.0)
127 (4.1)
126 (0.7)
125 (2.1)
124 (1.9)
122 (2.4)
121 (3.0)
117 (2.0)
117 (1.2)
117 (1.7)
113 (1.4)
111 (1.4)
109 (1.6)
102 (1.6)
102 (1.3)
101 (1.9)- -154 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE
Moscow City, Russian Fed.

rr

954 (7.5)
922 (8.2)
909 (12.5)
1075 (3.2)
1038 (0.6)
645 (9.6)

r
r
s
s

0

50

100

150

200

250

300

0

50

100

150

200

250

300

208 (3.9)
202 (6.2)
179 (2.6)
178 (2.3)
157 (2.2)
108 (2.1)( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

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SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
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Exhibit 12.3: Instructional Time Spent on Mathematics
Students’ Results based on Principals’ and Teachers’ Reports
Total Instructional
Hours per YearCountry
Chile
South Africa (9)Oman
United Arab Emirates
LebanonBahrainIsraelChinese Taipei
United States
Qatar
MoroccoTurkeyItaly
Hong Kong SAR
Russian Federation
Australia
JordanKuwaitNew Zealand
Egypt
Saudi Arabia
Singapore
Romania
Portugal
Malaysia
Lithuania
FranceKazakhstan
Hungary
Georgia
Finland
Norway (9)Ireland
Korea, Rep. of
SwedenJapan
Iran, Islamic Rep. of
CyprusEngland

s
r
r

r

r
r
s
r

r

r

r

r
s

International Average

1221 (20.5)
1212 (13.5)
1056 (18.9)1094 (2.7)
960 (7.3)
1115 (0.6)
1118 (13.6)
1137 (12.3)
1148 (9.9)
1090 (9.9)
1341 (30.8)
1009 (27.5)
1065 (11.2)
999 (12.6)
868 (13.3)
1013 (6.8)
1020 (13.0)
982 (21.2)
967 (10.2)1110 (34.6)
1069 (18.9)
1053 (0.0)
926 (19.8)
1138 (31.4)
1165 (18.7)
918 (12.6)
1112 (19.3)
886 (15.7)
899 (11.5)
850 (14.5)
912 (9.4)
949 (8.2)
973 (4.7)
933 (10.7)
926 (11.4)
1018 (3.0)
768 (8.1)
882 (1.0)995 (13.3)

Hours per Year for Mathematics Instruction
r
s
r
s

r
r
r
r

r
r
r
s
r

s

s
r

s
x

1023 (2.5)

200 (6.1)
182 (2.7)
178 (4.1)
175 (1.9)
170 (3.8)
159 (1.6)
158 (3.2)
157 (1.7)
154 (3.3)
154 (5.8)
152 (3.4)
150 (6.4)
145 (2.8)
143 (4.7)
142 (3.6)
141 (2.4)
140 (3.6)
139 (4.1)
137 (2.5)
136 (3.3)
136 (6.9)
135 (2.6)
133 (4.3)
132 (3.5)130 (2.5)
126 (2.2)
125 (3.2)
123 (3.1)
115 (2.3)
113 (2.1)
111 (1.9)
108 (2.2)
108 (1.3)
106 (2.6)
105 (1.6)
105 (1.0)103 (2.6)
102 (2.3)
128 (4.9)

137 (0.6)

Benchmarking Participants
Ontario, Canada
Gauteng, RSA (9)Abu Dhabi, UAE
Western Cape, RSA (9)Dubai, UAE
Moscow City, Russian Fed.
Quebec, Canada

r
s
r
r
r
r

966 (8.2)
1193 (21.1)
1138 (3.5)
1190 (11.6)
1066 (1.0)
825 (8.2)
936 (16.4)

s
s
s
s
s
r

0

50

100

150

200

250

300

0

50

100

150

200

250

300

189 (3.6)
185 (6.5)
184 (4.5)
171 (3.7)
160 (3.4)
157 (3.3)
148 (3.3)( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Students Taught the TIMSS Mathematics Topics
The mathematics content domains and underlying topic areas assessed in TIMSS 2019 are
documented in the TIMSS 2019 Mathematics Framework, which was developed in collaboration
with the participating countries. The mathematics topics included in the TIMSS assessments do not
represent the intersection of the topics that are universally taught but rather are a forward looking
conception of mathematics teaching and learning.
Exhibit 12.4 shows the TIMSS mathematics content domains—number, measurement andgeometry, and data—and the 17 underlying topics in the TIMSS fourth grade mathematics assessment(see About the Scale). There were 7 topics in number, 7 in measurement and geometry, and 3 in data.
Exhibit 12.6 shows the same information for the eighth grade mathematics assessment, with its fourcontent domains—number, algebra, geometry, and data and probability and the 22 underlying topics.
There were 3 topics in number, 7 in algebra, 6 in geometry, and 6 in data and probability. Teachers wereasked to indicate, for each topic, whether it had been “mostly taught before this year” to students inthe assessed class or “mostly taught this year,” or had been “not taught or just introduced” to students.
This information serves as an indicator of the “implemented curriculum.” It also can be examined
together with information provided by TIMSS National Research Coordinators about whether eachof the TIMSS 2019 mathematics topics was included in their countries’ intended curriculum throughthe fourth or eighth grade and, if so, whether the topics were intended to be taught to “all or almost
all students” or “only the more able students.” This information about the intended curriculum isreported in the TIMSS 2019 Encyclopedia.
Exhibit 12.5 presents fourth grade teachers’ reports about the TIMSS mathematics topics that
had been taught to students in fourth grade classrooms either prior to or during the year of theassessment. The exhibit shows, for each country and the international average, the percentage ofstudents whose teachers reported that the students had been taught each of the topics (before or
during the year), averaged across all topics in each mathematics content domain, and also across all
topics in all mathematics domains. Exhibit 12.7 presents parallel information for the eighth grade,reported by teachers about the TIMSS mathematics topics in the eighth grade assessment.
In the fourth grade, according to their teachers, 80 percent of students, on average, had beentaught the TIMSS mathematics topics overall. This finding ranged from 97 percent in Azerbaijan andPortugal to 62 percent in Morocco. On average, 86 percent of students had been taught the TIMSS
number topics, and 76 percent and 78 percent had been taught the measurement and geometry anddata topics, respectively. There was, however, considerable variation from content domain to content
domain and from country to country, reflecting differing mathematics curricular emphases.
In the eighth grade, on average, 72 percent of students had been taught the TIMSS mathematics
topics overall, according to their teachers. Teachers’ reports about the degree of implementation
ranged from 95 percent of students in Malaysia to 49 percent in Finland. Almost all of the students(98%), on average, had been taught the number topics by the end of eighth grade, according to theirteachers, with 100 percent of students in a number of countries. The coverage of algebra and geometry

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was lower, with 68 percent of the students having been taught the algebra topics and 76 percent having
been taught the geometry topics, on average. The least instructional attention was given to the topics
in data and probability, with 60 percent of students having been taught the topics in this domain, on
average. There was considerable variation across countries, particularly in the percentages of studentstaught the data and probability topics.

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Exhibit 12.4: Percentages of Students Taught the TIMSS Mathematics Topics
Students’ Results based on Teachers’ Reports

About the Scale
Exhibit 12.5 reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught thisyear,” averaged across topics.
Choose the response that best describes when students in this class have been taught
each topic.
Mostlytaughtbeforethis year

Mostlytaughtthis year

Not yettaught or
justintroduced

A. Number
1) Concepts of whole numbers, including place value
and ordering - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2) Adding, subtracting, multiplying, and dividing
with whole numbers - - - - - - - - - - - - - - - - - - - - - - - - - 3) Concepts of multiples and factors; odd and evennumbers - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4) Number sentences (finding the missing number,
representing problem situations withnumber sentences) - - - - - - - - - - - - - - - - - - - - - - - - - 5) Number patterns (extending number patterns
and finding missing terms) - - - - - - - - - - - - - - - - - - - - 6) Concepts of fractions, including representing,comparing and ordering, adding and subtracting
simple fractions - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7) Concepts of decimals, including place value andordering, adding and subtracting with decimals - - - - - - B. Measurement and Geometry
1) Solving problems involving length, including
measuring and estimating - - - - - - - - - - - - - - - - - - - - - 2) Solving problems involving mass, volume, and time - - - 3) Finding and estimating perimeter, area, and volume - - - 4) Parallel and perpendicular lines - - - - - - - - - - - - - - - - - 5) Comparing and drawing angles - - - - - - - - - - - - - - - - - 6) Elementary properties of common geometric shapes - - 7) Three-dimensional shapes, including relationships
with their two-dimensional representations - - - - - - - - - C. Data
1) Reading and interpreting data from tables,
pictographs, bar graphs, line graphs, and pie charts - - - 2) Organizing and representing data to help
answer questions - - - - - - - - - - - - - - - - - - - - - - - - - - - 3) Drawing conclusions from data displays - - - - - - - - - - - -SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Exhibit 12.5: Percentages of Students Taught the TIMSS Mathematics Topics
Students’ Results based on Teachers’ Reports
The exhibit reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught this year,” averaged across topics.
Country
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r

r

r

r

r
x

International Average

All Mathematics

Number

(17 Topics)(7 Topics)84 (1.0)81 (1.3)
89 (0.9)78 (0.9)
97 (0.4)
89 (0.6)
78 (1.0)65 (0.9)67 (0.8)82 (0.8)
81 (1.1)
84 (1.0)71 (1.1)
89 (1.1)
71 (0.9)77 (1.1)
77 (1.0)79 (1.0)74 (1.3)
77 (1.0)89 (0.8)
81 (1.0)80 (1.1)
88 (0.8)79 (0.9)80 (1.2)
86 (1.0)77 (1.0)80 (1.0)90 (1.0)79 (0.9)89 (0.8)78 (0.1)
74 (0.7)
62 (1.2)
63 (1.3)
83 (0.9)90 (0.9)
94 (0.8)70 (1.5)
92 (0.6)
83 (2.2)
93 (0.9)68 (1.5)
97 (0.3)
74 (1.5)77 (0.9)89 (1.0)
83 (1.1)
93 (0.3)
65 (0.8)
88 (1.1)
76 (1.4)
65 (1.5)70 (1.4)
84 (0.7)85 (0.9)88 (1.7)87 (0.6)
83 (0.8)93 (0.9)79 (1.0)
97 (0.5)
90 (0.7)
93 (0.9)70 (0.9)71 (0.4)
86 (0.9)88 (1.0)
83 (1.1)
71 (0.8)
92 (0.8)79 (0.6)
84 (1.3)
93 (0.8)81 (0.9)75 (1.2)
75 (1.1)
95 (0.8)82 (0.6)
94 (0.8)
94 (0.9)89 (0.9)82 (1.0)85 (1.2)
84 (1.3)
75 (1.4)
95 (0.8)86 (0.8)93 (0.8)
92 (0.1)
69 (0.5)
66 (1.3)
79 (1.3)
89 (0.7)
95 (0.8)
98 (0.5)
77 (1.7)
94 (0.9)
94 (1.3)
99 (0.7)75 (1.6)
98 (0.3)
91 (0.9)75 (0.9)91 (1.0)81 (0.7)
99 (0.2)75 (0.6)
94 (1.0)
88 (1.1)
72 (1.4)
80 (1.7)
94 (0.8)95 (0.5)
94 (1.3)

r

r

r

r

r

r
x

80 (0.1)

Measurement
and GeometryData(3 Topics)(7 Topics)

r

r

r

r

r

r
x

86 (0.1)

86 (1.4)
78 (1.8)
84 (1.4)
75 (1.4)
96 (0.6)
87 (0.7)
63 (1.3)
66 (1.2)
66 (1.1)
76 (1.0)78 (1.8)
84 (1.3)
81 (1.4)
86 (1.8)
67 (1.0)75 (1.5)
69 (1.5)
78 (1.2)
65 (2.1)
75 (1.3)
84 (1.3)
82 (1.4)
74 (1.5)
81 (1.4)
63 (1.3)
81 (1.4)
92 (0.9)70 (1.1)
94 (0.8)
84 (1.7)75 (1.3)
82 (1.3)
61 (0.2)75 (0.8)
67 (1.4)
40 (2.0)74 (1.4)
85 (1.4)
94 (1.1)
60 (2.2)
90 (0.8)
78 (3.6)
93 (1.0)73 (1.7)
95 (0.7)
60 (2.5)
76 (1.2)
85 (1.3)
88 (1.3)
87 (0.7)
50 (1.2)
79 (1.6)
61 (2.3)
57 (2.4)
61 (1.9)74 (1.0)76 (1.6)
83 (2.9)

r

r

r

r

r
x

76 (0.2)

73 (2.9)82 (2.9)
92 (1.5)
84 (2.0)
98 (0.8)
90 (1.2)
76 (2.4)
51 (3.0)60 (3.2)
89 (1.3)
73 (3.4)
88 (1.9)46 (3.5)
87 (1.9)60 (3.0)62 (2.8)
58 (2.5)
74 (2.7)
92 (1.9)
86 (2.2)
89 (2.6)
79 (2.7)
61 (3.1)
92 (1.9)90 (1.8)
71 (2.9)71 (2.9)77 (2.8)
58 (4.0)92 (1.6)
73 (2.5)
96 (1.3)
82 (0.3)
86 (1.6)
39 (3.2)
79 (2.8)
89 (1.6)
90 (2.1)
87 (2.4)
78 (3.7)
92 (1.4)
66 (4.2)
78 (3.0)40 (3.7)
99 (0.5)
68 (3.2)
85 (2.0)91 (1.6)
75 (3.3)
95 (0.7)
78 (2.0)96 (1.2)
80 (2.6)
68 (3.7)
68 (3.2)
84 (1.2)
82 (1.8)
84 (3.7)78 (0.3)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErrr

86 (1.1)
89 (1.1)
77 (1.0)76 (1.2)
80 (1.0)89 (0.7)rr
r

84 (1.6)
91 (1.0)76 (1.1)
93 (0.9)
94 (0.6)
93 (0.6)rr
r

81 (1.6)
88 (1.2)
73 (1.3)
60 (2.4)
69 (1.7)
84 (1.2)rrr

98 (0.8)
84 (3.3)
91 (1.9)72 (3.3)
75 (2.1)
93 (0.9)( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

455

Exhibit 12.6: Percentages of Students Taught the TIMSS Mathematics Topics
Students’ Results based on Teachers’ Reports

About the Scale
Exhibit 12.7 reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught thisyear,” averaged across topics.
Choose the response that best describes when students in this class have been taught
each topic.
Mostlytaughtbeforethis year

Mostlytaughtthis year

Not yettaught or
justintroduced

A. Number
1) Computing with negative numbers - - - - - - - - - - - - - - - 2) Concepts of fractions and decimals - - - - - - - - - - - - - - 3) Solving problems involving proportions and percents - - B. Algebra
1) Simplifying and evaluating algebraic expressions - - - - - 2) Simple linear equations - - - - - - - - - - - - - - - - - - - - - - 3) Simple linear inequalities - - - - - - - - - - - - - - - - - - - - - 4) Simultaneous (two variables) equations - - - - - - - - - - - 5) Representation of linear and quadratic functions
in tables, graphs, words, or equations - - - - - - - - - - - - - 6) Properties of functions (slopes, intercepts, etc.) - - - - - - 7) Numeric, algebraic, and geometric patterns
or sequences (extension, missing terms,
generalization of patterns) - - - - - - - - - - - - - - - - - - - - - C. Geometry
1) Geometric properties of angles, pairs of lines,
and geometric shapes (triangles, quadrilaterals,
and other common polygons) - - - - - - - - - - - - - - - - - - 2) Solving problems involving perimeters,
circumferences, and areas - - - - - - - - - - - - - - - - - - - - 3) Solving problems involving the Pythagorean Theorem - 4) Translation, reflection, and rotation - - - - - - - - - - - - - - - 5) Congruent figures and similar triangles - - - - - - - - - - - - 6) Solving problems with three-dimensional shapes - - - - - D. Data and Probability
1) Reading and interpreting data from one or more
sources to solve problems (interpolating,extrapolating, drawing conclusions) - - - - - - - - - - - - - - 2) Identifying appropriate procedures for collecting data - 3) Organizing and representing data to help
answer questions - - - - - - - - - - - - - - - - - - - - - - - - - - - 4) Calculating and interpreting statistics summarizing
data distributions - - - - - - - - - - - - - - - - - - - - - - - - - - - 5) Theoretical and empirical probability of simple events - 6) Theoretical and empirical probability ofcompound events - - - - - - - - - - - - - - - - - - - - - - - - - - - -SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

456

Exhibit 12.7: Percentages of Students Taught the TIMSS Mathematics Topics
Students’ Results based on Teachers’ Reports
The exhibit reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught this year,” averaged across topics.
Country
Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

All Mathematics

NumberAlgebraGeometry

Data and Probability(22 Topics)(3 Topics)(7 Topics)(6 Topics)(6 Topics)

72 (1.2)
88 (0.4)
71 (1.4)
62 (0.7)62 (0.9)80 (0.8)
76 (1.8)
49 (0.9)57 (0.8)
65 (1.0)70 (0.9)83 (0.9)66 (1.0)68 (1.1)
80 (0.8)
65 (1.0)79 (0.8)
82 (1.0)77 (1.1)
78 (0.6)
82 (0.7)
56 (1.1)
58 (0.8)95 (0.7)
56 (0.9)60 (1.4)
54 (1.3)75 (0.7)70 (0.9)73 (1.4)
86 (0.9)65 (1.0)89 (0.7)85 (0.5)
76 (1.2)
53 (1.2)
81 (0.9)82 (0.5)
83 (0.9)

97 (0.7)
100 (0.0)
98 (0.7)
99 (0.2)
97 (0.8)
97 (1.0)
97 (1.1)
94 (0.9)
98 (0.7)
100 (0.0)
100 (0.3)
100 (0.0)
98 (0.6)
99 (0.3)
98 (0.4)
99 (0.4)
100 (0.3)
100 (0.4)
100 (0.0)
100 (0.2)
100 (0.0)92 (1.0)100 (0.3)
100 (0.0)
97 (0.7)
94 (1.1)
92 (1.5)
100 (0.3)
100 (0.3)
100 (0.1)
100 (0.0)
100 (0.3)
99 (0.7)
99 (0.3)
97 (0.6)
88 (1.5)
100 (0.0)
99 (0.2)
100 (0.1)

60 (1.5)80 (0.8)
69 (1.7)85 (0.9)67 (1.0)63 (1.4)
70 (2.3)
46 (1.1)
22 (1.0)66 (1.2)
65 (1.3)
79 (0.9)38 (1.3)
73 (1.3)
88 (0.8)
34 (1.4)
80 (1.1)
83 (1.2)
91 (1.1)
87 (0.8)60 (1.4)
50 (1.4)
52 (1.3)
97 (0.7)
50 (1.2)
52 (2.1)
43 (2.2)
63 (1.0)60 (1.6)
69 (1.8)
82 (1.1)
78 (1.1)
79 (1.4)
93 (0.8)78 (1.1)
51 (1.8)
79 (1.5)80 (0.7)87 (0.9)72 (1.3)
95 (0.3)
76 (2.3)
72 (1.2)
60 (0.8)
90 (0.9)75 (2.7)
65 (1.5)
76 (1.4)
66 (1.3)
82 (1.1)
96 (0.8)
84 (1.2)
49 (2.3)
76 (1.1)
89 (1.1)
73 (0.9)81 (1.5)
71 (1.6)
71 (0.9)
94 (0.8)64 (1.3)
62 (1.2)
97 (0.8)
57 (1.1)
52 (2.0)
54 (1.7)
77 (1.1)
90 (0.9)74 (2.2)
90 (0.8)71 (0.9)96 (0.8)85 (0.6)
86 (1.2)
53 (1.4)
63 (1.9)87 (0.4)
84 (1.7)

72 (2.1)
86 (0.8)
53 (2.7)
7 (1.3)40 (2.2)
82 (1.4)
72 (3.0)
13 (2.0)
57 (2.0)47 (2.4)
49 (2.0)66 (2.4)
62 (2.5)
66 (2.2)
65 (2.2)
60 (2.4)
72 (2.2)
75 (2.1)
56 (2.2)
63 (1.7)
86 (1.2)
39 (2.8)
41 (2.1)
89 (1.9)41 (1.9)59 (2.8)
49 (2.8)
76 (1.4)
46 (2.2)
65 (2.6)
78 (2.1)
28 (2.6)
88 (1.3)
70 (1.3)
54 (3.0)36 (2.6)
91 (1.0)72 (1.1)
68 (1.9)

s
s
r

s

r

International Average

s
s
r

s

r

72 (0.2)

s
s
r

s

r

98 (0.1)

s
s
r

s

r

68 (0.2)

s
s
r

s

r

76 (0.2)

60 (0.3)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAErr

76 (1.1)
61 (1.2)
67 (0.9)79 (1.5)
74 (1.5)82 (0.8)80 (0.8)rr

92 (1.4)
100 (0.3)
100 (0.0)
98 (0.7)
99 (0.6)
99 (0.4)
99 (0.1)

rr

62 (2.0)44 (1.5)
76 (1.1)
79 (1.6)
78 (1.5)81 (0.9)76 (1.5)rr

86 (1.5)
72 (1.3)
65 (1.1)
88 (1.5)80 (1.6)
89 (0.7)
82 (0.7)rr
r

75 (2.3)
52 (3.4)
41 (2.6)
59 (3.7)
51 (3.8)
66 (1.9)73 (1.4)( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

457

Instructional Clarity in Mathematics Lessons
The clarity with which teachers convey the curriculum to students has significant implications forstudent learning. Students were asked about aspects of teachers’ mathematics instruction during theirmathematics lessons: whether they know what their teacher expects them to do, and whether theirteacher is easy to understand, has clear answers to their questions, is good at explaining mathematics,
does a variety of things to help the students learn, links new lessons to previous knowledge (eighth
grade only), and explains a topic again when the students do not understand. Responses werecombined into the TIMSS Instructional Clarity in Mathematics Lessons scale, as described in Exhibit
12.8 (see About the Scale). Exhibits 12.9 and 12.10 present students’ reports about the clarity of
their mathematics lessons, for fourth grade and eighth grade, respectively. Countries are ordered bypercentage reporting “high clarity of instruction.”
On average, about three-quarters (74%) of fourth grade students reported that their mathematics
instruction had “high clarity,” 21 percent reported “moderate clarity,” and just 5 percent characterized
their instruction as having “low clarity.” There was a range in views across countries with, interestingly,
lower percentages of students characterizing their instruction as having “high clarity” in some of thehigher performing countries, such as Korea and Japan. On average, internationally and within mostcountries, however, more clarity was associated with higher average achievement. Across countries,
average achievement was 508 among students reporting that their instruction had “high clarity,”
488 among students reporting “moderate clarity,” and 466 among students reporting “low clarity,” aremarkable 42-point difference between “high clarity” and “low clarity.”
Eighth grade students were less positive about the clarity of their mathematics instruction, withless than half (46%) internationally reporting that their instruction had “high clarity,” 41 percent
reporting “moderate clarity,” and 13 percent reporting “low clarity.” As in fourth grade, some of thehigher performing countries had the lowest percentages of students reporting that their instruction
had “high clarity,” including Korea, Japan, and Hong Kong SAR. Also as seen in fourth grade, clarity of
instruction was positively associated with achievement. On average, students reporting “high clarity”
of instruction had an average score of 504, followed by an average of 482 for “moderate clarity,” and467 for those reporting “low clarity.”

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

458

Exhibit 12.8: Instructional Clarity in Mathematics Lessons – Students’ Reports
Students’ Reports

About the Scale
Students were scored according to their responses to seven statements on the Instructional Clarity in Mathematics Lessons scale. Cut scores divide thescale into three categories. Students who reported High Clarity of Instruction in their mathematics lessons had a score at or above the cut score
corresponding to “agreeing a lot” with four of the seven statements and “agreeing a little” with the other three, on average. Students who reported Low
Clarity of Instruction in their mathematics lessons had a score at or below the cut score corresponding to “disagreeing a little” with four of the sevenstatements and “agreeing a little” with the other three, on average. All other students reported Moderate Clarity of Instruction in their mathematics
lessons.

How much do you agree with these statements about your mathematics lessons?
Agree
a lot

Agree
a little

High
ClarityModerate
Clarity

Disagreea little

Disagreea lot1) I know what my teacher expects me to do - - - 2) My teacher is easy to understand - - - - - - - - - 3) My teacher has clear answers tomy questions - - - - - - - - - - - - - - - - - - - - - - - 4) My teacher is good at explaining mathematics 5) My teacher does a variety of things to help
us learn - - - - - - - - - - - - - - - - - - - - - - - - - - - 6) My teacher links new lessons to what I
already know * - - - - - - - - - - - - - - - - - - - - - - 7) My teacher explains a topic again when we
don’t understand - - - - - - - - - - - - - - - - - - - - -Low Clarity

Scale Cut Scores
Fourth Grade

8.7

6.8

Eighth Grade

10.3

7.8

* Item not included in scale at the fourth grade

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

459

Exhibit 12.9: Instructional Clarity in Mathematics Lessons – Students’ Reports
Students’ Reports
High Clarity
of Instruction

Country

Moderate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Albania
KosovoNorth Macedonia
Montenegro
Azerbaijan
Iran, Islamic Rep. ofGeorgia
Bosnia and Herzegovina
Bulgaria
Armenia
Portugal
Malta
Lithuania
CyprusMoroccoSpain
Northern Ireland
Oman
SerbiaHungary
Turkey (5)United Arab Emirates
IrelandBahrainKazakhstan
Austria
United States
Belgium (Flemish)
England
CanadaSlovak Republic
Australia
Saudi Arabia
Pakistan
Russian Federation
Netherlands
Czech Republic
Germany
Qatar
Norway (5)Italy
KuwaitNew ZealandSouth Africa (5)LatviaSingapore
Chile
Croatia
FinlandSwedenFranceChinese Taipei
PolandDenmark
Hong Kong SAR
Philippines
Japan
Korea, Rep. of

98 (0.2)
95 (0.5)
93 (0.6)
90 (0.6)
88 (0.7)
88 (0.9)88 (1.0)87 (0.7)
87 (1.1)
85 (0.6)85 (0.9)82 (0.7)
82 (1.1)
81 (1.3)
81 (1.3)
80 (1.1)
80 (1.2)
78 (1.0)78 (1.3)
77 (1.1)
77 (1.2)
77 (0.6)
77 (1.2)
77 (1.2)
77 (1.1)
77 (1.2)
76 (0.9)76 (1.0)76 (1.1)
75 (0.8)75 (1.2)
74 (1.2)
74 (1.0)74 (2.9)74 (1.1)
73 (1.1)
71 (1.2)
71 (1.1)
71 (1.2)
70 (1.3)
70 (1.1)
70 (1.3)
70 (1.3)
70 (1.4)
68 (1.2)
66 (1.0)66 (1.1)
65 (1.2)
65 (1.1)
64 (1.6)
62 (1.1)
62 (1.2)
60 (1.1)
58 (1.4)
55 (1.5)
48 (2.0)43 (1.3)
43 (1.4)

497 (3.4)
449 (2.8)
480 (5.1)
458 (2.0)527 (2.4)
450 (3.5)483 (4.1)
458 (2.2)
520 (3.6)505 (2.6)
528 (2.7)513 (1.4)
543 (2.9)536 (2.8)391 (4.6)508 (2.4)
571 (2.9)443 (4.0)513 (3.5)530 (2.8)
538 (3.9)493 (1.9)551 (2.5)487 (2.6)
516 (2.7)
542 (2.1)
543 (2.6)534 (2.0)561 (3.6)
514 (2.1)
511 (3.7)
522 (2.9)413 (3.7)
342 (12.1)
570 (3.8)
540 (2.2)
536 (3.0)
528 (2.3)
465 (3.4)
547 (2.6)
519 (2.6)
402 (5.5)
491 (2.7)
396 (3.6)551 (2.7)
637 (3.7)
450 (2.9)513 (2.1)
538 (2.4)
524 (3.5)486 (3.5)
608 (2.2)
527 (3.0)533 (2.3)
613 (3.9)333 (7.2)
597 (2.4)
614 (2.5)

2 (0.2)3 (0.4)6 (0.6)8 (0.5)9 (0.6)9 (0.7)
11 (0.9)
10 (0.6)
11 (0.9)
12 (0.6)
13 (0.8)
16 (0.7)
17 (1.0)
15 (1.0)
15 (1.0)
16 (0.9)
17 (1.0)
17 (0.8)
20 (1.1)
19 (0.9)
18 (0.9)
17 (0.4)
20 (0.9)
18 (0.8)
22 (1.1)
20 (1.0)
19 (0.7)
22 (0.9)21 (0.9)21 (0.7)
21 (0.9)21 (0.9)19 (0.8)
18 (2.2)
24 (0.9)23 (1.0)
24 (0.9)24 (0.9)21 (0.9)25 (1.1)
26 (0.8)
22 (1.0)25 (1.0)
21 (1.0)27 (1.0)28 (0.8)
27 (1.0)32 (1.2)
30 (1.0)31 (1.3)
34 (0.9)30 (0.9)32 (0.9)35 (1.2)
33 (1.0)37 (1.3)
47 (1.0)50 (1.1)~ ~402 (11.1)
421 (11.0)
432 (5.1)
493 (5.0)416 (8.8)473 (6.5)
429 (4.6)
499 (9.4)
483 (4.2)
514 (4.6)495 (3.6)
539 (5.2)
521 (4.9)363 (6.3)
490 (4.2)
552 (5.3)
404 (4.6)
493 (6.6)503 (4.2)
485 (7.3)
460 (2.7)
544 (3.9)
462 (4.3)
502 (3.3)
535 (3.1)
524 (4.0)529 (2.8)
548 (4.5)505 (3.0)
512 (4.8)505 (3.4)
374 (5.0)285 (12.4)
563 (3.5)
536 (3.1)
533 (3.0)517 (3.7)
427 (6.0)
540 (3.5)508 (3.3)
368 (5.8)487 (3.7)
344 (4.1)
541 (3.6)
608 (4.6)
436 (3.4)503 (4.0)
526 (3.6)
522 (3.3)
487 (3.8)590 (2.3)
517 (3.1)
520 (3.2)
592 (3.5)280 (6.6)
591 (2.1)
592 (2.6)

0 (0.1)1 (0.2)1 (0.2)2 (0.2)2 (0.3)4 (0.5)1 (0.3)3 (0.3)2 (0.3)3 (0.4)2 (0.2)3 (0.3)1 (0.2)4 (0.4)3 (0.3)4 (0.4)3 (0.4)5 (0.4)2 (0.4)4 (0.5)5 (0.4)6 (0.2)3 (0.5)5 (0.6)
1 (0.2)3 (0.3)4 (0.3)2 (0.3)4 (0.5)4 (0.3)4 (0.4)5 (0.5)7 (0.5)8 (1.3)3 (0.4)4 (0.4)5 (0.5)5 (0.5)8 (0.5)5 (0.7)3 (0.5)8 (0.7)5 (0.5)10 (0.6)
5 (0.5)6 (0.4)7 (0.5)3 (0.3)5 (0.4)5 (0.6)4 (0.5)8 (0.7)8 (0.5)7 (0.6)12 (1.0)
15 (1.0)
10 (0.7)
7 (0.7)

~ ~
~ ~
~ ~
~ ~
~ ~
380 (9.6)~ ~385 (7.8)~ ~471 (7.7)~ ~469 (9.8)~ ~504 (7.7)
310 (12.5)
472 (8.1)
527 (9.8)377 (7.0)~ ~493 (8.0)
448 (9.0)420 (4.7)
528 (8.9)450 (5.0)~ ~
512 (6.6)
488 (6.4)~ ~524 (9.4)
481 (4.8)
491 (8.8)473 (7.6)355 (7.9)
310 (13.3)
540 (8.0)506 (8.9)504 (8.0)500 (8.2)
401 (6.9)
523 (9.5)478 (7.5)
337 (8.1)
465 (7.9)306 (4.1)
520 (5.8)
582 (6.4)
397 (7.4)
506 (8.5)506 (5.8)
491 (7.7)459 (8.7)
564 (5.9)
498 (4.9)
492 (5.5)573 (7.6)
245 (5.9)587 (4.9)570 (5.8)

11.7 (0.04)
11.3 (0.05)
11.3 (0.05)
11.1 (0.03)
10.8 (0.05)
10.8 (0.06)
10.8 (0.06)
10.8 (0.04)
10.7 (0.06)
10.8 (0.05)
10.4 (0.05)
10.3 (0.03)
10.2 (0.06)
10.4 (0.07)
10.3 (0.07)
10.2 (0.05)
10.2 (0.05)
10.1 (0.05)
10.2 (0.07)
10.2 (0.06)
10.1 (0.06)
10.2 (0.03)
10.1 (0.06)
10.1 (0.07)
10.1 (0.06)
10.0 (0.05)
10.1 (0.04)
9.8 (0.04)
10.0 (0.05)
10.0 (0.04)
9.9 (0.06)
9.9 (0.06)
10.1 (0.06)
10.2 (0.14)
9.8 (0.05)
9.8 (0.05)
9.8 (0.05)
9.7 (0.05)
9.8 (0.06)
9.6 (0.06)
9.6 (0.05)
9.9 (0.08)
9.7 (0.05)
9.8 (0.07)
9.5 (0.05)
9.6 (0.05)
9.6 (0.05)
9.6 (0.05)
9.5 (0.05)
9.5 (0.06)
9.4 (0.04)
9.4 (0.05)
9.2 (0.05)
9.1 (0.06)
9.2 (0.07)
8.8 (0.09)
8.5 (0.05)
8.5 (0.05)

International Average

74 (0.2)

508 (0.5)

21 (0.1)

488 (0.7)

5 (0.1)466 (1.2)###### ######

83 (0.9)82 (0.7)75 (1.1)
74 (1.5)71 (0.9)69 (1.3)

521 (2.2)
548 (1.8)517 (3.7)
533 (2.7)454 (2.5)
597 (2.4)

15 (0.8)
15 (0.7)
21 (0.9)22 (1.3)
21 (0.6)
27 (1.1)

508 (3.7)
532 (3.2)
502 (4.5)530 (4.7)425 (3.4)
588 (2.8)

2 (0.3)3 (0.3)4 (0.4)4 (0.5)9 (0.5)5 (0.4)~ ~504 (9.5)
482 (8.0)
496 (8.2)
391 (5.9)565 (7.3)

10.3 (0.04)
10.4 (0.04)
10.0 (0.05)
9.9 (0.07)
9.8 (0.05)
9.6 (0.05)

Benchmarking Participants
Madrid, Spain
Dubai, UAE
Ontario, Canada
Quebec, Canada
Abu Dhabi, UAE
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

460

Exhibit 12.10: Instructional Clarity in Mathematics Lessons – Students’ Reports
Students’ Reports
High Clarity
of Instruction

Country

Moderate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

JordanTurkeyEgypt
Georgia
LebanonSaudi Arabia
Romania
Iran, Islamic Rep. of
Oman
United States
United Arab Emirates
MoroccoSouth Africa (9)Bahrain
KuwaitIsraelMalaysia
Portugal
England
Qatar
CyprusIreland
Kazakhstan
Finland
Russian Federation
Italy
Lithuania
Singapore
Norway (9)Australia
New Zealand
Hungary
Chinese Taipei
SwedenChile
FranceHong Kong SAR
Japan
Korea, Rep. of

70 (1.5)
68 (1.4)
66 (1.2)
63 (1.8)
61 (1.9)60 (1.2)
60 (1.6)
60 (1.2)
56 (1.4)
55 (1.4)
55 (0.7)
52 (1.5)52 (0.9)52 (1.4)
51 (1.5)
50 (1.6)
47 (1.5)
46 (2.2)
45 (1.7)45 (1.6)45 (1.5)
44 (1.4)
44 (1.3)
42 (1.3)
42 (1.3)
42 (1.7)
41 (1.8)40 (1.2)
40 (1.7)40 (1.5)
39 (1.4)
38 (1.6)
38 (1.2)
35 (1.7)
33 (1.3)
32 (1.8)
28 (1.6)
18 (1.0)
18 (1.0)431 (3.5)510 (4.4)424 (5.2)
470 (4.6)
441 (3.2)
404 (2.8)
491 (4.9)457 (4.1)
433 (3.0)
531 (4.7)
494 (2.1)
396 (3.1)
395 (2.2)
493 (2.5)413 (5.8)
529 (5.6)
470 (3.6)509 (4.1)
528 (5.5)456 (4.7)
519 (2.7)
527 (3.1)
502 (4.1)
526 (3.0)557 (5.7)504 (3.7)
538 (4.7)
632 (4.0)
521 (3.2)
540 (4.3)
495 (3.6)
539 (3.8)
639 (3.4)
511 (3.2)
451 (3.7)
491 (3.9)601 (5.3)
618 (3.8)650 (3.8)

24 (1.1)
26 (1.0)
27 (0.8)30 (1.4)
32 (1.6)
32 (1.0)27 (1.1)
30 (0.8)35 (0.9)33 (0.9)33 (0.5)34 (0.9)38 (0.7)35 (0.8)35 (0.9)36 (1.0)46 (1.2)
39 (1.3)
40 (1.3)
39 (1.2)
38 (1.2)
38 (1.1)
52 (1.2)
45 (1.0)49 (1.0)46 (1.3)
47 (1.1)
48 (0.9)45 (1.1)
42 (1.0)43 (0.9)42 (1.0)50 (1.0)48 (1.2)
54 (1.0)55 (1.5)
51 (1.4)
60 (1.1)
63 (1.1)

404 (7.1)
469 (5.5)
401 (6.0)
447 (5.1)
416 (4.3)
382 (3.1)
468 (5.7)
432 (4.5)
390 (3.6)510 (5.0)
460 (2.4)
380 (2.2)
386 (2.8)473 (2.6)
398 (5.2)
516 (4.6)455 (3.8)495 (3.6)512 (7.1)
445 (5.4)
494 (2.6)
523 (3.3)
477 (3.7)502 (2.8)536 (4.3)
495 (2.9)511 (3.0)
609 (4.4)
501 (2.5)
511 (3.8)
480 (3.7)
508 (3.4)604 (3.2)
503 (3.5)
440 (3.4)483 (2.7)
578 (5.3)
596 (3.4)
608 (3.2)

6 (0.6)6 (0.7)6 (0.6)6 (0.8)7 (0.6)8 (0.5)12 (1.3)
10 (0.8)
9 (0.9)12 (1.0)
12 (0.4)
14 (0.9)
10 (0.5)
13 (0.9)
14 (1.1)
14 (1.0)
7 (0.8)15 (1.8)
15 (1.1)
17 (1.3)
18 (1.1)
18 (1.2)
4 (0.6)13 (1.0)9 (0.8)12 (1.2)
12 (1.2)
11 (0.8)
15 (1.0)
18 (1.3)
18 (1.3)
20 (1.5)
12 (0.8)
17 (1.4)
13 (1.2)
14 (1.3)
21 (1.5)
22 (1.5)
19 (1.1)

395 (9.4)
452 (10.2)
391 (8.5)
449 (10.0)403 (6.4)
374 (5.4)
457 (6.6)
424 (6.4)
380 (8.3)
491 (6.1)
429 (3.6)
382 (3.8)387 (4.3)
457 (4.0)
386 (5.9)505 (6.7)
439 (6.3)
488 (7.5)
507 (6.8)
413 (5.6)475 (3.3)
522 (5.1)
474 (11.1)
481 (4.3)
526 (6.5)
486 (4.7)502 (5.1)
586 (7.6)
468 (5.6)
487 (4.4)464 (6.5)
492 (5.8)565 (5.7)
490 (4.4)424 (4.7)
464 (4.1)
554 (6.5)
573 (3.3)
564 (4.8)

11.0 (0.07)
10.9 (0.07)
10.8 (0.06)
10.8 (0.08)
10.7 (0.07)
10.6 (0.05)
10.5 (0.08)
10.6 (0.06)
10.3 (0.06)
10.4 (0.07)
10.3 (0.03)
10.1 (0.07)
10.2 (0.04)
10.2 (0.07)
10.1 (0.07)
10.1 (0.07)
10.1 (0.06)
9.9 (0.11)
9.9 (0.08)
9.8 (0.08)
9.8 (0.07)
9.8 (0.07)
10.1 (0.05)
9.9 (0.06)
9.9 (0.05)
9.8 (0.07)
9.8 (0.08)
9.9 (0.05)
9.8 (0.07)
9.7 (0.08)
9.7 (0.07)
9.6 (0.08)
9.8 (0.06)
9.5 (0.08)
9.6 (0.06)
9.5 (0.08)
9.2 (0.08)
8.8 (0.06)
8.8 (0.05)

International Average

46 (0.2)

504 (0.6)

41 (0.2)

482 (0.7)

13 (0.2)

467 (1.0)###### ######

61 (0.9)59 (2.2)
54 (1.7)
50 (1.7)
47 (1.1)
46 (2.1)
41 (1.7)

549 (2.5)
542 (5.0)441 (5.0)425 (3.6)
464 (3.4)551 (3.8)
588 (4.9)

31 (0.9)33 (1.5)
36 (1.1)
38 (1.1)
37 (0.8)
43 (1.4)
49 (1.4)

522 (2.9)516 (4.1)
441 (4.8)416 (3.3)
422 (3.2)
542 (4.1)
569 (4.5)

8 (0.5)8 (1.0)10 (0.9)
13 (1.3)
15 (0.8)
11 (1.1)
10 (1.0)501 (4.5)507 (7.2)
450 (8.7)
424 (5.2)
396 (5.5)
521 (8.5)555 (7.7)

10.6 (0.04)
10.6 (0.10)
10.3 (0.07)
10.1 (0.08)
10.0 (0.06)
10.1 (0.09)
9.8 (0.07)

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Quebec, Canada
Moscow City, Russian Fed.

This TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

461

Disorderly Behavior During Mathematics Lessons
Good classroom management and having students who pay attention and focus on the lessons
help create a classroom environment conducive to student learning. Students were asked about thefrequency of disorderly behavior during mathematics lessons, including whether students do notlisten to what the teacher says, there is disruptive noise, it is too disorderly for students to work well,
the teacher has to wait a long time for students to quiet down, students interrupt the teacher, and theteacher has to keep telling students to follow the classroom rules. These responses were combined
into the Disorderly Behavior During Mathematics Lessons scale, described in Exhibit 12.11 (see About
the Scale). Exhibits 12.12 and 12.13 present students’ reports about disorderly behavior for fourth andeighth grades, respectively. Countries are ordered by the percentage reporting disorderly behavior in“few or no lessons.”
In fourth and eighth grades, about two-third of students (68% in fourth grade and 65% in eighth
grade) reported disorderly behavior in “some lessons,” on average, and about one-fifth (18% in fourth
grade and 21% in eighth grade) reported it in “few or no lessons.” Fourteen percent of fourth gradestudents and 13 percent of eighth grade students reported disorderly behavior in “most lessons.”
Internationally and in most countries, there was a clear negative association between the frequency
of disorderly behavior and average student achievement, with average achievement decreasing withhigher frequencies of disorderly behavior. For example, in eighth grade, students reporting disorderly
behavior in “few or no lessons” had an average score of 502, followed by 485 for students reporting itin “some lessons,” and 466 for students reporting it in “most lessons.”

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

462

Exhibit 12.11: Disorderly Behavior During Mathematics Lessons
Students’ Reports

About the Scale
Students were scored according to their responses to six statements on the Disorderly Behavior During Mathematics Lessons scale. Cut scores divide thescale into three categories. Students who reported disorderly behavior in Few or No Lessons had a score at or above the cut score corresponding toreporting that three of the six situations “never” happened in their mathematics lessons and the other three happened in “some lessons,” on average.
Students who reported disorderly behavior in Most Lessons had a score at or below the cut score corresponding to reporting that three of the six
situations happened in “every or almost every lesson” and the other three happened in “about half the lessons,” on average. All other students reported
disorderly behavior in Some Lessons.

How often do these things happen in your mathematics lessons?

Somelessons

Never

About half
the lessons

Every oralmostevery
lesson1) Students don’t listen to what the teacher
says - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2) There is disruptive noise - - - - - - - - - - - - - - - 3) It is too disorderly for students to work well - - 4) My teacher has to wait a long time forstudents to quiet down - - - - - - - - - - - - - - - - 5) Students interrupt the teacher - - - - - - - - - - - 6) My teacher has to keep telling us to follow
the classroom rules - - - - - - - - - - - - - - - - - - Few or No
Lessons

Most
Lessons

Some Lessons

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Fourth Grade

11.6

8.0

Eighth Grade

11.6

7.9

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

463

Exhibit 12.12: Disorderly Behavior During Mathematics Lessons
Students’ Reports
Few or No Lessons
Country

Some Lessons

Most Lessons

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Japan
Armenia
Albania
Kazakhstan
Georgia
KosovoBulgaria
North Macedonia
Azerbaijan
Saudi Arabia
Lithuania
Montenegro
MoroccoSerbiaUnited Arab Emirates
Russian Federation
Oman
PakistanIran, Islamic Rep. ofHong Kong SAR
Bosnia and Herzegovina
Turkey (5)Hungary
Korea, Rep. of
Bahrain
Austria
IrelandChinese Taipei
Slovak Republic
Croatia
Qatar
Czech Republic
LatviaFinland
Northern Ireland
KuwaitPolandEngland
CyprusBelgium (Flemish)
Norway (5)Portugal
FranceSwedenUnited States
South Africa (5)Netherlands
CanadaMalta
Germany
Australia
Denmark
Spain
Italy
New ZealandPhilippines
Chile
Singapore41 (1.8)37 (1.7)
35 (2.5)
33 (1.9)33 (1.8)
32 (1.5)30 (2.1)
29 (2.1)
29 (1.9)27 (1.3)
26 (2.0)26 (1.0)25 (2.2)
24 (1.6)
24 (0.9)24 (1.8)
23 (1.6)
23 (3.6)
22 (1.6)
21 (1.3)
20 (1.4)
20 (1.3)
19 (1.3)
19 (1.6)
19 (1.3)
18 (1.4)
18 (1.3)
18 (1.3)
17 (1.6)
17 (1.3)
17 (1.2)
16 (1.7)
15 (1.3)
15 (1.1)
14 (1.2)
14 (1.5)
13 (1.1)
11 (1.1)
11 (0.8)
11 (1.2)
11 (1.0)
11 (0.8)
10 (0.9)
10 (1.3)
9 (0.6)9 (0.7)8 (0.9)7 (0.5)7 (0.4)7 (0.7)7 (0.8)7 (1.0)7 (0.6)7 (0.8)6 (0.5)6 (0.9)5 (0.5)- -598 (2.4)504 (3.5)503 (5.4)
524 (3.7)
490 (5.2)
447 (3.8)
532 (4.3)
488 (6.8)
522 (3.5)
418 (5.4)
551 (4.1)
457 (2.7)
384 (8.2)
511 (5.4)
498 (2.6)
576 (5.3)
449 (6.4)
356 (16.5)
430 (9.0)
607 (4.1)
456 (3.8)
540 (6.3)
537 (3.9)601 (4.3)
491 (4.4)556 (3.2)
565 (4.1)
602 (3.6)
523 (6.5)
516 (4.3)
460 (4.7)552 (5.1)
561 (3.3)
538 (4.0)
592 (5.4)
393 (8.0)
527 (5.3)
587 (8.2)
552 (4.8)
547 (4.3)
549 (6.2)
533 (4.9)509 (6.1)
537 (5.9)558 (5.3)
387 (7.7)
539 (4.9)
531 (6.0)
511 (4.3)
534 (6.1)
542 (6.4)
533 (6.6)
513 (6.5)
518 (4.8)525 (6.6)309 (8.9)449 (6.4)- -54 (1.6)
52 (1.4)
59 (2.4)
60 (1.6)
57 (1.6)
58 (1.4)
60 (1.5)
59 (2.1)
62 (1.7)
62 (1.2)
67 (1.7)62 (0.9)65 (2.1)
65 (1.5)61 (0.8)60 (1.4)
64 (1.5)
67 (2.7)
61 (1.5)
67 (1.4)
62 (1.2)
67 (1.0)70 (1.1)
73 (1.3)
65 (1.1)
65 (1.1)
74 (1.3)
72 (1.1)
66 (1.7)
68 (1.5)
66 (1.2)
67 (1.6)
72 (1.0)77 (1.0)77 (1.2)
68 (1.6)
67 (1.1)
74 (1.1)
73 (1.0)80 (1.2)
79 (0.9)72 (0.9)74 (1.2)
75 (1.3)
70 (0.7)68 (0.8)80 (1.0)77 (0.6)73 (0.7)
72 (1.1)
76 (0.9)80 (1.2)
77 (1.0)72 (1.1)
73 (1.1)
78 (1.4)
61 (1.1)- -592 (2.3)505 (2.7)
496 (3.7)509 (2.7)
481 (4.1)
454 (3.1)
519 (3.3)
480 (5.6)
524 (3.0)
398 (3.8)
542 (3.1)
459 (2.2)
389 (4.6)512 (3.7)
482 (1.9)570 (3.6)
431 (4.1)
326 (11.7)
450 (4.3)
602 (3.6)
458 (2.6)
523 (4.6)
524 (2.8)600 (2.3)
480 (2.7)
541 (2.2)
549 (2.5)
599 (2.3)512 (3.5)
511 (2.3)455 (3.8)535 (2.6)
547 (2.8)532 (2.6)566 (2.8)393 (5.1)
525 (2.7)
558 (3.3)
535 (3.0)533 (1.9)545 (2.3)
529 (2.5)488 (3.1)
523 (2.8)
542 (2.7)
374 (3.7)
539 (2.2)
514 (2.0)513 (1.6)
527 (2.4)
522 (2.6)
527 (1.9)508 (2.0)518 (2.7)
495 (2.9)
305 (6.5)
448 (2.9)- -5 (0.5)
11 (0.7)
6 (1.0)7 (0.7)9 (1.0)9 (0.8)10 (1.8)
12 (0.9)9 (0.7)
11 (0.6)
7 (0.7)12 (0.8)
10 (0.8)
11 (1.1)
15 (0.4)
16 (1.2)
13 (0.7)
10 (1.6)
17 (1.0)
12 (1.1)
18 (1.1)
13 (0.9)
11 (0.9)
8 (0.8)16 (0.8)
16 (1.1)
8 (0.7)10 (0.8)
17 (1.4)
15 (1.6)
17 (0.9)
17 (1.2)
12 (0.9)
8 (0.7)9 (0.9)18 (0.9)19 (1.2)
14 (1.1)
15 (1.2)
9 (0.7)10 (0.8)
17 (1.0)
16 (1.1)
15 (1.3)
21 (0.8)23 (0.7)
11 (1.0)
16 (0.6)
19 (0.6)
20 (1.1)
17 (1.1)
13 (1.0)
16 (1.0)22 (1.1)
21 (1.0)
16 (1.4)
34 (1.3)- -570 (6.9)479 (4.4)
446 (11.3)
492 (5.0)451 (7.8)400 (7.1)
461 (16.2)
424 (8.8)510 (5.9)367 (5.3)
516 (7.4)
424 (6.0)
357 (6.6)
485 (6.0)463 (3.3)
546 (4.4)413 (7.1)
292 (12.3)
443 (4.6)
591 (8.0)
432 (3.8)505 (7.5)
498 (5.6)
596 (5.0)
467 (4.0)
516 (4.6)515 (6.9)
598 (3.9)489 (5.9)496 (4.9)429 (4.8)508 (4.8)526 (5.5)525 (5.1)
527 (7.2)
375 (6.6)505 (4.1)
530 (5.1)
507 (4.0)514 (5.3)
532 (6.1)
503 (4.9)455 (5.1)
507 (4.6)
511 (3.2)
378 (4.5)530 (4.9)
491 (3.3)
493 (3.0)
512 (4.0)479 (5.5)512 (5.6)
478 (4.2)
506 (3.8)455 (4.0)274 (8.5)
433 (3.7)- -11.3 (0.09)
11.0 (0.10)
10.9 (0.12)
10.8 (0.10)
10.8 (0.10)
10.7 (0.07)
10.6 (0.14)
10.5 (0.09)
10.6 (0.08)
10.4 (0.07)
10.6 (0.09)
10.4 (0.05)
10.4 (0.11)
10.3 (0.08)
10.2 (0.05)
10.1 (0.11)
10.2 (0.09)
10.3 (0.24)
10.1 (0.08)
10.2 (0.08)
9.9 (0.08)
10.1 (0.07)
10.2 (0.07)
10.3 (0.08)
10.0 (0.07)
9.9 (0.09)
10.2 (0.06)
10.1 (0.07)
9.8 (0.09)
9.9 (0.09)
9.8 (0.07)
9.9 (0.09)
10.0 (0.08)
10.2 (0.05)
10.0 (0.06)
9.6 (0.07)
9.6 (0.08)
9.8 (0.07)
9.7 (0.06)
9.9 (0.06)
10.0 (0.06)
9.7 (0.05)
9.6 (0.06)
9.7 (0.09)
9.4 (0.04)
9.2 (0.05)
9.7 (0.06)
9.5 (0.03)
9.4 (0.02)
9.3 (0.06)
9.5 (0.06)
9.7 (0.06)
9.4 (0.05)
9.2 (0.05)
9.3 (0.05)
9.3 (0.07)
8.7 (0.05)- -International Average

18 (0.2)

511 (0.8)

68 (0.2)502 (0.5)

14 (0.1)

478 (0.8)###### ######

24 (1.4)
18 (1.1)
18 (1.3)
10 (1.2)
7 (0.9)6 (0.7)549 (3.2)
456 (5.5)613 (2.9)546 (5.2)
524 (6.5)
539 (13.5)

62 (1.3)
65 (1.1)
65 (1.2)
76 (1.1)
79 (1.1)
77 (1.0)545 (2.1)
444 (2.4)
593 (2.4)
532 (2.7)
523 (1.9)515 (3.4)

14 (0.9)
17 (0.7)
17 (1.2)
14 (1.0)
14 (1.0)
17 (1.0)531 (4.0)
420 (3.9)573 (3.6)
517 (3.9)494 (5.0)493 (5.1)

10.3 (0.09)
9.9 (0.06)
9.9 (0.08)
9.7 (0.07)
9.5 (0.07)
9.4 (0.05)

Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Moscow City, Russian Fed.
Quebec, Canada
Madrid, Spain
Ontario, CanadaThis TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

464

Exhibit 12.13: Disorderly Behavior During Mathematics Lessons
Students’ Reports
Few or No Lessons
Country

Some Lessons

Most Lessons

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Japan
Kazakhstan
Ireland
Russian Federation
Chinese Taipei
Romania
Oman
United Arab Emirates
Lithuania
TurkeyFranceIran, Islamic Rep. of
Korea, Rep. of
IsraelGeorgia
Hungary
United States
JordanSaudi Arabia
FinlandHong Kong SAR
Lebanon
Egypt
England
Norway (9)Qatar
Bahrain
Italy
KuwaitCyprusMoroccoSwedenAustralia
Portugal
South Africa (9)New Zealand
Chile
Malaysia
Singapore60 (1.8)42 (1.4)
35 (1.4)
33 (1.8)
32 (1.5)
31 (1.8)
26 (1.1)
25 (0.9)25 (1.5)
25 (1.7)
25 (2.0)25 (1.1)
25 (1.8)
24 (1.3)
23 (1.6)
23 (1.5)
23 (1.2)
22 (1.1)
21 (0.9)21 (1.4)
21 (1.5)
21 (1.3)
18 (1.0)
18 (1.5)
17 (1.4)
16 (1.1)
16 (0.8)
15 (1.6)
15 (0.9)
14 (1.3)
12 (0.7)
11 (0.9)
11 (0.9)
11 (1.5)
9 (0.5)9 (0.9)8 (0.9)7 (0.5)- -599 (3.0)499 (4.1)
548 (2.9)556 (5.8)615 (3.4)
506 (6.5)
423 (3.8)501 (3.5)
534 (4.0)513 (6.4)
489 (3.9)
461 (5.4)
600 (4.7)
548 (6.5)474 (6.9)
533 (5.0)555 (5.3)
437 (6.0)
403 (4.6)509 (3.6)
577 (5.6)
438 (4.3)
427 (7.0)554 (6.9)
509 (4.4)465 (8.6)
494 (5.9)513 (4.5)
407 (7.0)
524 (5.6)
405 (5.6)
506 (5.7)565 (7.5)510 (6.5)
421 (5.0)514 (7.4)
452 (6.6)
507 (6.0)- -38 (1.7)
55 (1.3)
55 (1.3)
58 (1.5)60 (1.2)
60 (1.5)66 (0.9)62 (0.7)
65 (1.3)
64 (1.2)
64 (1.6)65 (0.9)66 (1.4)
63 (1.3)
68 (1.6)
66 (1.3)
63 (1.0)65 (1.1)
66 (1.0)69 (1.2)
64 (1.2)
64 (1.4)
69 (1.0)63 (1.2)
72 (1.4)
67 (1.1)
68 (0.8)
67 (1.5)69 (0.9)69 (1.2)
73 (0.8)
72 (1.1)
65 (1.1)
64 (1.7)71 (0.5)
69 (1.6)
72 (1.2)
85 (0.5)- -588 (3.3)
480 (3.7)
516 (3.1)
540 (4.8)
612 (3.1)
473 (4.3)
411 (3.2)
472 (1.8)518 (3.2)
490 (4.8)482 (2.8)443 (3.5)
608 (3.3)
519 (4.6)
460 (4.2)
516 (3.2)
514 (4.8)424 (3.8)395 (2.7)
511 (2.8)583 (4.0)429 (3.2)
418 (4.8)519 (5.6)
504 (2.7)
446 (4.1)
480 (2.5)497 (3.1)
408 (4.9)500 (1.9)388 (2.3)505 (2.7)
520 (3.9)
499 (3.8)388 (2.3)
485 (3.2)
442 (3.1)
460 (3.1)- -2 (0.3)3 (0.4)10 (0.8)
9 (0.8)9 (0.8)9 (0.8)8 (0.6)
13 (0.5)
10 (1.0)
11 (0.9)
11 (1.1)
11 (0.7)
9 (0.9)12 (0.7)
9 (0.8)11 (0.9)
14 (0.8)
12 (0.8)
12 (0.7)
10 (0.8)
16 (1.1)
15 (1.2)
13 (0.7)
19 (1.2)
10 (0.9)
16 (0.9)
16 (0.9)18 (1.5)
16 (1.1)
17 (1.2)
15 (0.8)
17 (1.3)
24 (1.1)
25 (1.8)
19 (0.5)
23 (1.8)
20 (1.3)
8 (0.5)- -~ ~
476 (12.2)
490 (5.5)
521 (6.2)
607 (6.5)
438 (7.8)400 (6.9)
440 (3.7)
508 (7.1)
490 (7.6)475 (5.4)
429 (6.5)
620 (5.2)
483 (6.5)
446 (10.8)
488 (6.4)
482 (5.3)
391 (6.1)
382 (4.6)
499 (4.9)563 (7.8)426 (7.0)
389 (8.9)
481 (7.1)
496 (6.1)
415 (5.7)473 (4.4)487 (4.3)
387 (5.3)
491 (6.0)
382 (3.1)
495 (4.5)493 (4.2)
499 (5.2)
384 (3.0)464 (6.5)
435 (3.8)428 (6.4)- -11.8 (0.09)
11.2 (0.05)
10.6 (0.06)
10.6 (0.09)
10.6 (0.08)
10.5 (0.08)
10.3 (0.06)
10.2 (0.04)
10.4 (0.08)
10.3 (0.09)
10.2 (0.10)
10.2 (0.06)
10.3 (0.09)
10.2 (0.06)
10.2 (0.08)
10.2 (0.08)
10.0 (0.07)
10.0 (0.06)
10.0 (0.05)
10.1 (0.07)
9.9 (0.09)
9.9 (0.07)
9.8 (0.05)
9.7 (0.08)
10.1 (0.07)
9.7 (0.07)
9.6 (0.05)
9.5 (0.09)
9.6 (0.07)
9.6 (0.08)
9.5 (0.05)
9.5 (0.07)
9.2 (0.06)
9.2 (0.10)
9.2 (0.04)
9.2 (0.09)
9.3 (0.07)
9.6 (0.04)- -International Average

21 (0.2)502 (0.9)

65 (0.2)

485 (0.6)

13 (0.2)

466 (1.0)###### ######

29 (1.6)
28 (1.3)
19 (1.0)
17 (1.7)
17 (1.6)
13 (1.5)
11 (1.0)586 (5.0)558 (3.5)472 (5.6)554 (4.7)553 (6.2)
495 (8.7)
464 (7.9)

62 (1.4)
63 (1.2)64 (0.9)68 (1.6)
66 (1.8)
65 (1.4)
68 (1.1)

574 (4.6)
533 (2.4)
434 (3.4)
546 (3.9)
531 (4.2)
442 (4.5)
420 (3.0)

10 (0.8)
10 (0.6)
17 (0.8)
15 (1.3)
17 (1.9)22 (1.5)
20 (1.1)

553 (7.8)500 (5.1)
414 (4.6)525 (7.4)
504 (8.5)
413 (5.1)
403 (4.3)

10.4 (0.08)
10.4 (0.06)
9.8 (0.06)
9.7 (0.10)
9.7 (0.10)
9.3 (0.09)
9.3 (0.07)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Abu Dhabi, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)This TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: MATHEMATICS CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

465

Science Curriculum and Instruction
Instructional Time in Science
Though many factors influence the relationship between amount of instructional time and student
achievement—primarily, the quality of the instruction and the students’ readiness to learn—
instructional time remains a crucial component in considering students’ opportunity to learn.
Instructional time was calculated using principals’ reports on the number of school days per year
and the number of instructional hours per day and teachers’ reports on the weekly number of hours
of science instruction, as explained in Exhibit 13.1 (see About the Scale). Exhibits 13.2 and 13.3
present principals’ and teachers’ reports about the instructional hours overall per year and hours
spent on science instruction in fourth grade and eighth grade, respectively. For countries teachingscience as separate subjects in the eighth grade, the instructional time included the amount of timespent on each individual science subject. Countries are ordered by the number of hours per year for
science instruction.
On average, the fourth grade students across the TIMSS 2019 countries received 895 hours per
year of instruction across all subjects; 73 hours, or about 8 percent of the total, were devoted to science
instruction. The number of hours devoted to science instruction ranged from a high of 158 hours in
the Philippines to just 34 hours in Ireland. The amount of science instructional time relative to total
instructional time also varied across countries, reflecting different approaches to organizing andaddressing the science curriculum. It is notable, though, that there is much less science instructionaltime for fourth grade students across countries compared with mathematics. As shown in Exhibit
12.2, fourth grade students had an average of 154 hours of mathematics instruction, more than twicethat for science (Exhibit 13.2). As might be anticipated, within-country of estimates instructional time
can vary somewhat from the levels of instructional time established by policy.
The eighth grade students across the TIMSS 2019 countries received an average of 1,023 hours
of instruction across all subjects; 137 hours, or about 13 percent of the total, were devoted to science
instruction. The number of hours for science instruction ranged from 243 in Lebanon, where scienceis taught as separate subjects, to 70 in Italy. In nearly all of the countries that participated in TIMSS at
the fourth and eighth grades, the number of hours devoted to science instruction increased between
fourth and eighth grades—sometimes by three or more times the average hours in fourth grade—reflecting the increased emphasis on science in the curriculum by the eighth grade.
Exhibit 13.3 also includes, for countries teaching separate science subjects, the average numberof hours for biology, chemistry, physics, and Earth science. In this subset of countries, students had
an estimated 181 hours of science instruction. On average, the highest number of annual hours weredevoted to instruction in physics (52 hours), followed by chemistry (51 hours), biology (45 hours),
and Earth science (40 hours).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

466

Exhibit 13.1: Instructional Time Spent on Science
Students’ Results based on Principals’ and Teachers’ Reports

About the Scale
Total Instructional
Hours Per Year

Hours per Year for
Science Instruction

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download==

Principal Reports of
School Days per Year
Teacher Reports of
Weekly Science
Instructional Hours
Principal Reports of
School Days per
Week×

Principal Reports ofInstructional Hours per Day

×

Principal Reports of
School Days per Year

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

467

Exhibit 13.2: Instructional Time Spent on Science
Students’ Results based on Principals’ and Teachers’ Reports
Total Instructional
Hours per YearCountry
Philippines
South Africa (5)Pakistan
Oman
United Arab Emirates
Bahrain
Spain
Turkey (5)Portugal
Qatar
Chile
Japan
Chinese Taipei
Singapore
United States
Croatia
CanadaIran, Islamic Rep. of
KuwaitSerbiaAustria
Montenegro
SwedenDenmarkBosnia and Herzegovina
Italy
Finland
Korea, Rep. of
Saudi Arabia
Norway (5)Slovak Republic
Lithuania
KosovoNorth Macedonia
Georgia
Germany
Hungary
PolandAlbania
MoroccoArmenia
Australia
Azerbaijan
LatviaCzech Republic
Malta
CyprusRussian Federation
FranceNew Zealand
Kazakhstan
Northern Ireland
Bulgaria
Netherlands
Ireland
Belgium (Flemish)
EnglandHong Kong SAR

r
r
r

r

r

r
r

r

r
r

r

r

r
s
r
s
r

International Average

1225 (12.6)
1205 (12.1)
1218 (22.3)
1016 (13.9)1034 (3.9)
1012 (8.2)
869 (7.1)
1001 (24.2)
887 (14.8)
1011 (11.8)
1186 (22.3)
904 (4.9)953 (8.9)1009 (0.0)
1106 (8.4)
859 (26.2)
951 (3.9)
627 (6.0)
899 (24.3)
794 (19.2)
759 (3.1)
653 (1.6)
854 (10.7)
1043 (10.4)
851 (35.9)
1098 (15.0)746 (9.9)694 (8.7)1056 (18.0)
868 (14.4)
784 (9.9)725 (10.0)
777 (32.0)
818 (22.0)
750 (18.7)
833 (10.1)
842 (13.8)
737 (10.1)
729 (10.3)
1081 (20.4)
752 (6.4)
1015 (11.8)
731 (19.4)
689 (8.9)763 (8.9)930 (1.4)
849 (10.6)
663 (6.8)
820 (7.4)
917 (5.7)
732 (14.0)
947 (7.1)
700 (14.9)
1049 (10.3)
925 (5.0)
951 (14.6)
989 (11.2)
1022 (14.3)

Hours per Year for Science Instruction
r
s
r
s

r

r
r
r
s
r

r
s

s
s

s

r
r
r
r
s

y
y

895 (1.9)

158 (3.4)
145 (4.4)
139 (10.1)
120 (1.9)
119 (1.7)
118 (2.8)110 (3.3)
109 (4.7)
104 (3.1)
101 (3.8)
97 (3.0)92 (0.6)
86 (0.9)84 (0.9)
83 (2.4)
82 (1.6)80 (2.0)78 (1.1)
78 (4.2)
77 (4.9)76 (2.0)75 (2.5)75 (2.2)
74 (1.5)
74 (2.6)
73 (1.5)
71 (1.6)
71 (1.5)
66 (3.9)65 (1.8)64 (1.5)
59 (1.4)
59 (2.3)
58 (2.0)57 (1.8)
56 (3.9)56 (2.9)55 (0.9)54 (0.7)
54 (1.5)
54 (1.0)53 (2.0)53 (0.8)
53 (1.4)
51 (1.5)51 (0.2)
51 (1.8)
48 (1.0)47 (1.8)40 (2.9)40 (3.3)
38 (2.8)37 (0.7)
35 (3.2)
34 (0.9)- - - -

73 (0.4)

Benchmarking Participants
Abu Dhabi, UAE
Madrid, Spain
Dubai, UAE
Ontario, Canada
Moscow City, Russian Fed.
Quebec, Canadarr1075 (3.2)
909 (12.5)
1038 (0.6)
954 (7.5)645 (9.6)
922 (8.2)

s
s
s
r

0

50

100

150

200

250

300

0

50

100

150

200

250

300

128 (2.9)
115 (3.5)
107 (2.6)
88 (3.8)
49 (1.1)
42 (1.9)( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

468

Exhibit 13.3: Instructional Time Spent on Science
Students’ Results based on Principals’ and Teachers’ Reports
Total Instructional
Hours per YearCountry
Lebanon *Georgia *Kazakhstan *Russian Federation *Lithuania *Hungary *Romania *Morocco *Oman
Finland *United States
United Arab Emirates
BahrainChinese Taipei
Japan
Portugal *Sweden *Malaysia
South Africa (9)IsraelNew ZealandAustralia
Qatar
TurkeyCyprus *KuwaitSaudi Arabia
Chile
JordanFrance *Singapore
Egypt
Hong Kong SAR
Norway (9)Korea, Rep. of
IrelandIran, Islamic Rep. of
Italy
England

r
r

r

r
s
r

r
r
r

r
s
r

s

International Average

960 (7.3)
850 (14.5)
886 (15.7)
868 (13.3)
918 (12.6)
899 (11.5)
926 (19.8)
1341 (30.8)1056 (18.9)
912 (9.4)
1148 (9.9)
1094 (2.7)
1115 (0.6)
1137 (12.3)
1018 (3.0)
1138 (31.4)
926 (11.4)
1165 (18.7)
1212 (13.5)1118 (13.6)
967 (10.2)
1013 (6.8)
1090 (9.9)
1009 (27.5)
882 (1.0)982 (21.2)
1069 (18.9)
1221 (20.5)
1020 (13.0)1112 (19.3)
1053 (0.0)
1110 (34.6)
999 (12.6)
949 (8.2)
933 (10.7)
973 (4.7)
768 (8.1)
1065 (11.2)
995 (13.3)

Hours per Year for Science Instruction *

r
r
s
s
s

s
r
r
r

s
r
r
r
s
s
r
s
r

x

243 (8.8)222 (6.6)
221 (5.5)
220 (6.7)
217 (4.5)
214 (5.4)
188 (10.4)
151 (2.1)
149 (3.6)
142 (3.0)
140 (3.6)
139 (1.5)
138 (4.1)
136 (2.1)
133 (0.8)132 (2.9)
131 (6.5)
130 (3.3)
128 (3.6)
126 (2.8)
124 (2.7)
124 (1.8)
123 (3.8)
121 (4.6)
120 (1.4)
118 (3.5)
116 (4.6)
115 (4.1)
115 (2.2)
113 (1.4)
112 (1.9)
106 (3.1)
104 (3.3)
88 (2.2)
87 (3.0)87 (1.4)
82 (2.7)70 (1.6)
91 (7.7)

1023 (2.5)

137 (0.7)825 (8.2)
1138 (3.5)
1066 (1.0)
1193 (21.1)
1190 (11.6)
966 (8.2)
936 (16.4)

216 (3.6)
152 (2.6)
130 (2.8)
126 (4.1)
119 (3.3)
89 (4.3)
86 (9.5)

Benchmarking Participants
Moscow City, Russian Fed. *Abu Dhabi, UAE
Dubai, UAE
Gauteng, RSA (9)Western Cape, RSA (9)Ontario, Canada
Quebec, Canada

0

r
r
s
r
r
r

s
s
s
s
x
x

0

50

100

150

200

250

300

50

100

150

200

250

300

█ Science taught as separate subjects *█ Science taught as general/integrated subject* For countries teaching science as separate subjects, hours per year for science instruction is based on total hours across subjects.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

469

Exhibit 13.3: Instructional Time Spent on Science
Students’ Results based on Principals’ and Teachers’ Reports(Continued)
Separate Science Results
Hours per Year for Instruction
Country
LebanonGeorgia
Kazakhstan
Russian Federation
Lithuania
Hungary
Romania
MoroccoFinland
Portugal
SwedenCyprusFrancerrssInternational Average

All Science
Subjects

Biology

Chemistry

243 (8.8)222 (6.6)
221 (5.5)
220 (6.7)
217 (4.5)
214 (5.4)
188 (10.4)
151 (2.1)
142 (3.0)
132 (2.9)
131 (6.5)
120 (1.4)
113 (1.4)

83 (4.7)
53 (2.7)
56 (2.0)
54 (2.4)
36 (1.9)52 (1.9)41 (3.7)
38 (0.6)
33 (1.1)
37 (0.7)
44 (2.6)25 (0.3)- -78 (3.3)
55 (2.7)
57 (2.3)
54 (1.7)
62 (1.7)
60 (2.3)
75 (5.3)
38 (0.7)
38 (0.9)44 (1.2)
42 (2.2)
26 (0.6)
- -

r
r

s

r
r
r

s

Physicsrrrr

82 (3.8)
58 (2.1)
55 (1.4)
60 (3.0)63 (1.7)
50 (2.5)
72 (4.7)
38 (0.7)
38 (0.9)44 (1.2)
45 (2.5)40 (0.5)- -Earth Science
r

r
r

r

- 55 (2.8)
53 (1.9)53 (1.4)
57 (1.6)
54 (1.7)- 38 (0.6)
33 (1.1)
6 (0.1)- 28 (0.8)- -181 (1.5)45 (0.6)51 (0.6)

52 (0.6)40 (0.5)

216 (3.6)

52 (1.3)

54 (1.4)

57 (2.1)

53 (2.3)

Benchmarking Participants
Moscow City, Russian Fed.

France teaches the science subjects in two courses: one for biology and Earth science and one for chemistry and physics.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

470

Students Taught the TIMSS Science Topics
The science content domains and underlying topic areas assessed in TIMSS 2019 are documented in
the TIMSS 2019 Science Framework, which was developed in collaboration with the participating
countries. The science topics included in the TIMSS assessments do not represent the intersection of
the topics that are universally taught but rather are a forward looking conception of science teaching
and learning.
Exhibit 13.4 (see About the Scale) shows the science content domains—life science, physicalscience, and Earth science—and the 26 underlying topics in the TIMSS fourth grade scienceassessment. There were 7 topics in life science, 12 in physical science, and 7 in Earth science. Exhibit
13.6 (see About the Scale) shows the same information for the eighth grade science assessment, with
its four content domains—biology, chemistry, physics, and Earth science, and the 26 underlying topics.
There were 7 topics in biology, 8 in chemistry, 7 in physics, and 4 in Earth science. Teachers wereasked to indicate, for each topic, whether it had been “mostly taught before this year” to students inthe assessed class or “mostly taught this year,” or had been “not taught or just introduced” to students.
This information serves as an indicator of the “implemented curriculum.” It can be examined together
with information provided by TIMSS National Research Coordinators about whether each of the
TIMSS 2019 science topics was included in their countries’ intended curriculum through the fourthor eighth grade and, if so, whether the topics were intended to be taught to “all or almost all students”
or “only the more able students.” This information about the intended curriculum is reported in the
TIMSS 2019 Encyclopedia.
Exhibit 13.5 presents fourth grade teachers’ reports about the TIMSS science topics that had
been taught to students in fourth grade classrooms either prior to or during the year of the TIMSS
assessment. The exhibit shows, for each country and the international average, the percentage ofstudents whose teachers reported that the students had been taught each of the topics (before or
during the school year), averaged across all topics in each science content domain, and also across all
topics in all science domains. Exhibit 13.7 presents parallel information for the eighth grade, reported
by teachers about the TIMSS science topics in the eighth grade assessment.
In the fourth grade, according to their teachers, 62 percent of students, on average, had beentaught the TIMSS science topics overall. On average, 73 percent of students had been taught the TIMSS
life science topics, and 58 percent and 60 percent had been taught the TIMSS physical science andEarth science topics, respectively. There was, however, considerable variation from content domain
to content domain and from country to country, reflecting differing science curricular emphases.
In the eighth grade, on average, 72 percent of students had been taught the TIMSS science topics
overall, according to their teachers. Close to three-quarters, on average, had been taught the TIMSS
biology topics (74%) and chemistry topics (74%) by the eighth grade, according to their teachers,with slightly less having been taught the Earth science (71%) and physics (68%) topics. There wasconsiderable variation across countries with respect to topic coverage by content domain.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

471

Exhibit 13.4: Percentages of Students Taught the TIMSS Science Topics
Students’ Results based on Teachers’ Reports

About the Scale
Exhibit 13.5 reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught this year,”averaged across topics.
Choose the response that best describes when students in this class have been taught each topic.
Mostlytaughtbeforethis year

Mostlytaughtthis year

Not yettaught or
justintroduced

A. Life Science
1) Physical and behavioral characteristics of living things and major groups of living
things (e.g., mammals, birds, insects, flowering plants) - - - - - - - - - - - - - - - - - - - - - - - - - 2) Major body structures and their functions in humans, other animals, and plants - - - - - - - - 3) Life cycles of common plants and animals (e.g., flowering plants, butterflies, frogs) - - - - - 4) Characteristics of plants and animals that are inherited - - - - - - - - - - - - - - - - - - - - - - - - - 5) Interactions between organisms and their environments (e.g., physical features andbehaviors that help living things survive in their environments) - - - - - - - - - - - - - - - - - - - 6) Relationships in ecosystems (e.g., simple food chains, predator-prey relationships,
competition) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7) Human health (transmission and prevention of diseases, everyday behaviors that
promote good health) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - B. Physical Science
1) States of matter (solid, liquid, gas) and their properties (volume, shape) - - - - - - - - - - - - 2) Classifying materials based on physical properties (e.g., weight/mass, volume,
state of matter, conductivity of heat or electricity) - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3) Mixtures, including methods for separating a mixture into its components(e.g., sifting, filtering, evaporation, using a magnet) - - - - - - - - - - - - - - - - - - - - - - - - - - - 4) Properties of magnets (e.g., like poles repel and opposite poles attract, magnets
can attract some objects) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5) Physical changes in everyday life (e.g., changes of state, dissolving) - - - - - - - - - - - - - - 6) Chemical changes in everyday life (e.g., decaying, burning, rusting, cooking) - - - - - - - - 7) Common sources of energy (e.g., the Sun, wind, oil) and uses of energy (heating
and cooling homes, providing light) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8) Light and sound in everyday life (e.g., shadows and reflections, vibrating objects
make sound) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9) Heat transfer (e.g., energy flows from a hot object to a colder object) - - - - - - - - - - - - - - 10) Electricity and simple electrical circuits (e.g., a circuit must be complete towork correctly) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11) Forces that cause objects to move (e.g., gravity, pushing/pulling) or change
their motion (e.g., friction) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 12) Simple machines (e.g., levers, pulleys, wheels, ramps) that help make motion easier - - - C. Earth Science
1) Physical makeup of Earth’s surface (e.g., land and water in unequal proportions,sources of fresh and salt water) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2) Earth’s resources used in everyday life (e.g., water, wind, soil, forests, oil,natural gas, minerals) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3) Changes in Earth’s surface over time (e.g., mountain building, weathering, erosion) - - - - - 4) Fossils and what they can tell us about past conditions on Earth - - - - - - - - - - - - - - - - - - 5) Weather and climate (e.g., daily, seasonal, and locational variations versus
long term trends) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6) Objects in the Solar System (the Sun, the Earth, the Moon, and other planets) andtheir movements - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7) Earth’s motion and related patterns observed on Earth (e.g., day and night, seasons) - - - - -SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

472

Exhibit 13.5: Percentages of Students Taught the TIMSS Science Topics
Students’ Results based on Teachers’ Reports
The exhibit reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught this year,” averaged across topics.
Country
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r

r
r

r

r

s
r

r
r
y

International Average

All Science

Life Science

Physical Science

Earth Science(26 Topics)(7 Topics)(12 Topics)(7 Topics)

68 (1.9)46 (2.5)
63 (2.0)47 (1.5)
42 (3.0)76 (1.4)
36 (1.9)34 (1.4)
67 (1.6)
50 (1.3)
63 (2.4)
51 (1.6)
39 (1.3)
55 (2.1)
30 (1.3)
45 (2.0)46 (1.8)
44 (1.2)
60 (2.2)
53 (1.5)
51 (1.6)
44 (1.5)
79 (1.1)
68 (1.6)
41 (1.5)45 (1.6)
58 (2.5)
46 (1.5)
71 (1.9)84 (1.4)
74 (1.7)
69 (2.1)
60 (0.2)
42 (1.0)52 (1.1)
37 (2.7)
53 (1.8)85 (1.8)55 (2.7)
34 (2.0)70 (1.4)
80 (3.2)
90 (1.2)
21 (1.4)
77 (1.6)
59 (1.5)40 (2.0)
88 (1.1)
91 (1.2)
54 (0.5)80 (1.4)
76 (2.0)48 (1.6)
39 (1.7)
62 (1.4)
78 (0.9)66 (1.5)- -46 (3.2)
77 (1.9)65 (2.1)
65 (1.9)77 (2.0)80 (1.3)
49 (1.9)39 (1.5)
69 (1.4)
53 (1.7)
67 (2.7)
35 (1.8)
58 (1.9)51 (2.3)
66 (1.9)67 (2.0)
54 (1.5)
55 (1.7)
60 (2.2)
59 (2.1)
46 (2.2)
61 (1.7)
61 (1.8)
72 (1.5)
60 (2.2)
26 (1.5)
83 (1.8)
46 (2.2)
70 (1.9)
83 (1.4)
74 (1.5)
72 (1.8)60 (0.3)
42 (0.9)
13 (1.3)
51 (2.3)
59 (2.2)
60 (3.3)
60 (2.4)
61 (3.1)
44 (2.7)
62 (5.7)
73 (2.4)
35 (1.9)88 (1.0)45 (1.9)87 (1.2)
84 (1.9)57 (2.3)
2 (0.4)67 (2.0)78 (1.6)
79 (1.3)
56 (2.4)
58 (2.2)
70 (1.3)
74 (1.5)- -66 (1.7)
60 (2.1)
65 (1.6)
58 (1.3)
58 (2.3)
77 (1.1)
44 (1.4)
40 (1.3)
73 (1.1)
56 (1.2)
69 (1.6)
50 (1.5)
48 (1.3)
62 (1.4)
50 (1.2)
57 (1.7)
54 (1.3)
54 (1.0)63 (1.8)
57 (1.3)
54 (1.5)
57 (1.1)
72 (1.1)
71 (1.3)
53 (1.1)
39 (1.3)
73 (1.6)
48 (1.4)
71 (1.6)
86 (1.0)74 (1.4)
76 (1.6)
63 (0.2)
51 (0.9)45 (1.0)45 (2.0)60 (1.6)
76 (2.2)
62 (2.0)48 (1.9)65 (1.5)
77 (2.6)
87 (1.2)
35 (1.2)
85 (0.9)59 (1.3)
66 (1.1)
86 (1.2)
78 (1.4)
39 (0.4)
77 (1.3)
80 (1.4)
67 (1.0)49 (1.4)
62 (1.5)78 (0.8)70 (1.2)
- -

r

r
r

r

r

s
r

r
r
y

62 (0.2)

81 (1.7)
67 (2.7)70 (1.9)70 (1.5)
65 (2.6)75 (1.3)
54 (2.2)
53 (2.0)89 (0.9)68 (1.6)
81 (2.1)
64 (2.1)
53 (2.2)
85 (1.5)
71 (1.4)
67 (2.1)
70 (1.3)
70 (1.3)
70 (2.1)
63 (1.8)
67 (2.6)75 (1.3)
72 (1.5)
76 (1.6)
66 (1.5)
41 (1.6)
89 (1.2)
55 (1.9)73 (2.1)
93 (0.8)75 (2.0)90 (1.2)
73 (0.2)
76 (1.3)
65 (1.5)
53 (2.0)70 (1.8)
74 (2.7)
75 (2.3)
57 (2.4)
77 (1.6)
87 (3.2)
95 (1.0)61 (1.5)
97 (0.5)
73 (2.0)89 (0.9)84 (1.4)
76 (2.1)
51 (0.8)
84 (1.2)
88 (1.1)
86 (1.2)
60 (2.0)66 (1.7)
86 (0.7)
74 (1.4)
- -

r

r

r
r

r

r

s
r

r
y

73 (0.2)

r

r
r

r

r

s
r

r
r
y

58 (0.2)

60 (0.3)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

r
r

r
r

57 (2.0)55 (1.8)
65 (1.3)
66 (1.6)76 (0.9)83 (0.6)rrr
r

70 (2.6)
68 (2.6)
88 (1.0)82 (1.7)
86 (0.8)86 (0.8)rrr
r

52 (2.4)
45 (2.0)40 (2.0)48 (2.3)
77 (1.1)
84 (0.6)rrr
r

52 (2.8)60 (2.6)
83 (1.4)
81 (1.9)63 (1.7)80 (1.2)( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

473

Exhibit 13.6: Percentages of Students Taught the TIMSS Science Topics
Students’ Results based on Teachers’ Reports

About the Scale
Exhibit 13.7 reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught this year,”averaged across topics.
Choose the response that best describes when students in this class have been taught each topic.
Mostlytaughtbeforethis year

Mostlytaughtthis year

Not yettaught or
justintroduced

A. Biology
1) Differences among major taxonomic groups of organisms (plants, animals, fungi,
mammals, birds, reptiles, fish, amphibians, insects) - - - - - - - - - - - - - - - - - - - - - - - - - - - 2) Major organs and organ systems in humans and other organisms (structure/function,
life processes) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3) Cells, their structure and functions, including respiration and photosynthesis ascellular processes - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4) Life cycles, sexual reproduction, and heredity (inherited versus acquired/learned
characteristics) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5) Role of variation and adaptation in survival/extinction of species (including fossil
evidence) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6) Interdependence of populations of organisms in an ecosystem (e.g., carbon and water
cycles, energy flow, food webs, competition, predation, human impacts on ecosystems) - - 7) Human health (e.g., causes, transmission, and prevention of common infectious
diseases, immunity) and the importance of diet, exercise, and other lifestyle choices
in maintaining health - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - B. Chemistry1) Particulate structure, classification, and composition of matter (protons, neutrons,
electrons, atoms, molecules, elements, compounds, mixtures) - - - - - - - - - - - - - - - - - - - - 2) The periodic table as an organizing principle for the known elements - - - - - - - - - - - - - - - 3) Physical and chemical properties of matter - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4) Mixtures and solutions (e.g., solvent, solute, concentration/dilution) - - - - - - - - - - - - - - - - 5) Properties of common acids and bases (e.g., acids have pH less than 7, reactions
with indicators produce color changes, acids and bases neutralize each other) - - - - - - - - 6) Characteristics of chemical reactions (e.g., transformation of reactants, evidence ofchemical change) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7) Matter and energy in chemical reactions (conservation of matter, familiar exothermicand endothermic reactions, factors affecting reaction rates) - - - - - - - - - - - - - - - - - - - - - 8) The role of electrons in chemical bonds - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - C. Physics
1) Physical states and changes in matter (explanations of properties in terms of
movement and distance between particles; phase change, changes in volume and/orpressure, physical changes) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2) Energy transformation and transfer (e.g., forms of energy, energy conservation, heat,temperature, equilibrium) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3) Basic properties/behaviors of light (reflection, refraction, color, shadows,
simple ray diagrams) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4) Basic properties/behaviors of sound (vibrations that produce sound, transmission
through media, loudness, pitch) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5) Electric circuits (e.g., electrical conductors/insulators and the flow of electricity inseries/parallel circuits) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6) Properties and uses of permanent magnets and electromagnets - - - - - - - - - - - - - - - - - - 7) Motion and forces (e.g., basic description of motion, common mechanical forces,
properties of forces, effects of forces, simple machines, buoyancy, effects of densityand pressure) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - D. Earth Science
1) Earth’s structure and physical features (e.g., Earth’s crust, mantle, and core;composition and relative distribution of water; composition of Earth’s atmosphere) - - - - - - 2) Earth’s processes, cycles, and history (e.g., rock cycle, major geological events,
formation of fossils and fossil fuels, water cycle, weather versus climate) - - - - - - - - - - - - 3) Earth’s resources, their use, and conservation (e.g., renewable/nonrenewable
resources, human use of land and water resources) - - - - - - - - - - - - - - - - - - - - - - - - - - 4) Earth in the Solar System and the universe (phenomena on Earth: seasons, eclipses,tides, phases of moon; members of the Solar System; physical features of Earth) - - - - - - -SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

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SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

474

Exhibit 13.7: Percentages of Students Taught the TIMSS Science Topics
Students’ Results based on Teachers’ Reports
The exhibit reports the percentage of students whose teachers responded “mostly taught before this year” or “mostly taught this year,” averaged across topics.
Country
Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r

r
s
r

s

r
r

International Average

All Science

Biology

Chemistry

Physics

Earth Science(26 Topics)(7 Topics)(8 Topics)(7 Topics)(4 Topics)

63 (1.2)
81 (1.1)
71 (1.4)70 (0.6)
49 (0.7)
82 (1.1)
71 (2.3)
72 (0.6)59 (0.9)67 (0.8)
53 (1.8)
91 (0.6)70 (0.9)63 (0.8)
65 (1.2)
69 (1.2)
65 (0.6)80 (1.3)
87 (0.5)
57 (1.0)87 (0.9)76 (0.8)
73 (1.0)
88 (0.8)57 (0.6)
48 (1.2)
55 (1.2)
73 (0.9)63 (0.7)
77 (1.0)95 (0.5)79 (0.6)
84 (1.0)65 (0.8)
76 (1.2)
71 (0.8)93 (0.5)
86 (0.5)
84 (1.1)

r

s
s
r

s

r
r

72 (0.2)

61 (1.7)
92 (0.7)
77 (1.8)
92 (2.2)
63 (1.1)
78 (1.5)
71 (3.0)51 (1.0)70 (1.6)
55 (1.4)
64 (2.3)
85 (0.9)61 (1.3)
66 (1.2)
64 (1.6)
81 (1.2)
56 (1.0)87 (1.3)
83 (1.3)
50 (1.5)
91 (0.9)76 (1.9)78 (1.7)
93 (0.9)69 (1.1)
48 (1.7)
51 (2.2)
82 (0.8)
63 (1.4)
80 (1.5)
93 (1.0)68 (1.6)
89 (1.0)71 (1.2)
83 (1.3)
72 (1.4)
94 (0.7)85 (0.6)
89 (1.2)

r

s
s
r

s

r
r

74 (0.2)

64 (1.5)
74 (1.7)
60 (2.1)
92 (0.5)
47 (1.2)
78 (1.3)
79 (2.2)
91 (1.0)
54 (1.5)
66 (1.6)
43 (2.2)
97 (0.6)
78 (1.1)
77 (1.1)
82 (1.1)
81 (2.0)73 (0.9)76 (1.4)
94 (0.8)
49 (1.4)
94 (1.1)
80 (1.3)
62 (2.3)
82 (1.3)
45 (1.0)55 (1.8)
71 (1.5)
54 (1.5)
73 (1.0)76 (1.3)
95 (0.8)
82 (1.4)
82 (1.6)
73 (1.2)
84 (1.2)
68 (1.3)
95 (0.6)85 (0.6)
82 (1.8)

r

r
s
r

s

r
r

74 (0.2)

56 (1.4)
72 (2.0)69 (2.0)61 (1.0)34 (1.5)
84 (1.4)
72 (3.4)
63 (1.0)46 (1.7)
61 (1.3)
64 (2.0)
88 (1.1)
70 (1.4)
48 (1.4)
62 (1.6)
48 (2.1)
77 (1.1)
80 (1.9)80 (1.1)
68 (0.9)
83 (1.2)
71 (1.5)
69 (1.7)
93 (1.2)
48 (0.8)
48 (1.7)
35 (2.1)
79 (1.4)
40 (1.2)
75 (1.4)
98 (0.5)75 (1.0)77 (1.6)75 (1.2)
72 (1.5)
74 (1.7)
88 (1.1)
86 (0.8)
76 (1.7)

r

r
x
r

s

r
r

68 (0.2)

79 (1.9)93 (1.0)85 (2.4)
7 (1.5)54 (1.1)
91 (1.5)
54 (5.3)
87 (1.3)
69 (2.5)
99 (0.5)
33 (3.0)91 (1.8)
71 (1.5)
54 (2.5)
39 (3.1)
60 (2.5)
41 (1.7)
78 (2.2)
97 (0.7)
67 (1.4)
75 (2.2)- 93 (1.2)
82 (1.9)74 (1.7)
37 (2.7)
68 (2.9)89 (1.5)80 (1.5)
76 (1.9)- 97 (0.8)
95 (0.8)
20 (1.5)
55 (3.0)- 92 (1.5)
86 (0.9)91 (1.5)71 (0.3)

Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canada

s

r
r
y

65 (1.7)74 (0.7)
76 (1.6)75 (1.3)
86 (0.8)85 (0.9)
- -

s

r
r
y

81 (1.9)62 (1.6)85 (1.8)80 (1.7)
85 (1.0)84 (0.9)
- -

s

r
r
y

41 (2.5)
76 (1.3)
82 (1.7)
83 (1.3)
86 (1.0)84 (0.8)
- -

s

r
r
y

69 (2.7)70 (0.9)70 (2.3)
72 (2.1)
88 (1.2)
84 (1.5)
- -

s

r
r
y

79 (3.0)
98 (0.5)
57 (3.4)
56 (3.4)
83 (1.4)
89 (1.5)- -( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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475

Instructional Clarity in Science Lessons
The clarity with which teachers convey the curriculum to students has significant implications forstudent learning. Students were asked about aspects of teachers’ instruction during their science
lessons: whether they know what their teacher expects them to do, and whether their teacher is easy
to understand, has clear answers to their questions, is good at explaining science, does a variety ofthings to help the students learn, links new lessons to previous knowledge (eighth grade only), andexplains a topic again when the students do not understand. Responses were combined into the TIMSS
2019 Instructional Clarity in Science Lessons scale, as described in Exhibit 13.8 (see About the Scale).
Exhibits 13.9 and 13.10 present students’ reports about the clarity of their science lessons, for fourth
grade and eighth grade, respectively. Countries are reported by percentage of students reporting “highclarity of instruction.”
On average, slightly less than three-quarters (72%) of fourth grade students reported “highclarity” of instruction in their science lessons, 22 percent reported “moderate clarity,” and just 6 percent
characterized their lessons as having “low clarity.” There was a range in views across countries with,interestingly, lower percentages of students characterizing their lessons as having “high clarity” insome of the higher performing countries, such as Korea and Japan. On average, internationally andwithin most countries, however, higher clarity was associated with higher average achievement. Acrosscountries, average achievement was 498 among students reporting “high clarity” of instruction, 480
among students reporting “moderate clarity” of instruction, and 466 among students reporting “lowclarity” of instruction.
Eighth grade students’ reports are presented separately for countries in which science is taught
as an integrated subject in eighth grade (first panel of the exhibit) and for countries in which scienceis taught as separate subjects (following four panels). Eighth grade students were, on average, lesspositive about the clarity of their science instruction compared with fourth grade students. Similar
percentages of students reported “high,” “moderate,” and “low clarity of instruction” for integrated
science, biology, chemistry, physics, and Earth science. For all science subjects, 44 to 49 percent ofeighth grade students, on average, characterized instruction as having “high clarity,” 38 to 41 percent
reported “moderate clarity,” and 12 to 16 percent reported “low clarity.” As seen in fourth grade, clarity
of instruction was positively associated with science achievement. In countries teaching science as anintegrated subject and for each of the separate science subjects, average achievement increased witheach successively higher level of students’ reports of instructional clarity.

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Exhibit 13.8: Instructional Clarity in Science Lessons – Students’ Reports
Students’ Reports

About the Scale
Students were scored according to their responses to seven statements on the Instructional Clarity in Science Lessons scale. Cut scores divide the scale
into three categories. Students who reported High Clarity of Instruction in their science lessons had a score at or above the cut score corresponding to“agreeing a lot” with four of the seven statements and “agreeing a little” with the other three, on average. Students who reported Low Clarity of
Instruction in their science lessons had a score at or below the cut score corresponding to “disagreeing a little” with four of the seven statements and“agreeing a little” with the other three, on average. All other students reported Moderate Clarity of Instruction in their science lessons. At the eighth
grade, a comparable approach was used for biology, chemistry, physics, and Earth science in countries where these were taught as separate subjects.
How much do you agree with these statements about your <science / biology / chemistry /physics / earth science> lessons?
Agree
a lot

Agree
a little

High
ClarityModerate
Clarity

Disagreea little

Disagreea lot1) I know what my teacher expects me to do - - - 2) My teacher is easy to understand - - - - - - - - - 3) My teacher has clear answers tomy questions - - - - - - - - - - - - - - - - - - - - - - - 4) My teacher is good at explaining <science> - 5) My teacher does a variety of things to help
us learn - - - - - - - - - - - - - - - - - - - - - - - - - - - 6) My teacher links new lessons to what I
already know * - - - - - - - - - - - - - - - - - - - - - - 7) My teacher explains a topic again when we
don’t understand - - - - - - - - - - - - - - - - - - - - -Low Clarity

Scale Cut Scores
Fourth Grade

8.8

6.9

10.3
10.3
10.5
10.5
10.5

7.8
7.7
7.9
8.0
7.8

Eighth Grade
General/Integrated Science
Biology
Chemistry
Physics
Earth Science* Item not included in scale at the fourth grade

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

477

Exhibit 13.9: Instructional Clarity in Science Lessons – Students’ Reports
Students’ Reports
High Clarity
of Instruction

Country

Albania
KosovoNorth Macedonia
Montenegro
Iran, Islamic Rep. of
Bosnia and Herzegovina
Bulgaria
Armenia
Georgia
Azerbaijan
Portugal
Oman
Lithuania
MoroccoBahrain
Spain
United Arab Emirates
SerbiaTurkey (5)Hungary
KuwaitRussian Federation
Malta
Austria
United States
Kazakhstan
Saudi Arabia
Belgium (Flemish)Northern Ireland
Ireland
Slovak Republic
CanadaQatar
Pakistan
CyprusCzech Republic
Norway (5)Italy
Germany
England
Australia
Netherlands
Croatia
Chile
LatviaSouth Africa (5)SwedenChinese Taipei
New ZealandSingapore
Finland
PolandFranceHong Kong SAR
Denmark
Philippines
Japan
Korea, Rep. ofModerate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

97 (0.3)
95 (0.6)
92 (0.7)
90 (0.6)
88 (0.9)86 (0.8)
86 (1.1)
86 (0.8)85 (1.2)
85 (1.0)82 (0.9)80 (1.0)80 (1.2)
80 (1.2)
79 (1.1)
78 (1.2)
78 (0.5)
77 (1.3)
77 (1.2)
77 (1.2)
76 (1.2)
76 (1.0)76 (0.6)75 (1.0)74 (0.8)
74 (1.1)
73 (1.0)73 (0.9)73 (1.2)
73 (1.3)
73 (1.3)
72 (0.9)72 (1.2)
71 (2.3)
71 (1.6)70 (1.3)
70 (1.2)
70 (1.1)
70 (1.3)
70 (1.4)
68 (1.2)
67 (1.3)
67 (1.1)
67 (1.2)
66 (1.2)
65 (1.1)
65 (1.5)64 (1.5)64 (1.2)
63 (1.0)61 (1.2)
60 (1.3)
56 (1.2)
55 (1.4)
49 (1.7)
48 (1.9)44 (1.6)42 (1.4)

493 (3.5)420 (3.4)
436 (6.2)
460 (2.5)
449 (3.7)
465 (3.0)527 (4.3)
475 (3.3)
456 (4.0)
438 (3.0)507 (2.6)451 (4.4)
539 (2.6)
386 (5.9)504 (2.9)517 (2.3)
488 (2.2)
521 (3.2)
540 (3.8)533 (2.6)
413 (6.1)
568 (3.3)
498 (1.6)525 (2.5)
546 (2.6)502 (3.5)424 (4.0)502 (2.3)
519 (2.4)
530 (3.3)
521 (3.9)
526 (2.0)469 (3.4)
302 (13.5)
516 (3.1)
535 (2.9)
540 (2.5)514 (3.2)
526 (2.3)
539 (3.2)
533 (2.8)520 (2.9)527 (2.2)
478 (2.8)543 (2.7)355 (5.2)
536 (4.0)562 (2.1)
503 (2.8)601 (3.3)
559 (2.7)535 (2.8)488 (3.7)
543 (3.3)
526 (3.0)
288 (8.9)
561 (2.4)
596 (2.8)

2 (0.3)4 (0.4)6 (0.6)8 (0.5)9 (0.7)
11 (0.7)
11 (0.9)
11 (0.6)
12 (1.0)
11 (0.8)
15 (0.8)
15 (0.7)
18 (1.1)
16 (0.9)
17 (0.8)
18 (1.0)
16 (0.3)
20 (1.0)
18 (0.9)19 (0.9)
17 (0.9)21 (0.9)19 (0.5)
21 (0.9)20 (0.7)
25 (1.0)
19 (0.7)
24 (0.9)22 (1.0)
21 (1.0)23 (1.0)23 (0.8)
20 (1.0)
21 (1.6)
20 (0.8)
24 (1.0)25 (1.0)25 (0.9)24 (0.8)25 (1.1)
24 (0.9)28 (1.0)30 (1.2)
27 (1.0)29 (1.0)23 (0.8)30 (1.2)
28 (1.2)
27 (0.9)29 (0.7)
32 (1.1)
31 (0.9)37 (0.9)30 (1.0)37 (1.3)
36 (1.2)
44 (1.1)
48 (1.3)~ ~355 (11.0)
372 (11.8)
431 (6.5)
407 (8.3)
435 (6.1)
505 (11.2)
449 (5.1)
448 (9.8)421 (6.3)
494 (4.0)
397 (6.0)
537 (4.2)
346 (9.8)
468 (6.2)
500 (4.1)
440 (3.0)510 (7.7)
497 (6.6)
520 (4.6)364 (9.0)569 (3.6)
491 (3.5)514 (4.7)
536 (3.9)479 (4.3)
372 (5.5)500 (3.5)
521 (4.2)
525 (4.4)524 (4.7)
521 (2.5)
419 (7.1)
267 (21.1)
505 (4.0)
538 (3.1)
543 (3.7)
501 (4.0)
517 (3.3)
538 (3.9)
538 (3.6)
523 (4.1)
518 (3.3)
463 (3.7)
544 (3.0)
288 (5.8)
546 (3.7)
556 (3.0)508 (3.3)
587 (4.1)
552 (3.3)
533 (3.1)
491 (3.5)
523 (3.6)
520 (3.3)
227 (7.1)
564 (2.3)
584 (2.3)

1 (0.1)1 (0.2)1 (0.2)2 (0.2)3 (0.4)2 (0.2)3 (0.4)3 (0.4)3 (0.5)4 (0.4)3 (0.3)4 (0.4)2 (0.3)4 (0.5)5 (0.4)4 (0.4)6 (0.3)3 (0.5)5 (0.5)4 (0.5)7 (0.6)3 (0.3)5 (0.3)4 (0.5)6 (0.4)2 (0.2)7 (0.6)3 (0.2)5 (0.5)6 (0.5)4 (0.6)5 (0.3)8 (0.5)8 (1.1)9 (1.1)5 (0.6)5 (0.6)4 (0.4)6 (0.7)6 (0.6)8 (0.8)5 (0.5)3 (0.4)6 (0.5)6 (0.6)
12 (0.6)
6 (0.6)8 (0.7)9 (0.6)8 (0.5)7 (0.6)9 (0.7)7 (0.6)15 (1.0)
13 (1.2)
16 (1.0)
13 (1.0)
11 (1.0)

~ ~
~ ~
~ ~
~ ~
369 (13.0)~ ~
480 (24.3)
427 (11.8)
411 (18.0)
389 (11.7)
489 (9.8)356 (8.6)~ ~292 (10.2)
438 (8.2)
485 (8.9)400 (5.6)
502 (10.8)451 (10.6)
511 (8.3)
324 (9.9)552 (8.7)
486 (7.0)
513 (8.3)
502 (6.2)~ ~349 (11.6)
481 (6.1)
511 (6.9)
529 (5.7)510 (12.0)
512 (5.0)383 (8.2)
260 (19.5)
500 (5.8)514 (5.9)
544 (7.2)
495 (7.7)
501 (8.3)
540 (6.6)
519 (7.0)
488 (9.5)510 (11.4)
433 (7.0)
533 (6.0)
258 (6.1)
520 (7.6)
532 (5.7)500 (4.9)
569 (6.6)
539 (5.5)517 (6.0)
477 (6.5)505 (7.3)
517 (4.6)
196 (7.2)
558 (3.4)
573 (5.5)

11.6 (0.04)
11.2 (0.04)
11.2 (0.05)
11.1 (0.04)
10.9 (0.05)
10.8 (0.04)
10.8 (0.06)
10.8 (0.06)
10.7 (0.06)
10.6 (0.06)
10.4 (0.04)
10.4 (0.06)
10.2 (0.06)
10.3 (0.07)
10.3 (0.06)
10.1 (0.06)
10.3 (0.03)
10.3 (0.06)
10.2 (0.05)
10.3 (0.06)
10.2 (0.07)
10.0 (0.04)
10.1 (0.03)
10.1 (0.05)
10.1 (0.04)
10.0 (0.06)
10.1 (0.06)
9.9 (0.04)
9.9 (0.05)
9.9 (0.06)
10.0 (0.06)
10.0 (0.04)
10.0 (0.06)
10.0 (0.11)
9.8 (0.09)
9.9 (0.06)
9.8 (0.05)
9.7 (0.04)
9.7 (0.05)
9.9 (0.06)
9.8 (0.06)
9.7 (0.06)
9.9 (0.04)
9.8 (0.05)
9.6 (0.05)
9.7 (0.06)
9.5 (0.06)
9.7 (0.07)
9.5 (0.05)
9.6 (0.04)
9.4 (0.05)
9.5 (0.06)
9.3 (0.05)
9.2 (0.07)
8.8 (0.07)
8.9 (0.08)
8.6 (0.06)
8.5 (0.05)

72 (0.2)

498 (0.5)

22 (0.1)

480 (0.8)

6 (0.1)466 (1.3)###### ######

82 (0.6)
77 (1.1)
72 (1.4)
70 (1.2)
69 (0.9)68 (1.5)548 (1.6)
526 (2.3)
528 (3.4)
597 (2.5)
438 (3.0)523 (3.1)

14 (0.5)
19 (0.9)23 (1.2)
25 (0.9)21 (0.7)
26 (1.1)

532 (3.4)
519 (2.5)
521 (4.0)594 (2.9)388 (4.4)
521 (3.5)

4 (0.3)4 (0.4)5 (0.5)5 (0.5)10 (0.6)
6 (0.7)510 (8.7)
501 (9.2)
516 (7.8)
576 (6.0)
365 (7.7)
508 (7.1)

10.4 (0.03)
10.1 (0.06)
9.9 (0.06)
9.7 (0.05)
9.8 (0.05)
9.8 (0.07)

rInternational Average
Benchmarking Participants
Dubai, UAE
Madrid, Spain
Ontario, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE
Quebec, CanadarThis TIMSS context questionnaire scale was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to the standard
deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

478

Exhibit 13.10: Instructional Clarity in Science Lessons – Students’ Reports
Students’ Reports
The general/integrated science panel summarizes responses for countries where students are enrolled in science as a single subject. The following panels forbiology, chemistry, physics, and Earth science summarize responses for countries where students are taught science as separate subjects.
Instructional Clarity in General/Integrated Science Lessons
High Clarity
of Instruction

General/Integrated Science

Moderate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

JordanTurkeyEgyptIran, Islamic Rep. of
Saudi Arabia
KuwaitOman
Bahrain
United Arab Emirates
South Africa (9)United States
Qatar
Malaysia
IsraelNew Zealand
Italy
EnglandSingapore
Ireland
Australia
Norway (9)Chinese Taipei
Chile
Hong Kong SAR
Japan
Korea, Rep. of

72 (1.3)
69 (1.7)
68 (1.2)
67 (1.2)
66 (1.4)
61 (1.5)
61 (1.0)59 (1.5)
57 (0.7)
53 (1.1)
53 (1.3)
53 (1.5)
51 (1.3)
48 (1.7)
43 (1.4)
42 (1.6)42 (1.6)42 (1.1)
41 (1.7)
41 (1.4)
40 (1.6)
37 (1.3)
34 (1.4)
32 (1.4)
17 (1.2)
17 (0.9)467 (4.5)
524 (3.4)
413 (5.0)458 (3.5)445 (2.9)459 (5.5)
480 (2.8)504 (2.0)497 (2.7)
379 (3.8)
532 (5.2)
487 (5.0)476 (3.4)
522 (4.4)
511 (3.9)505 (3.4)
534 (5.0)
617 (4.2)
537 (3.2)
548 (3.4)
511 (3.7)
593 (3.1)
468 (4.0)
516 (5.9)
591 (3.6)600 (3.9)

22 (1.0)22 (1.0)26 (1.0)27 (1.1)
27 (0.9)28 (1.0)31 (0.9)31 (1.1)
32 (0.6)37 (0.8)33 (0.8)
33 (1.0)42 (1.0)33 (1.0)42 (0.9)45 (1.3)
41 (1.2)
48 (0.8)
38 (1.1)
40 (0.8)
44 (1.1)
51 (1.1)
50 (1.0)51 (1.5)
57 (1.2)
59 (1.1)

431 (5.7)
498 (6.4)
359 (6.8)
433 (5.3)
416 (3.5)434 (5.8)
437 (4.2)
473 (3.5)454 (3.0)361 (3.4)
522 (4.7)
470 (5.3)
452 (4.6)
511 (5.1)
499 (4.2)
500 (2.6)
521 (6.0)
607 (3.9)525 (3.5)
523 (3.5)495 (3.4)
570 (2.2)
462 (3.5)502 (6.1)
572 (2.6)565 (2.4)

6 (0.5)8 (0.9)6 (0.5)6 (0.6)7 (0.7)
11 (0.8)8 (0.6)
10 (0.8)
11 (0.4)
9 (0.6)14 (0.8)
14 (1.1)
7 (0.9)19 (1.2)
15 (1.1)
13 (1.2)
17 (1.2)
10 (0.7)
21 (1.5)
18 (1.3)
16 (1.0)
13 (0.9)
17 (1.2)
17 (1.3)
25 (1.6)
24 (1.5)410 (7.7)
496 (8.0)
340 (9.0)
436 (6.8)
410 (6.1)
419 (8.1)
413 (8.7)
446 (7.6)
420 (5.9)375 (6.5)
515 (5.2)
451 (6.5)405 (9.6)
509 (7.2)
476 (6.1)
490 (4.1)
487 (7.1)
574 (7.5)
515 (5.4)
507 (5.2)
466 (6.2)
538 (5.1)
457 (5.4)
489 (8.9)550 (3.1)
524 (3.6)

11.0 (0.05)
10.8 (0.08)
10.8 (0.05)
10.8 (0.05)
10.7 (0.06)
10.4 (0.07)
10.4 (0.04)
10.4 (0.07)
10.4 (0.03)
10.2 (0.05)
10.2 (0.06)
10.1 (0.07)
10.1 (0.05)
9.8 (0.08)
9.8 (0.07)
9.7 (0.07)
9.7 (0.07)
9.8 (0.04)
9.6 (0.09)
9.7 (0.07)
9.7 (0.07)
9.7 (0.06)
9.5 (0.07)
9.4 (0.07)
8.7 (0.06)
8.7 (0.05)

International Average

49 (0.3)

507 (0.8)

38 (0.2)

484 (0.9)

13 (0.2)

466 (1.3)###### ######

59 (1.2)
53 (1.5)
53 (1.2)
50 (2.4)
50 (1.1)
42 (2.2)

557 (2.2)
438 (5.2)
427 (3.9)
528 (4.1)
460 (4.0)
546 (3.8)

33 (1.0)36 (1.2)
36 (0.8)
36 (1.5)
35 (1.0)43 (1.2)

539 (3.3)
445 (6.8)415 (4.7)
518 (3.8)394 (5.4)535 (4.2)

9 (0.7)10 (0.9)
11 (0.9)
14 (1.3)
15 (0.9)15 (1.7)524 (6.3)
448 (9.0)
430 (9.1)
513 (6.4)
364 (8.2)
520 (8.2)

10.5 (0.05)
10.2 (0.06)
10.1 (0.06)
10.1 (0.11)
10.0 (0.06)
9.7 (0.10)

Country

Benchmarking Participants
Dubai, UAE
Western Cape, RSA (9)Gauteng, RSA (9)Ontario, Canada
Abu Dhabi, UAE
Quebec, Canada

Separate Science Results
Instructional Clarity in Biology Lessons
High Clarity
of Instruction

Biology

Moderate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Georgia
Romania
LebanonMoroccoPortugal
Kazakhstan
Hungary
CyprusRussian Federation
FinlandLithuania
SwedenFrance70 (1.6)
64 (2.0)58 (1.7)
56 (1.2)
51 (1.9)46 (1.3)
45 (1.9)44 (1.5)
43 (1.4)
40 (1.5)
37 (1.7)
31 (1.5)
29 (1.3)454 (4.1)
472 (4.4)394 (5.1)
404 (3.5)525 (3.0)490 (3.9)
536 (3.5)500 (3.1)
548 (5.3)
563 (3.6)
538 (3.2)
536 (4.8)
491 (4.0)

25 (1.4)
25 (1.2)
33 (1.4)
34 (0.8)40 (1.5)
50 (1.2)
40 (1.1)
37 (1.0)47 (1.3)
48 (1.1)
48 (1.2)
51 (1.2)
53 (1.3)

438 (5.6)
468 (6.1)
359 (6.0)385 (3.1)
518 (3.8)471 (3.3)
523 (3.3)
480 (3.1)
539 (4.4)
538 (3.6)
531 (3.7)
526 (3.5)490 (3.4)

5 (0.5)
11 (1.3)
9 (0.7)10 (0.8)9 (1.2)4 (0.4)15 (1.5)
19 (1.3)
10 (0.8)
12 (1.0)
15 (1.6)
18 (1.3)
18 (1.8)438 (12.2)
479 (8.8)354 (8.5)385 (6.7)505 (6.7)
438 (10.0)
532 (7.2)
467 (4.4)
542 (4.7)
520 (7.9)
537 (6.3)
515 (5.8)
481 (4.1)

11.0 (0.07)
10.6 (0.10)
10.5 (0.07)
10.3 (0.06)
10.2 (0.09)
10.1 (0.05)
9.9 (0.10)
9.7 (0.08)
9.9 (0.05)
9.7 (0.07)
9.6 (0.08)
9.3 (0.07)
9.2 (0.08)

International Average

47 (0.4)

496 (1.1)

41 (0.3)

482 (1.2)

12 (0.3)

476 (2.1)###### ######

38 (1.8)570 (3.4)

47 (1.2)565 (3.4)

14 (1.2)

564 (5.5)9.6 (0.08)

Country

Benchmarking Participants
Moscow City, Russian Fed.

This TIMSS context questionnaire scale for general/integrated science was established in 2019 based on the combined response distribution of all countries that participated in TIMSS 2019 wherescience is taught as a single subject. To provide a point of reference for country comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale
were chosen so that 2 scale score points corresponded to the standard deviation of the distribution. The separate scales for biology, chemistry, physics, and Earth science were each established in2019 using a comparable approach.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

479

Exhibit 13.10: Instructional Clarity in Science Lessons – Students’ Reports
Students’ Reports(Continued)

Separate Science Results
Instructional Clarity in Chemistry Lessons
High Clarity
of Instruction

Chemistry

Moderate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Georgia
LebanonRomania
CyprusMoroccoRussian Federation
Portugal
Lithuania
Kazakhstan
FinlandSwedenHungary
France60 (1.7)
60 (1.6)
58 (1.6)
55 (1.3)
54 (1.2)
45 (1.3)
43 (2.1)
43 (1.7)42 (1.2)
37 (1.4)
32 (1.7)
32 (1.5)
24 (1.4)459 (4.0)
396 (5.0)479 (4.3)
498 (2.4)
409 (3.3)
554 (4.6)
527 (3.9)
544 (3.8)
497 (4.0)
571 (2.9)
540 (4.9)534 (4.7)
494 (4.3)

30 (1.3)
30 (1.3)
29 (0.9)33 (1.3)
35 (0.8)43 (0.9)41 (1.4)
42 (1.2)
49 (1.0)46 (1.0)48 (1.2)
43 (1.1)
50 (1.5)437 (4.9)356 (6.7)
465 (5.5)482 (2.7)
379 (3.3)
536 (4.4)
516 (3.4)
530 (3.4)
466 (3.3)
541 (3.2)
522 (4.0)529 (3.1)
491 (3.0)

10 (1.1)
10 (0.9)
14 (1.3)
12 (1.0)
11 (0.8)
12 (1.0)
15 (1.5)
15 (1.4)
8 (0.9)17 (1.1)
19 (1.6)
25 (1.6)
26 (1.8)428 (7.8)355 (8.9)
461 (8.1)
453 (4.8)383 (5.0)
532 (5.9)508 (5.6)
522 (4.5)459 (9.1)
511 (5.5)514 (5.1)
528 (4.3)
482 (4.5)

10.6 (0.07)
10.6 (0.07)
10.4 (0.08)
10.4 (0.06)
10.4 (0.06)
10.1 (0.06)
9.9 (0.09)
9.9 (0.08)
10.1 (0.06)
9.7 (0.06)
9.5 (0.08)
9.4 (0.08)
9.1 (0.08)

International Average

45 (0.4)500 (1.1)

40 (0.3)

481 (1.1)

15 (0.4)472 (1.7)###### ######

39 (1.6)575 (3.0)

43 (1.1)

564 (3.6)

18 (1.3)

559 (4.5)

9.7 (0.07)

Country

Benchmarking Participants
Moscow City, Russian Fed.

Instructional Clarity in Physics Lessons
High Clarity
of Instruction

Physics

Moderate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Georgia
LebanonRomania
MoroccoCyprusRussian Federation
Portugal
Kazakhstan
Finland
Hungary
Lithuania
SwedenFrance61 (1.8)
58 (1.6)
55 (1.7)
54 (1.1)
51 (1.4)
46 (1.2)
43 (2.1)
43 (1.2)
35 (1.5)
34 (1.6)
33 (1.9)32 (1.4)
24 (1.4)457 (4.0)395 (4.8)479 (4.5)
409 (3.3)
502 (2.5)
549 (4.3)
527 (3.9)494 (4.1)
568 (3.7)
543 (3.9)
539 (4.4)
544 (4.5)
494 (4.3)

30 (1.4)
32 (1.2)
30 (1.0)35 (0.7)
32 (1.0)43 (1.0)41 (1.4)
50 (1.1)
45 (1.1)
42 (1.2)
44 (1.3)
51 (1.1)
50 (1.5)439 (5.1)
357 (5.6)465 (5.3)
381 (3.0)
480 (3.0)
540 (4.5)
516 (3.4)
470 (3.6)
538 (3.5)
526 (3.5)
533 (3.1)
526 (3.8)490 (3.0)

9 (1.1)10 (0.8)
15 (1.4)
10 (0.8)
18 (1.1)
11 (0.9)15 (1.5)
7 (0.6)20 (1.3)
24 (1.7)
22 (2.1)
18 (1.1)
26 (1.8)432 (8.9)364 (11.1)
464 (6.1)
385 (4.5)
461 (4.9)
537 (7.8)
508 (5.6)456 (5.9)513 (6.2)
520 (4.4)
532 (5.7)510 (6.1)
482 (4.5)

10.7 (0.08)
10.6 (0.07)
10.4 (0.08)
10.4 (0.06)
10.1 (0.07)
10.2 (0.06)
10.0 (0.09)
10.2 (0.04)
9.7 (0.07)
9.5 (0.09)
9.5 (0.10)
9.6 (0.06)
9.1 (0.08)

International Average

44 (0.4)500 (1.1)

40 (0.3)

482 (1.1)

16 (0.4)474 (1.8)-4444.0 ######

42 (1.6)575 (3.6)

42 (1.0)563 (3.2)

16 (1.3)

556 (4.1)

9.9 (0.08)

Country

Benchmarking Participants
Moscow City, Russian Fed.

Instructional Clarity in Earth Science Lessons
High Clarity
of Instruction

Earth Science
Country
Romania
Georgia
MoroccoPortugal
Russian Federation
Kazakhstan
Lithuania
CyprusFinland
Hungary
FranceLebanonSwedenModerate Clarity
of Instruction

Low Clarity
of Instruction

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

65 (1.8)
62 (1.9)54 (1.1)
51 (1.9)45 (1.1)
43 (1.3)
41 (1.8)40 (1.2)
39 (1.4)
38 (1.6)
29 (1.3)- - -479 (5.7)456 (4.1)
407 (3.5)525 (3.0)
546 (4.5)489 (4.3)
538 (3.7)
498 (3.0)562 (3.2)
536 (4.1)
491 (4.0)- - -28 (1.4)
30 (1.5)35 (0.7)40 (1.5)45 (1.0)50 (1.1)
43 (1.2)
35 (1.0)48 (0.9)43 (1.1)
53 (1.3)- - -462 (6.3)
436 (5.3)
385 (3.0)
518 (3.8)
541 (4.2)
471 (3.6)
532 (3.6)484 (2.9)
538 (3.4)
523 (3.6)
490 (3.4)- - -7 (0.9)7 (0.9)11 (0.8)9 (1.2)10 (0.8)
7 (0.6)16 (1.5)
25 (1.1)
13 (1.0)19 (1.6)
18 (1.8)- - -461 (13.5)455 (12.1)
388 (5.8)505 (6.7)
547 (7.8)465 (8.1)
532 (5.0)474 (3.5)
523 (7.1)
533 (4.0)
481 (4.1)- - -10.8 (0.07)
10.7 (0.08)
10.3 (0.05)
10.3 (0.08)
10.1 (0.05)
10.1 (0.05)
9.8 (0.09)
9.5 (0.07)
9.8 (0.06)
9.6 (0.08)
9.3 (0.08)- - -46 (0.5)503 (1.2)

41 (0.4)

489 (1.2)

13 (0.4)

488 (2.3)###### ######

39 (1.7)

572 (3.8)

44 (1.0)565 (3.3)

17 (1.3)

563 (4.3)

9.7 (0.08)

rInternational Average
Benchmarking Participants
Moscow City, Russian Fed.

A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

480

Teachers’ Emphasis on Science Investigation
Science practices, and in particular scientific inquiry and investigation knowledge and skills, areimportant components of many science curricula. Teachers were asked the frequency with which
they have their students engage in various instructional activities related to science investigations andexperiments. Responses were combined into the TIMSS Teachers’ Emphasis on Science Investigation
scale, described in Exhibit 13.11 (see About the Scale), to report two categories: “about half the lessons
or more” and “less than half the lessons.” Results of teachers’ reports are presented in Exhibits 13.12
and 13.13 for fourth and eighth grades, respectively, together with students’ average achievement.
Countries are ordered by the percentage of students in “about half the lessons or more.”
On average, 31 percent of fourth grade students had teachers who reported an emphasis on
science investigation in “about half the lessons or more,” and 69 percent had teachers who reported
an emphasis on science investigation in “less than half the lessons.” Average achievement was similar
for students in both categories of emphasis. Just 27 percent of eighth grade students were taught byteachers reporting an emphasis on science investigation in “about half the lessons or more,” and 73
percent had teachers who reported an emphasis on science investigation in “less than half the lessons.”
In eighth grade, average achievement for students in the “about half the lessons or more” category was492, and was 490 for those in the “less than half the lessons” category.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

481

Exhibit 13.11: Teachers’ Emphasis on Science Investigation
Students’ Results Based on Teachers’ Reports

About the Scale
Students were scored according to their teachers’ reports regarding how often they asked students to do eight instructional activities on the Emphasis
on Science Investigation scale. Cut scores divide the scale into two categories. Students with teachers reporting they emphasize science investigationin About Half the Lessons or More had a score at or above the cut score corresponding to their teachers reporting they do all eight activities in“about half the lessons,” on average. All other students had teachers reporting they emphasize science investigation in Less than Half the Lessons.
In teaching science to the students in this class, how often do you ask them to do thefollowing?
Every oralmostevery
lessonAbout half
the lessonsSomelessons

Never1) Observe natural phenomena and describe
what they see - - - - - - - - - - - - - - - - - - - - - - - - 2) Watch me demonstrate an experiment orinvestigation - - - - - - - - - - - - - - - - - - - - - - - - - - 3) Design or plan experiments or investigations - - - 4) Conduct experiments or investigations - - - - - - - 5) Present data from experiments or investigations - 6) Interpret data from experiments or investigations 7) Use evidence from experiments or investigations
to support conclusions - - - - - - - - - - - - - - - - - - 8) Do field work outside the class - - - - - - - - - - - - - About Half the
Lessons or
More

Less than Half the
Lessons

Scale Cut Scores

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

Fourth Grade

11.3

Eighth Grade

11.3

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

482

Exhibit 13.12: Teachers’ Emphasis on Science Investigation
Students’ Results Based on Teachers’ Reports
About Half the Lessons or More
Country

Oman
Iran, Islamic Rep. of
Philippines
CyprusTurkey (5)Pakistan
Korea, Rep. of
KuwaitUnited Arab Emirates
Albania
Qatar
Japan
Bahrain
North Macedonia
KosovoMoroccoSouth Africa (5)Kazakhstan
Saudi Arabia
Australia
Azerbaijan
Italy
Chile
SerbiaSingapore
Portugal
Croatia
Chinese Taipei
Montenegro
Slovak Republic
United States
Malta
Bosnia and Herzegovina
Ireland
Spain
Bulgaria
FranceCanadaGeorgia
Russian Federation
New Zealand
Armenia
Northern Ireland
LatviaLithuania
Denmark
Hong Kong SAR
SwedenGermany
Hungary
PolandFinlandNetherlands
Austria
Czech Republic
Belgium (Flemish)
Norway (5)EnglandLess than Half the Lessons

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

82 (2.4)
78 (3.1)
75 (3.8)
72 (3.9)69 (3.6)
66 (7.0)66 (4.1)
61 (3.5)
58 (2.2)
57 (3.6)
54 (2.9)53 (4.4)
51 (4.0)48 (4.4)
46 (4.3)
43 (4.1)
43 (4.2)
43 (3.8)
43 (3.4)
35 (3.3)
33 (3.4)
32 (3.4)
31 (4.1)
30 (3.9)30 (2.7)
29 (3.1)
28 (3.5)
27 (3.2)
26 (2.2)
25 (3.0)24 (2.3)
24 (0.3)
20 (2.3)
19 (2.9)
19 (3.3)
19 (3.1)
18 (2.6)
17 (1.7)
16 (2.6)
15 (2.6)
15 (2.1)
15 (2.9)
14 (3.3)
13 (2.7)
12 (2.5)
8 (2.5)8 (2.8)7 (2.4)7 (1.9)6 (1.6)6 (1.8)6 (1.4)6 (2.7)5 (1.3)4 (1.1)3 (1.2)2 (1.0)12 (4.0)431 (5.0)444 (5.4)
248 (8.8)513 (3.8)522 (6.1)
303 (22.1)
590 (2.9)392 (7.7)
486 (3.3)
493 (5.7)
441 (7.1)
561 (2.0)496 (6.6)
429 (8.3)
419 (4.8)373 (8.4)
316 (8.8)499 (6.7)
416 (6.6)
531 (4.7)423 (5.8)
511 (5.1)
473 (5.9)
522 (4.8)602 (5.5)
501 (4.3)
524 (4.6)559 (3.0)
448 (4.8)
532 (6.2)
545 (5.4)
498 (2.2)454 (6.8)
524 (6.9)504 (6.3)
540 (11.8)
491 (6.0)
519 (3.9)
450 (13.0)
563 (6.9)
500 (7.0)
470 (8.0)
528 (6.2)
542 (5.3)
534 (10.0)
517 (9.2)
543 (20.8)
533 (12.3)
509 (13.1)
525 (8.9)
527 (8.4)
559 (7.7)
528 (13.2)
519 (10.3)
544 (11.1)
509 (10.2)~ ~538 (9.9)18 (2.4)
22 (3.1)
25 (3.8)
28 (3.9)31 (3.6)
34 (7.0)34 (4.1)
39 (3.5)42 (2.2)
43 (3.6)
46 (2.9)47 (4.4)
49 (4.0)52 (4.4)
54 (4.3)
57 (4.1)
57 (4.2)
57 (3.8)
57 (3.4)
65 (3.3)
67 (3.4)
68 (3.4)
69 (4.1)
70 (3.9)70 (2.7)
71 (3.1)
72 (3.5)
73 (3.2)
74 (2.2)
75 (3.0)76 (2.3)
76 (0.3)
80 (2.3)
81 (2.9)81 (3.3)
81 (3.1)
82 (2.6)
83 (1.7)
84 (2.6)
85 (2.6)
85 (2.1)
85 (2.9)
86 (3.3)
87 (2.7)
88 (2.5)
92 (2.5)
92 (2.8)
93 (2.4)
93 (1.9)
94 (1.6)
94 (1.8)
94 (1.4)
94 (2.7)
95 (1.3)
96 (1.1)
97 (1.2)
98 (1.0)
88 (4.0)457 (11.0)
428 (8.2)
249 (12.4)
510 (4.2)
536 (5.2)
278 (15.8)
583 (3.0)394 (10.0)458 (4.5)
485 (5.6)
460 (4.8)563 (3.0)
488 (6.3)
424 (8.8)408 (4.8)376 (8.2)
332 (7.2)
489 (4.3)
391 (6.3)
535 (3.6)
429 (4.2)
509 (3.3)
466 (3.9)515 (4.4)
591 (4.3)
505 (2.8)523 (2.4)
558 (2.1)455 (2.8)518 (4.0)
537 (3.2)
495 (1.5)
460 (3.0)529 (3.1)
512 (2.8)517 (5.3)
488 (3.5)
526 (2.2)456 (3.9)
568 (3.2)
503 (2.9)467 (3.9)517 (2.6)
542 (2.7)
537 (2.7)
522 (2.8)531 (3.6)
540 (3.3)
519 (2.3)
529 (2.9)532 (2.7)555 (2.6)
517 (3.2)
522 (2.6)
533 (2.6)502 (2.1)
540 (2.8)
538 (5.2)

12.5 (0.11)
12.5 (0.15)
12.3 (0.20)
12.0 (0.12)
12.2 (0.22)
12.0 (0.30)
11.6 (0.14)
11.6 (0.19)
11.5 (0.10)
11.5 (0.20)
11.3 (0.13)
11.3 (0.14)
11.0 (0.13)
11.3 (0.21)
11.2 (0.19)
10.9 (0.17)
10.9 (0.22)
11.0 (0.20)
10.9 (0.13)
10.0 (0.15)
10.3 (0.16)
10.0 (0.19)
10.2 (0.18)
10.0 (0.20)
10.4 (0.08)
9.9 (0.16)
9.8 (0.20)
10.2 (0.14)
9.6 (0.11)
9.8 (0.17)
9.7 (0.13)
9.6 (0.02)
9.4 (0.14)
9.4 (0.15)
9.2 (0.16)
9.4 (0.15)
9.3 (0.15)
9.6 (0.09)
9.5 (0.16)
8.8 (0.16)
9.1 (0.13)
9.2 (0.15)
8.5 (0.18)
9.4 (0.16)
8.8 (0.14)
8.6 (0.16)
8.7 (0.22)
8.4 (0.18)
8.5 (0.14)
8.4 (0.13)
8.5 (0.14)
8.2 (0.10)
7.8 (0.16)
8.2 (0.12)
8.3 (0.12)
7.6 (0.13)
7.7 (0.14)
9.8 (0.19)

31 (0.4)

491 (1.1)

69 (0.4)

490 (0.7)###### ######

67 (2.2)
46 (3.0)
16 (3.1)
16 (3.5)
15 (3.0)
10 (3.1)

554 (2.5)
430 (7.3)
519 (8.4)
530 (7.6)
523 (4.9)
599 (8.3)

33 (2.2)
54 (3.0)84 (3.1)
84 (3.5)
85 (3.0)
90 (3.1)

541 (4.8)405 (6.0)
528 (3.9)
521 (1.9)522 (2.7)
594 (2.3)

12.2 (0.12)
11.0 (0.15)
9.6 (0.14)
9.2 (0.16)
9.3 (0.17)
8.6 (0.17)

r

r

r

r

r

r

s
x

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Moscow City, Russian Fed.

r
r
r
r

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to thestandard deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

483

Exhibit 13.13: Teachers’ Emphasis on Science Investigation
Students’ Results Based on Teachers’ Reports
About Half the Lessons or More
Country

Oman
Iran, Islamic Rep. of
KuwaitMoroccoTurkeyUnited Arab Emirates
Bahrain
Qatar
Saudi Arabia
Egypt
Jordan
Malaysia
LebanonKazakhstan
Chile
FranceSouth Africa (9)United States
Cyprus
Korea, Rep. of
FinlandJapan
Romania
IsraelHong Kong SAR
Georgia
Ireland
Russian Federation
Australia
EnglandItaly
New Zealand
Hungary
Portugal
Chinese Taipei
Lithuania
SwedenSingapore
Norway (9)Less than Half the Lessons

Average
Scale Score

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

75 (2.8)
61 (3.4)
55 (4.8)
49 (2.8)
48 (4.2)
48 (1.7)
46 (2.3)
45 (4.6)
44 (3.9)43 (4.2)
43 (4.0)41 (3.6)
37 (2.7)
36 (2.0)27 (3.6)
25 (3.1)
25 (2.4)
25 (2.2)
24 (2.2)
23 (3.6)
23 (1.5)
21 (3.4)
20 (2.1)
20 (3.1)
18 (3.5)
16 (1.5)
14 (1.9)
14 (1.2)
14 (2.3)
13 (3.9)
11 (2.0)
10 (2.2)
8 (1.3)8 (1.2)8 (2.0)7 (1.0)6 (1.3)3 (1.0)1 (0.7)458 (3.7)452 (5.3)
435 (6.2)
395 (3.3)
521 (7.6)
489 (4.4)481 (3.6)477 (8.0)
438 (4.3)
401 (8.5)455 (7.3)
472 (7.7)
377 (6.6)
481 (4.4)456 (6.5)
494 (5.2)
360 (6.8)
531 (7.5)
481 (6.2)
563 (4.1)
549 (4.1)
574 (6.3)
473 (7.5)
506 (11.2)
526 (16.0)
441 (6.5)
520 (7.9)
550 (6.6)
542 (10.8)505 (18.9)
494 (7.9)
513 (15.2)
544 (6.3)
514 (6.2)
587 (8.8)529 (5.5)530 (13.9)
597 (27.0)~ ~25 (2.8)
39 (3.4)
45 (4.8)
51 (2.8)
52 (4.2)
52 (1.7)
54 (2.3)
55 (4.6)
56 (3.9)57 (4.2)
57 (4.0)59 (3.6)
63 (2.7)
64 (2.0)73 (3.6)
75 (3.1)
75 (2.4)
75 (2.2)
76 (2.2)
77 (3.6)
77 (1.5)
79 (3.4)
80 (2.1)
80 (3.1)
82 (3.5)
84 (1.5)
86 (1.9)
86 (1.2)
86 (2.3)
87 (3.9)89 (2.0)90 (2.2)
92 (1.3)
92 (1.2)
92 (2.0)93 (1.0)
94 (1.3)
97 (1.0)99 (0.7)456 (7.5)
445 (6.2)
455 (9.6)
393 (3.7)510 (4.2)
461 (4.5)490 (3.1)
473 (6.0)
426 (4.1)
382 (6.2)
449 (5.5)451 (5.4)
377 (6.7)
476 (3.6)465 (3.3)
486 (2.9)374 (4.0)525 (5.4)
488 (2.9)560 (2.3)
541 (3.2)
568 (2.4)471 (4.3)
515 (4.8)
499 (6.2)
448 (3.8)
529 (2.7)
542 (4.2)
532 (3.8)525 (7.6)
502 (2.6)500 (3.9)
527 (2.8)520 (2.9)573 (2.0)533 (2.9)
521 (3.3)
607 (4.1)
498 (3.6)

12.1 (0.11)
11.6 (0.14)
11.5 (0.17)
11.0 (0.10)
11.1 (0.22)
10.9 (0.07)
10.9 (0.13)
10.8 (0.14)
10.9 (0.17)
10.9 (0.19)
10.9 (0.15)
10.7 (0.15)
10.6 (0.11)
10.3 (0.12)
9.9 (0.15)
10.1 (0.12)
9.6 (0.13)
9.8 (0.11)
9.8 (0.10)
9.8 (0.16)
9.4 (0.06)
10.1 (0.12)
9.6 (0.10)
9.4 (0.15)
9.3 (0.16)
9.3 (0.08)
9.8 (0.10)
9.0 (0.09)
9.5 (0.09)
9.6 (0.16)
9.0 (0.12)
9.2 (0.12)
8.7 (0.08)
8.8 (0.10)
8.6 (0.13)
8.3 (0.08)
8.2 (0.14)
8.5 (0.08)
7.8 (0.12)

27 (0.5)492 (1.5)

73 (0.5)490 (0.7)###### ######

53 (3.3)
42 (2.3)
31 (3.5)
21 (3.4)
12 (1.3)
11 (3.3)- -553 (5.6)
448 (9.4)
412 (7.8)
418 (11.2)
571 (4.9)
522 (11.6)- -47 (3.3)
58 (2.3)
69 (3.5)
79 (3.4)
88 (1.3)
89 (3.3)- -549 (5.0)395 (7.2)
427 (5.3)
446 (6.6)
566 (3.0)
521 (4.9)- -11.3 (0.10)
10.6 (0.11)
10.0 (0.20)
9.2 (0.18)
8.8 (0.08)
8.7 (0.21)
- -

r

r
r
s

r
s

s

International Average
Benchmarking Participants
Dubai, UAE
Abu Dhabi, UAE
Gauteng, RSA (9)Western Cape, RSA (9)Moscow City, Russian Fed.
Ontario, Canada
Quebec, Canada

r
r

s
y

This TIMSS context questionnaire scale was established in 2015 based on the combined response distribution of all countries that participated in TIMSS 2015. To provide a point of reference forcountry comparisons, the scale centerpoint of 10 was located at the mean of the combined distribution. The units of the scale were chosen so that 2 scale score points corresponded to thestandard deviation of the distribution.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

484

School Resources for Science Experiments
Undertaking hands-on science investigations is an important component of science curricula inmany countries. Exhibits 13.14 (fourth grade) and 13.15 (eighth grade) present principals’ reports onwhether their schools have two resources for facilitating hands-on science experiments—a sciencelaboratory and assistance for teachers when students are conducting experiments—along with student
achievement. Countries are ordered by the percentage of students in schools with a science laboratory.
On average across countries, 36 percent of fourth grade students were in schools with a sciencelaboratory, and their average achievement was higher than that of the 64 percent of students who werein schools without a laboratory (496 vs. 486). Of course, the availability of a laboratory in the school
could be related to other economic factors that are related to achievement. On average, 35 percent
of fourth grade students were in schools in which assistance is available to teachers when students
are conducting experiments. This finding also ranged considerably across countries, and there arecountries in which many schools have a science laboratory, but assistance is not available to teachers
when students conduct experiments.
A much higher percentage of eighth grade students (85%) were in schools with a sciencelaboratory. Average achievement for these students was substantially higher than for students inschools without this resource (494 compared with 457). Still, only about half (54%) of students werein schools in which assistance was available to teachers when students are conducting experiments,
and this finding was likewise associated with higher average science achievement (494 comparedwith 483).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

485

Exhibit 13.14: School Resources for Conducting Science Experiments
Students’ Results based on Principals’ Reports
Teachers Have Assistance Available when
Students are Conducting Experiments

Schools Have a Science LaboratoryNo

YesCountry
Percent ofStudents
Japan
Korea, Rep. ofSingapore
KuwaitChinese Taipei
United Arab Emirates
BahrainDenmark
Qatar
Saudi Arabia
PolandCyprusTurkey (5)Chile
Georgia
Lithuania
Armenia
Iran, Islamic Rep. ofHong Kong SAR
Portugal
Kazakhstan
Italy
Pakistan
LatviaCzech Republic
Russian Federation
Spain
SwedenOman
Norway (5)England
Slovak Republic
United States
Australia
Montenegro
KosovoAlbania
Malta
Philippines
Bosnia and Herzegovina
Azerbaijan
FinlandGermanySouth Africa (5)SerbiaCanadaMoroccoHungary
Croatia
North Macedonia
New Zealand
Bulgaria
Netherlands
Austria
IrelandFranceBelgium (Flemish)Northern Ireland

r

r
s

s

r

International Average

Yes

Average
Achievement

Percent ofStudents

Average
Achievement

100 (0.0)
99 (0.9)
98 (0.0)95 (1.5)
93 (1.9)85 (1.2)
85 (2.0)84 (3.2)
83 (3.0)80 (2.9)66 (3.2)
66 (4.5)
62 (4.3)
57 (3.9)50 (3.8)
48 (4.8)45 (4.3)
42 (3.1)
42 (4.8)
41 (3.7)
38 (3.8)
36 (3.9)
36 (8.2)
36 (3.7)
35 (3.9)33 (3.0)32 (2.9)31 (4.1)
30 (2.3)
28 (4.7)
24 (4.6)
22 (3.4)
21 (2.5)
21 (2.9)21 (0.3)
20 (3.9)18 (2.3)
16 (0.3)
16 (2.8)
14 (2.8)
13 (2.7)
13 (3.0)
13 (2.1)
13 (2.4)
11 (2.4)
11 (1.1)
10 (2.5)
9 (2.5)6 (2.2)6 (2.0)6 (1.5)5 (1.8)3 (1.9)2 (1.1)2 (1.0)2 (1.1)1 (0.8)0 (0.0)562 (1.8)
588 (2.2)595 (3.4)
392 (6.5)
557 (1.8)
468 (2.5)490 (4.0)522 (2.8)440 (4.6)405 (4.9)535 (3.1)
514 (3.8)534 (5.2)
478 (3.7)454 (5.1)
537 (4.2)
464 (4.3)
458 (6.8)
543 (5.5)504 (3.9)494 (6.4)505 (4.9)297 (29.4)
542 (4.3)
521 (4.2)
572 (5.2)
524 (3.4)
529 (6.7)
418 (7.2)
545 (4.5)
543 (11.3)
531 (5.4)
547 (6.1)
537 (6.3)
453 (5.9)419 (8.5)525 (5.5)
518 (2.7)
294 (18.7)
462 (7.6)
425 (9.9)556 (6.9)512 (7.1)
401 (21.9)
506 (8.1)
537 (7.1)
450 (24.1)
546 (9.9)530 (10.5)400 (17.4)
539 (13.4)
554 (14.9)
525 (16.8)
~ ~
~ ~
~ ~
~ ~
~ ~

0 (0.0)1 (0.9)2 (0.0)5 (1.5)7 (1.9)15 (1.2)
15 (2.0)
16 (3.2)
17 (3.0)
20 (2.9)34 (3.2)
34 (4.5)
38 (4.3)
43 (3.9)50 (3.8)
52 (4.8)
55 (4.3)
58 (3.1)
58 (4.8)
59 (3.7)
62 (3.8)
64 (3.9)64 (8.2)
64 (3.7)
65 (3.9)67 (3.0)68 (2.9)69 (4.1)
70 (2.3)
72 (4.7)
76 (4.6)
78 (3.4)
79 (2.5)
79 (2.9)79 (0.3)
80 (3.9)82 (2.3)
84 (0.3)
84 (2.8)
86 (2.8)
87 (2.7)
87 (3.0)87 (2.1)
87 (2.4)
89 (2.4)
89 (1.1)
90 (2.5)
91 (2.5)
94 (2.2)
94 (2.0)
94 (1.5)
95 (1.8)
97 (1.9)
98 (1.1)
98 (1.0)98 (1.1)
99 (0.8)
100 (0.0)

~ ~
~ ~
~ ~
400 (28.9)
567 (5.1)
488 (6.2)
507 (6.4)
526 (4.8)
497 (11.2)
391 (13.6)
524 (4.8)504 (4.8)514 (8.4)
458 (5.0)455 (5.6)
539 (4.8)
468 (4.7)
429 (5.5)523 (5.6)
504 (3.1)
495 (4.5)513 (3.4)
287 (11.8)
542 (2.8)541 (3.0)565 (3.9)505 (2.8)
540 (3.7)
441 (5.4)
538 (3.0)536 (4.3)
518 (4.8)
537 (3.5)
531 (3.5)453 (2.6)
412 (4.4)482 (3.9)
492 (1.5)
241 (8.7)458 (3.0)427 (3.4)554 (2.7)
519 (2.6)
314 (5.0)
518 (3.7)
522 (1.9)
365 (6.6)
527 (3.0)524 (2.2)
428 (6.4)
500 (2.5)
519 (5.3)
518 (3.3)
522 (2.6)
528 (3.2)
488 (3.0)
501 (2.2)
520 (2.7)

36 (0.4)

496 (1.3)

64 (0.4)

486 (0.9)87 (1.0)77 (0.3)
64 (4.2)
44 (3.5)
8 (1.4)7 (2.1)407 (3.6)
541 (2.3)
595 (2.8)
529 (2.6)562 (14.7)
510 (9.1)

13 (1.0)23 (0.3)
36 (4.2)
56 (3.5)
92 (1.4)
93 (2.1)

447 (7.3)
560 (2.9)595 (3.5)
518 (3.1)
521 (3.0)523 (2.7)

Percent ofStudents

r

r
s

s

r

No

Average
Achievement

Percent ofStudents

Average
Achievement

36 (4.3)
74 (4.0)
67 (0.0)78 (3.3)
90 (2.5)
83 (1.1)
74 (2.7)
7 (1.9)86 (2.0)71 (3.5)
50 (4.5)
20 (3.8)
13 (2.7)
39 (4.5)
8 (2.5)12 (2.8)
89 (2.5)
18 (3.1)
62 (3.9)39 (4.0)61 (3.9)
13 (2.8)
55 (6.4)
71 (3.5)
8 (2.3)30 (3.0)
20 (2.9)
17 (3.7)
29 (2.7)
24 (4.1)
37 (5.3)
13 (2.4)
19 (2.4)
15 (2.7)
27 (0.6)
12 (3.1)
15 (2.8)47 (0.4)
65 (4.2)
25 (3.4)
48 (3.8)
32 (3.4)
6 (1.6)20 (3.3)
33 (4.3)
20 (2.4)
50 (3.1)
17 (3.3)
15 (3.0)34 (4.1)
18 (3.1)
1 (1.0)21 (4.6)
5 (1.6)9 (2.5)5 (1.8)61 (4.1)
19 (3.7)559 (3.0)
590 (2.4)
597 (4.3)
393 (7.2)
558 (1.9)474 (2.5)489 (4.0)532 (5.6)
442 (4.5)
398 (5.3)
532 (3.7)
519 (7.2)
536 (13.1)
473 (3.9)
470 (10.2)
542 (10.9)465 (3.4)455 (9.5)
534 (3.8)500 (3.3)
494 (4.5)508 (7.7)300 (20.4)
541 (3.1)
535 (12.6)
566 (4.0)515 (7.9)
533 (6.9)423 (7.7)
539 (6.4)
537 (8.3)
516 (9.6)
539 (7.8)
537 (6.6)456 (3.8)410 (8.6)
519 (8.7)
496 (1.7)240 (8.3)
457 (6.1)
425 (4.9)556 (4.8)526 (9.3)
302 (11.5)
522 (5.1)
528 (5.7)
392 (7.9)
537 (9.1)
532 (6.5)
437 (9.3)
484 (9.0)~ ~517 (6.9)505 (15.3)
519 (24.0)
494 (16.5)
497 (3.0)517 (7.4)

64 (4.3)
26 (4.0)33 (0.0)
22 (3.3)
10 (2.5)
17 (1.1)
26 (2.7)
93 (1.9)
14 (2.0)29 (3.5)
50 (4.5)
80 (3.8)
87 (2.7)
61 (4.5)
92 (2.5)
88 (2.8)
11 (2.5)
82 (3.1)
38 (3.9)61 (4.0)39 (3.9)87 (2.8)
45 (6.4)
29 (3.5)
92 (2.3)
70 (3.0)80 (2.9)
83 (3.7)
71 (2.7)
76 (4.1)
63 (5.3)
87 (2.4)
81 (2.4)
85 (2.7)73 (0.6)
88 (3.1)
85 (2.8)53 (0.4)
35 (4.2)
75 (3.4)
52 (3.8)
68 (3.4)
94 (1.6)
80 (3.3)
67 (4.3)
80 (2.4)
50 (3.1)
83 (3.3)
85 (3.0)66 (4.1)
82 (3.1)
99 (1.0)
79 (4.6)
95 (1.6)
91 (2.5)
95 (1.8)
39 (4.1)
81 (3.7)563 (2.0)581 (4.3)
590 (5.1)
388 (15.8)
558 (5.2)
455 (3.5)501 (6.2)
522 (2.7)
495 (9.1)
416 (7.1)
529 (3.8)508 (3.4)525 (4.8)
467 (4.1)
453 (4.2)
538 (2.9)476 (8.8)438 (4.8)
528 (6.4)
506 (3.1)
492 (6.0)
510 (3.1)
279 (14.1)
543 (3.8)534 (2.6)
568 (4.0)510 (2.6)
537 (4.1)
437 (5.3)
540 (2.7)
538 (4.7)
522 (4.3)
538 (3.5)
531 (3.2)
452 (2.6)
413 (3.9)
485 (3.9)
496 (1.8)
266 (11.8)
459 (3.0)429 (5.0)554 (2.7)
518 (2.4)
332 (5.9)514 (4.2)
522 (2.2)
359 (8.1)
527 (3.3)
523 (2.0)420 (8.5)507 (3.0)
521 (5.1)
519 (3.6)
523 (2.7)
529 (2.6)
488 (3.0)508 (3.0)
521 (2.7)

35 (0.4)

491 (1.1)

65 (0.4)

491 (0.7)

79 (0.7)
81 (0.2)
17 (3.2)
16 (2.7)
9 (4.0)33 (4.2)

414 (3.4)
543 (2.2)600 (5.2)
526 (4.8)534 (28.5)
524 (4.1)

21 (0.7)
19 (0.2)
83 (3.2)
84 (2.7)
91 (4.0)
67 (4.2)405 (4.7)
556 (3.1)
594 (2.4)
523 (2.3)
523 (3.2)
521 (3.0)

Benchmarking Participants
Abu Dhabi, UAE
Dubai, UAE
Moscow City, Russian Fed.
Madrid, Spain
Ontario, Canada
Quebec, Canada

r
r

r
r

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

486

Exhibit 13.15: School Resources for Conducting Science Experiments
Students’ Results based on Principals’ Reports
Teachers Have Assistance Available when
Students are Conducting Experiments

Schools Have a Science Laboratory
Yes

Country
Percent ofStudents
Australia
Ireland
Korea, Rep. ofSingapore
SwedenOman
BahrainHong Kong SAR
Japan
KuwaitNew ZealandEngland
Malaysia
CyprusChinese Taipei
Qatar
Portugal
United Arab Emirates
Egypt
Norway (9)Saudi Arabia
JordanIsraelLebanonFinland
MoroccoKazakhstan
United States
Russian Federation
FranceItaly
Georgia
Chile
Iran, Islamic Rep. ofTurkeyRomaniaSouth Africa (9)Lithuania
HungarysrrrInternational Average

No

Yes

Average
Achievement

Percent ofStudents

Average
Achievement

100 (0.0)
100 (0.0)
100 (0.0)
100 (0.0)
100 (0.0)
100 (0.3)
100 (0.1)
99 (0.7)
99 (0.9)99 (0.6)
99 (0.9)99 (1.0)99 (0.3)
99 (0.0)99 (0.8)
99 (1.0)98 (1.3)
97 (0.7)
95 (1.8)
93 (2.4)
92 (1.8)
92 (1.9)90 (2.7)
89 (2.5)
87 (3.2)
83 (2.4)
81 (2.8)80 (2.8)
79 (3.1)
75 (4.1)
75 (3.7)
70 (3.7)
68 (3.1)
67 (3.5)
63 (3.7)
62 (3.3)
46 (2.5)
27 (3.8)
26 (3.8)530 (3.3)
525 (2.8)561 (2.1)
608 (3.9)
522 (3.2)
457 (3.0)
486 (1.9)504 (5.3)
570 (2.2)
443 (5.4)505 (3.6)
521 (5.7)
460 (3.6)483 (2.2)
575 (2.0)475 (4.3)
519 (2.9)472 (2.4)
390 (5.6)
497 (3.6)
433 (2.8)458 (4.5)
514 (4.7)
378 (5.2)
544 (3.3)
395 (3.3)
480 (3.7)
531 (3.9)545 (4.0)493 (3.6)
501 (2.9)446 (4.6)473 (3.8)
461 (4.9)525 (5.1)
485 (6.3)
406 (5.6)
547 (5.2)
553 (8.0)

0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.0)0 (0.3)0 (0.1)1 (0.7)1 (0.9)1 (0.6)
1 (0.9)1 (1.0)1 (0.3)1 (0.0)1 (0.8)1 (1.0)2 (1.3)3 (0.7)5 (1.8)7 (2.4)8 (1.8)8 (1.9)10 (2.7)
11 (2.5)
13 (3.2)
17 (2.4)
19 (2.8)
20 (2.8)
21 (3.1)
25 (4.1)
25 (3.7)
30 (3.7)
32 (3.1)
33 (3.5)
37 (3.7)
38 (3.3)
54 (2.5)
73 (3.8)
74 (3.8)

~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
~ ~
430 (6.1)
374 (22.8)
490 (12.6)
420 (14.3)
390 (13.1)
509 (15.8)
368 (12.8)
535 (9.5)
393 (7.5)
467 (7.0)510 (15.1)
535 (9.0)482 (6.6)504 (5.7)
450 (5.8)
439 (6.1)
424 (6.0)
500 (5.7)
447 (4.9)339 (3.6)
526 (3.9)
522 (3.3)

85 (0.4)

494 (0.7)

15 (0.4)457 (2.2)

100 (0.0)
98 (0.0)
98 (0.1)
97 (1.3)
73 (3.8)
65 (3.9)44 (4.7)

540 (3.5)
546 (2.3)
418 (4.3)
567 (3.0)452 (7.3)
434 (5.3)
532 (4.3)

0 (0.0)2 (0.0)2 (0.1)3 (1.3)27 (3.8)
35 (3.9)
56 (4.7)

~ ~
~ ~
~ ~
567 (16.1)
408 (9.1)
400 (8.7)512 (4.3)

Percent ofStudents

s
r

r

r

No

Average
Achievement

Percent ofStudents

Average
Achievement

66 (3.4)
14 (2.9)46 (3.6)
99 (0.0)
15 (3.2)
82 (3.0)92 (0.1)
98 (1.3)
35 (4.0)
83 (3.3)
53 (5.1)
71 (4.6)
91 (2.1)
36 (0.4)
92 (1.6)
94 (1.7)
46 (4.8)
91 (1.0)
94 (1.8)
34 (4.6)
82 (3.4)
89 (2.0)85 (2.8)
65 (3.2)
19 (3.2)
43 (3.7)
92 (1.5)
34 (3.4)
46 (3.6)
13 (2.8)
13 (2.9)6 (2.2)32 (3.5)
27 (3.1)
14 (2.6)
38 (3.3)
35 (2.7)
7 (2.3)17 (3.1)

532 (3.5)535 (8.2)
565 (3.7)
609 (4.0)
501 (12.3)
459 (3.4)487 (2.0)504 (5.4)
570 (4.2)
443 (6.2)
500 (5.1)
518 (7.2)
461 (4.0)494 (3.6)
577 (2.0)473 (4.5)
524 (4.7)
471 (2.4)
391 (6.0)
494 (5.8)433 (3.2)
456 (5.2)
513 (4.6)
388 (6.4)
542 (6.0)
400 (4.7)
478 (3.4)
519 (7.2)
540 (6.3)
510 (10.5)
492 (11.3)
488 (24.7)
474 (6.5)
465 (8.0)
542 (13.5)
491 (7.2)
371 (6.7)
519 (6.7)
560 (10.6)

34 (3.4)
86 (2.9)54 (3.6)
1 (0.0)85 (3.2)
18 (3.0)8 (0.1)2 (1.3)65 (4.0)
17 (3.3)
47 (5.1)
29 (4.6)
9 (2.1)64 (0.4)
8 (1.6)6 (1.7)54 (4.8)9 (1.0)6 (1.8)66 (4.6)
18 (3.4)
11 (2.0)
15 (2.8)
35 (3.2)
81 (3.2)
57 (3.7)
8 (1.5)66 (3.4)
54 (3.6)
87 (2.8)
87 (2.9)
94 (2.2)
68 (3.5)
73 (3.1)
86 (2.6)
62 (3.3)
65 (2.7)
93 (2.3)
83 (3.1)

526 (7.6)
523 (3.1)
557 (2.9)~ ~526 (3.6)452 (7.3)
476 (5.6)~ ~569 (2.9)445 (13.1)
507 (5.7)
526 (12.8)
449 (10.1)
477 (2.6)
544 (8.4)
502 (21.0)
514 (4.2)
462 (5.6)
373 (24.7)
498 (4.3)
434 (8.4)
420 (8.9)516 (10.9)355 (9.9)543 (3.7)
390 (4.3)
476 (8.8)530 (6.1)
545 (4.0)
488 (3.4)503 (2.5)444 (3.8)457 (4.1)
444 (4.4)
511 (4.2)
458 (4.7)
370 (3.8)533 (3.0)524 (3.7)

54 (0.5)494 (1.2)

46 (0.5)483 (1.4)

98 (1.3)
92 (0.2)
91 (0.9)28 (3.6)
22 (3.9)42 (4.5)
18 (4.6)

540 (3.6)
546 (2.4)
416 (4.6)
573 (6.0)
476 (20.3)
429 (8.0)
530 (12.7)

2 (1.3)8 (0.2)9 (0.9)72 (3.6)
78 (3.9)
58 (4.5)
82 (4.6)~ ~555 (6.0)
430 (8.5)564 (3.3)
431 (6.7)
416 (6.2)
519 (3.4)

Benchmarking Participants
Quebec, Canada
Dubai, UAE
Abu Dhabi, UAE
Moscow City, Russian Fed.
Western Cape, RSA (9)Gauteng, RSA (9)Ontario, Canada

r
r

r

r
r

r

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

487

Experiments in Science Lessons
Students were asked about the frequency with which they conduct science experiments in their science
lessons. Their reports are presented in Exhibits 13.16 (fourth grade) and 13.17 (eighth grade).
In fourth grade, 31 percent of students, on average, reported that they conducted experiments “atleast once a week,” 26 percent “once or twice a month,” 24 percent “a few times a year,” and 18 percent“never.” Across countries, students reporting that they do experiments “once or twice a month” or “afew times a year” had higher average achievement than students who said they do them “at least oncea week” or “never.”In the eighth grade, the frequency with which students conduct science experiments varied byscience subject. In countries teaching science as an integrated subject, 28 percent of students reported
that they do them “at least once a week,” 37 percent said “once or twice a month,” 24 percent said“a few times a year,” and 11 percent said they “never” do them, on average. In countries teachingscience as separate subjects, frequencies were similar to those for integrated science in chemistry
and physics lessons, but much less frequent in biology and Earth science lessons. As in fourth grade,across countries, students reporting that they do experiments “once or twice a month” or “a few times
a year” had higher average achievement than students doing them “at least once a week” or “never.”

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

488

Exhibit 13.16: Frequency Students Conduct Experiments in Science Lessons
Students’ Reports
At Least Once a Week
Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

A Few Times a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

54 (2.2)
40 (1.3)
26 (1.4)
16 (0.8)
48 (1.9)45 (1.2)
17 (1.1)
24 (1.1)
21 (1.5)
20 (0.8)
27 (1.3)
58 (1.8)
18 (1.3)
43 (2.6)
13 (0.7)
24 (1.9)26 (1.3)
7 (0.6)16 (1.0)38 (1.7)
27 (1.2)
13 (1.1)
14 (0.8)
54 (1.8)
13 (1.0)
24 (0.9)64 (1.5)42 (1.3)
72 (1.8)45 (1.4)
52 (1.5)
23 (1.5)
16 (1.2)
29 (0.8)
28 (1.1)
45 (1.8)
11 (0.8)
16 (1.0)40 (2.0)
10 (0.9)26 (1.8)47 (1.6)
43 (2.9)43 (1.4)
12 (0.8)
36 (1.2)
45 (1.2)
14 (1.1)
47 (1.5)
31 (1.6)
39 (0.7)
17 (1.1)
38 (0.9)
16 (0.8)
24 (1.9)38 (1.7)43 (0.7)
22 (1.0)490 (4.4)
462 (3.6)
516 (4.5)
480 (4.8)433 (3.9)490 (3.4)482 (4.3)
438 (4.2)
502 (7.1)
495 (3.2)
448 (4.1)
562 (2.0)496 (4.3)
512 (3.9)487 (6.0)
500 (4.3)
526 (5.7)505 (7.8)
462 (5.4)
446 (5.0)493 (3.5)512 (6.2)
478 (4.3)
439 (4.6)
494 (4.7)
488 (4.0)
561 (2.0)
485 (4.2)
587 (2.2)
414 (4.0)
402 (6.4)
523 (4.4)507 (5.2)
474 (2.7)
440 (4.1)
376 (7.1)
494 (7.1)
471 (4.7)
409 (6.8)
488 (5.5)523 (4.1)
437 (5.3)
305 (15.5)
263 (7.8)
492 (4.8)490 (3.5)
437 (4.4)535 (4.8)
407 (4.4)507 (4.2)
588 (4.0)477 (6.8)
327 (5.0)472 (4.6)
526 (5.7)515 (5.0)
467 (2.3)
510 (4.7)

26 (2.3)
24 (1.4)
30 (1.4)
19 (0.8)
18 (1.3)
26 (1.1)
40 (1.7)
16 (0.9)21 (1.7)
35 (1.1)
25 (1.1)
31 (1.5)
23 (1.2)
32 (1.5)
18 (0.9)38 (1.4)
41 (1.2)
30 (1.1)
16 (1.0)30 (1.7)
31 (1.2)
28 (1.3)
16 (0.8)
26 (1.3)
32 (1.4)
23 (0.9)32 (1.5)
22 (1.0)25 (1.5)
16 (1.1)
20 (1.1)
36 (1.2)
30 (1.6)
32 (0.7)
18 (1.0)24 (1.5)
22 (1.1)
21 (1.0)31 (1.5)
24 (1.5)
35 (1.5)
22 (1.1)
22 (2.5)27 (0.9)
18 (0.7)
25 (1.2)
24 (1.1)
22 (1.5)
18 (0.7)
24 (1.5)40 (0.7)
23 (1.2)
22 (0.8)
17 (0.9)36 (1.7)
38 (1.4)
29 (0.7)
27 (0.9)498 (4.7)
481 (4.7)
542 (3.2)
516 (4.1)
432 (5.0)504 (4.4)507 (2.8)459 (4.7)
521 (7.1)
530 (2.4)483 (3.8)558 (2.8)526 (3.1)
523 (3.8)525 (4.2)
528 (3.0)550 (3.4)554 (2.8)495 (4.6)
461 (5.3)
532 (3.2)
535 (4.3)
539 (3.9)451 (6.7)
533 (4.1)
519 (3.7)
572 (2.6)504 (4.0)
591 (3.6)
421 (4.5)
398 (8.7)
549 (2.9)
541 (3.7)512 (2.6)
469 (3.8)378 (8.4)
517 (3.2)
508 (4.2)
454 (7.5)
521 (3.3)
547 (3.0)
441 (5.1)
291 (21.2)
256 (9.5)535 (3.3)
515 (2.8)475 (5.8)
572 (5.7)
413 (6.6)
532 (4.8)605 (3.7)
522 (4.9)
320 (6.1)
515 (3.3)
548 (3.7)552 (4.2)
494 (3.0)554 (2.9)

13 (2.0)
16 (1.2)
31 (1.6)
26 (1.0)
16 (1.5)
17 (0.8)
32 (1.6)
29 (1.3)
32 (2.1)
30 (1.1)
27 (1.3)
6 (0.5)45 (1.7)
16 (1.2)
23 (1.3)
28 (1.5)
24 (1.3)
43 (1.1)
40 (1.4)
15 (1.1)
31 (1.3)
36 (1.7)
26 (1.1)
13 (0.8)42 (1.3)
32 (1.0)
3 (0.3)14 (0.8)
3 (0.5)17 (1.5)
13 (0.8)
29 (1.3)
36 (1.5)27 (0.6)
17 (1.2)
16 (1.4)
38 (1.2)
36 (1.4)
22 (2.4)
41 (1.7)
33 (1.8)
22 (1.2)
13 (2.0)
16 (0.7)
32 (1.2)
26 (1.2)
18 (1.0)33 (1.6)
12 (0.7)
28 (1.7)
17 (0.6)
34 (1.4)
22 (0.9)28 (1.0)26 (1.8)
11 (0.7)
18 (0.7)
31 (0.8)502 (11.0)473 (6.0)
547 (3.8)
543 (3.6)
431 (5.2)
507 (5.5)510 (3.1)
485 (3.6)
538 (7.8)
538 (3.3)
493 (3.5)
546 (5.8)
538 (2.3)512 (4.6)555 (4.3)
537 (3.6)
539 (4.7)
567 (3.0)500 (3.8)474 (7.8)
547 (3.4)
546 (3.2)
547 (3.3)453 (6.4)
538 (3.7)
524 (3.8)505 (9.6)
514 (4.9)585 (8.2)
428 (5.3)
396 (10.3)
553 (2.6)553 (3.7)
507 (2.4)
470 (4.0)382 (8.1)
533 (3.7)
520 (3.5)
447 (12.5)
533 (3.1)
553 (3.2)
448 (6.6)
297 (20.1)
252 (8.2)
548 (3.3)
521 (3.1)
480 (6.1)
575 (2.8)425 (6.0)
529 (4.7)
595 (4.3)
544 (3.4)
347 (8.2)
528 (2.2)
548 (4.0)
538 (6.9)484 (3.0)557 (3.3)

7 (0.8)21 (1.3)
13 (1.0)39 (1.3)
17 (1.2)
12 (0.9)
10 (0.8)
31 (1.7)
27 (1.5)
14 (0.8)
20 (1.4)
5 (0.4)15 (1.4)
10 (1.3)
46 (1.5)
10 (1.2)
9 (0.8)20 (0.9)28 (1.8)
16 (1.4)
11 (1.0)22 (1.6)
43 (1.3)
8 (1.0)13 (1.0)
21 (0.9)
1 (0.1)22 (1.1)
1 (0.1)22 (1.3)
16 (1.1)
11 (0.9)18 (1.3)
12 (0.5)
37 (1.6)
15 (1.6)30 (1.3)
27 (1.5)
7 (0.7)24 (1.8)
6 (0.8)9 (0.7)22 (3.0)
14 (1.0)38 (1.1)
13 (0.9)
13 (0.7)
32 (1.4)
23 (1.4)
17 (1.4)
4 (0.3)27 (1.3)
19 (1.0)39 (1.5)
15 (1.6)
13 (0.9)
10 (0.3)
20 (0.9)472 (9.0)465 (4.5)515 (4.2)
530 (2.8)439 (5.6)
480 (6.1)
483 (4.7)
458 (3.0)527 (7.3)
520 (3.4)459 (4.0)529 (5.9)515 (4.0)479 (5.8)
539 (2.5)
521 (5.9)
520 (5.7)553 (3.9)483 (4.0)
448 (7.0)
514 (6.0)515 (5.7)
534 (3.2)
414 (10.6)
523 (5.2)
504 (3.6)~ ~491 (4.7)~ ~414 (6.1)
379 (8.9)535 (6.3)
533 (4.7)
486 (5.6)
461 (3.4)
371 (18.4)
514 (3.9)
499 (3.6)
406 (8.9)507 (4.1)
516 (6.5)
423 (7.1)
261 (20.0)
221 (8.0)
531 (3.0)491 (5.5)428 (7.7)
570 (3.1)
390 (7.2)
504 (7.3)
558 (7.0)
519 (6.2)
310 (6.5)
518 (2.5)517 (6.4)
489 (7.9)
444 (4.3)
532 (3.7)

31 (0.2)475 (0.7)

26 (0.2)

499 (0.7)

24 (0.2)503 (0.8)

18 (0.2)

478 (0.9)

21 (1.3)
16 (1.3)
11 (0.6)
14 (1.2)
41 (1.1)
40 (0.9)491 (5.2)
493 (5.0)562 (4.8)
485 (4.7)
406 (3.7)
535 (2.6)

32 (1.8)
39 (2.0)
14 (0.8)
19 (1.3)
27 (0.9)35 (0.8)533 (4.2)
524 (2.9)596 (5.1)
526 (3.4)
437 (4.8)555 (2.2)

31 (2.0)33 (1.8)27 (0.9)29 (1.6)
20 (0.8)
18 (0.7)

541 (5.7)
536 (3.2)
607 (3.1)
540 (2.2)
441 (4.3)
551 (3.0)

16 (0.9)
12 (2.2)
48 (1.6)
38 (1.8)
13 (0.7)
6 (0.3)525 (4.7)
514 (5.9)
596 (2.6)
524 (2.6)
406 (7.1)
527 (5.1)

rInternational Average

Once or Twice a Month

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAEr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

489

Exhibit 13.17: Frequency Students Conduct Experiments in Science Lessons
Students’ Reports
The general/integrated science panel summarizes responses for countries where students are enrolled in science as a single subject. The following panels forbiology, chemistry, physics, and Earth science summarize responses for countries where students are taught science as separate subjects.
Frequency Students Conduct Experiments in General/Integrated Science Lessons
General/Integrated Science

At Least Once a Week

Once or Twice a Month

A Few Times a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Australia
Bahrain
Chile
Chinese Taipei
Egypt
EnglandHong Kong SAR
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKorea, Rep. of
KuwaitMalaysia
New Zealand
Norway (9)
Oman
Qatar
Saudi Arabia
Singapore
South Africa (9)TurkeyUnited Arab Emirates
United States

39 (1.6)
20 (0.7)
11 (0.9)
13 (1.5)
49 (1.5)
32 (2.0)
57 (2.2)
32 (1.3)
35 (2.1)
16 (1.1)
3 (0.5)35 (2.3)
41 (1.1)
6 (0.7)45 (1.5)
29 (1.3)
37 (2.2)
14 (1.9)47 (1.1)
33 (1.7)
27 (1.0)
12 (0.6)42 (0.8)
15 (1.1)
28 (0.7)
20 (1.1)

534 (4.1)
465 (4.6)
407 (6.5)
558 (5.5)395 (5.7)512 (7.2)
510 (5.8)433 (4.1)
521 (4.2)
490 (6.0)
430 (8.0)575 (3.5)
439 (4.8)
547 (8.6)
444 (6.2)
450 (5.5)507 (5.5)
491 (7.2)
462 (3.1)
460 (6.6)
407 (4.2)
612 (8.2)
335 (3.9)475 (8.4)
452 (4.5)
526 (6.2)

42 (1.2)
29 (0.9)33 (1.7)
53 (2.1)
24 (1.2)
49 (1.6)
37 (2.1)
36 (1.0)45 (1.7)
35 (1.1)
18 (1.2)
60 (2.2)
29 (0.9)49 (1.9)27 (0.8)41 (1.2)
42 (1.3)
42 (1.9)31 (0.8)37 (1.3)
25 (0.7)42 (0.8)22 (0.6)40 (1.7)37 (0.5)45 (1.2)

541 (3.6)
493 (3.4)
468 (3.5)
579 (2.3)
406 (6.0)
537 (5.2)
504 (7.0)458 (4.0)
538 (3.0)519 (5.0)494 (5.0)569 (2.5)475 (4.9)559 (2.7)
448 (6.9)474 (3.4)509 (3.5)503 (3.3)
466 (3.6)
493 (4.9)
448 (3.6)
617 (3.7)
401 (3.9)523 (4.5)
492 (2.3)
535 (6.4)

14 (1.0)34 (0.8)
44 (1.5)
25 (1.9)
13 (1.1)
14 (1.1)
4 (0.7)21 (0.9)15 (1.2)
33 (1.2)
45 (1.3)
5 (0.9)15 (0.8)
39 (1.9)
17 (1.4)
26 (0.8)
14 (1.3)
39 (2.1)
17 (0.6)
20 (1.2)
26 (0.9)43 (0.8)22 (0.6)
26 (1.4)
24 (0.6)
26 (0.9)516 (3.8)508 (2.7)477 (3.2)
586 (3.8)404 (8.6)505 (6.8)
460 (10.8)471 (6.1)
528 (5.1)
535 (5.1)
512 (2.8)546 (5.5)482 (5.3)
571 (2.8)466 (6.0)
461 (3.9)488 (6.2)
500 (3.9)
467 (4.8)493 (7.5)
459 (3.3)
602 (4.6)
409 (4.0)
541 (4.9)
498 (3.4)
530 (4.1)

5 (0.7)17 (0.8)
12 (1.4)
9 (1.5)15 (1.1)
4 (0.6)2 (0.3)11 (0.7)
5 (0.8)16 (1.0)33 (1.7)
0 (0.2)16 (1.0)
6 (1.1)
11 (0.8)
5 (0.6)6 (0.9)4 (0.7)6 (0.5)10 (0.8)
21 (1.1)
3 (0.3)15 (1.1)
19 (1.2)
11 (0.4)
10 (0.8)443 (10.1)
470 (4.8)452 (5.9)
542 (6.1)
363 (8.1)
453 (12.6)~ ~432 (6.0)
460 (16.0)
496 (6.5)
497 (3.3)~ ~434 (7.0)
522 (7.2)
425 (9.5)
411 (11.7)
437 (9.1)
429 (13.0)
409 (7.2)
430 (9.3)
418 (5.0)
541 (11.1)
370 (5.4)
498 (6.8)
436 (6.2)
466 (5.1)

International Average

28 (0.3)

478 (1.2)

37 (0.3)502 (0.9)

24 (0.2)

501 (1.0)

11 (0.2)451 (1.8)

12 (1.2)
14 (1.7)
32 (1.0)30 (1.2)
27 (0.8)25 (1.4)

519 (4.9)
530 (5.4)
367 (4.2)
375 (4.6)
387 (6.7)
535 (5.5)

49 (2.0)58 (1.9)27 (0.9)26 (0.9)34 (0.8)
44 (1.1)

530 (3.5)
541 (4.1)
441 (4.0)465 (6.3)
441 (3.8)556 (2.8)

32 (1.8)
24 (2.0)26 (0.9)28 (1.2)
25 (0.7)
25 (1.3)

520 (4.0)539 (4.6)465 (5.7)
491 (7.9)458 (4.7)555 (6.0)

8 (1.2)3 (0.6)15 (0.9)
16 (1.1)
14 (0.8)
6 (0.7)491 (8.9)474 (13.6)
431 (5.2)
437 (6.7)
394 (9.1)
518 (10.3)

Country

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

Separate Science ResultsFrequency Students Conduct Experiments in Biology Lessons
Biology

At Least Once a Week

Once or Twice a Month

A Few Times a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

CyprusFinlandFranceGeorgia
Hungary
Kazakhstan
LebanonLithuania
MoroccoPortugal
Romania
Russian Federation
Sweden6 (0.5)4 (0.4)15 (1.2)
20 (1.4)
4 (0.4)37 (1.4)
29 (1.6)
3 (0.5)38 (0.9)
10 (1.4)
10 (1.1)
6 (0.6)19 (1.4)

434 (7.8)
493 (10.8)
463 (5.4)
432 (7.8)458 (11.0)
460 (4.4)364 (5.7)
465 (11.3)
376 (3.4)
497 (6.5)
429 (8.3)
503 (8.8)508 (7.0)

28 (1.0)32 (1.2)
38 (1.5)
29 (1.7)
11 (1.0)33 (0.9)23 (1.5)
23 (1.4)
23 (0.7)
35 (1.8)
15 (1.0)29 (1.5)
39 (1.4)

480 (3.5)
534 (3.6)
492 (3.9)454 (4.8)525 (7.4)
490 (3.6)
377 (8.1)
522 (4.6)
400 (3.6)
518 (3.6)
466 (5.6)
547 (5.2)
532 (3.9)45 (1.1)
50 (1.1)
36 (1.7)
21 (1.4)
30 (1.1)
20 (1.0)25 (1.2)
56 (1.7)
22 (0.7)40 (1.7)
37 (1.4)
39 (1.1)
32 (1.4)

498 (2.2)
559 (3.2)
500 (3.7)
462 (5.2)
543 (3.7)
499 (4.6)405 (6.8)
543 (3.4)424 (4.5)
528 (3.3)
487 (4.6)552 (4.1)
543 (3.7)

21 (1.1)
13 (1.1)
11 (1.4)
30 (1.9)55 (1.8)
11 (0.8)
22 (2.2)
18 (1.6)
18 (0.8)
15 (1.9)38 (2.1)
26 (1.5)
10 (1.0)481 (4.2)
549 (6.9)478 (6.1)
447 (6.0)
530 (3.0)469 (6.5)
367 (8.7)
533 (5.4)
395 (3.4)
523 (6.1)
471 (5.7)
535 (5.3)
501 (7.6)

International Average

16 (0.3)452 (2.2)

28 (0.4)

488 (1.4)

35 (0.4)503 (1.2)

22 (0.4)483 (1.7)

3 (0.4)535 (9.1)

23 (1.6)

569 (4.5)

46 (1.6)

573 (3.2)

28 (1.9)559 (4.2)

Country

Benchmarking Participants
Moscow City, Russian Fed.

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

490

Exhibit 13.17: Frequency Students Conduct Experiments in Science Lessons
Students’ Reports(Continued)

Separate Science ResultsFrequency Students Conduct Experiments in Chemistry Lessons
Chemistry

At Least Once a Week

Once or Twice a Month

A Few Times a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

CyprusFinlandFranceGeorgia
Hungary
Kazakhstan
LebanonLithuania
MoroccoPortugal
Romania
Russian Federation
Sweden23 (0.9)47 (1.7)
32 (1.7)
26 (1.7)
18 (1.3)
43 (1.6)
33 (1.7)
6 (0.8)44 (1.0)
18 (1.9)
17 (1.5)
20 (1.6)
37 (1.6)

460 (4.0)562 (3.5)
469 (3.8)436 (6.6)
518 (6.9)
467 (4.1)
363 (6.3)
481 (10.2)
383 (3.2)
505 (5.8)443 (7.0)
531 (6.1)
527 (4.9)

54 (1.2)
39 (1.3)
45 (1.4)
35 (1.6)
34 (1.3)
35 (1.2)
27 (1.5)40 (1.8)24 (0.8)
48 (1.8)
28 (1.5)
52 (1.6)40 (1.0)494 (2.4)
544 (3.4)503 (3.3)455 (4.7)
540 (3.3)
490 (4.5)386 (7.6)
533 (4.1)
403 (4.3)
519 (2.9)478 (5.5)547 (4.3)
533 (3.7)

19 (1.0)
13 (0.8)
18 (1.2)
19 (1.3)
26 (1.2)
15 (1.0)24 (1.2)
45 (1.7)
18 (0.8)30 (1.9)36 (1.9)21 (1.4)
19 (1.5)502 (3.7)515 (5.3)
494 (4.6)
464 (6.3)
542 (4.2)
499 (5.2)
412 (7.5)
547 (3.4)
414 (4.4)
529 (3.6)
487 (5.3)
551 (4.6)
524 (5.9)

4 (0.7)1 (0.2)6 (1.1)20 (1.9)22 (1.3)
8 (0.7)16 (1.50)
9 (1.10)14 (0.90)
4 (0.80)
19 (2.00)
7 (0.80)
4 (0.60)473 (10.8)~ ~474 (10.5)
442 (6.4)
511 (4.6)453 (8.2)
353 (9.4)
516 (5.9)398 (4.4)
526 (13.9)
462 (6.6)
530 (9.2)
482 (14.3)

International Average

28 (0.4)473 (1.6)

38 (0.4)

494 (1.2)

23 (0.4)

499 (1.4)

10 (0.3)

468 (2.7)

13 (1.1)

551 (5.8)

54 (1.9)570 (3.2)

25 (1.5)574 (3.7)

8 (1.30)553 (7.3)

Country

Percent ofStudents

Average
Achievement

Benchmarking Participants
Moscow City, Russian Fed.

Frequency Students Conduct Experiments in Physics Lessons
Physics

At Least Once a Week

Once or Twice a Month

A Few Times a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

CyprusFinlandFranceGeorgia
Hungary
Kazakhstan
LebanonLithuania
MoroccoPortugal
Romania
Russian Federation
Sweden33 (1.0)36 (1.8)
32 (1.7)
28 (1.9)
17 (1.1)
46 (1.6)
32 (1.5)
8 (0.7)46 (1.0)
18 (1.9)15 (1.2)
26 (1.4)
30 (1.5)478 (3.2)
557 (4.2)
469 (3.8)440 (6.3)
519 (6.7)
467 (3.7)
365 (5.7)
495 (6.6)384 (3.2)
505 (5.8)434 (8.9)534 (5.0)524 (5.3)

40 (1.0)42 (1.4)
45 (1.4)
33 (1.7)
33 (1.2)
35 (1.1)
24 (1.2)
40 (1.7)
24 (0.8)
48 (1.8)
27 (1.6)
52 (1.2)
39 (1.1)

492 (2.9)546 (3.9)503 (3.3)
456 (5.5)
538 (3.8)
496 (4.4)382 (7.1)
533 (3.8)404 (3.9)519 (2.9)477 (5.2)
552 (3.9)535 (3.8)

20 (0.9)20 (1.0)
18 (1.2)
19 (1.3)
26 (1.0)
12 (0.8)
22 (1.0)43 (1.8)
17 (0.7)30 (1.9)36 (1.8)
17 (1.2)
25 (1.5)505 (4.4)525 (4.6)
494 (4.6)
463 (6.8)
542 (3.8)
492 (6.4)
411 (7.0)
546 (4.2)
417 (5.3)
529 (3.6)
491 (4.9)
543 (6.7)
536 (5.0)

7 (0.6)3 (0.3)6 (1.1)20 (2.1)
24 (1.5)
7 (0.6)22 (1.8)
10 (1.1)
13 (0.8)
4 (0.8)21 (1.9)
6 (0.7)6 (0.6)462 (7.4)
497 (12.0)474 (10.5)
436 (5.5)513 (4.3)
450 (7.7)
366 (9.0)
520 (6.0)
397 (4.2)
526 (13.9)
461 (6.1)
519 (9.1)
495 (11.2)

International Average

28 (0.4)475 (1.5)

37 (0.4)

495 (1.2)

24 (0.4)500 (1.5)

11 (0.3)

470 (2.4)

17 (1.2)

554 (5.2)

59 (1.5)571 (3.0)

19 (1.4)

574 (4.9)

5 (0.9)545 (7.3)

Country

Benchmarking Participants
Moscow City, Russian Fed.

Frequency Students Conduct Experiments in Earth Science Lessons
Earth Science

At Least Once a Week

Country
CyprusFinlandFranceGeorgia
Hungary
Kazakhstan
LebanonLithuania
MoroccoPortugal
Romania
Russian Federation
SwedenInternational Average

Once or Twice a Month

A Few Times a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

5 (0.5)5 (0.4)15 (1.2)
15 (1.0)
7 (0.6)33 (1.5)- 2 (0.4)
38 (0.8)
10 (1.4)
12 (1.6)
6 (0.5)- -435 (9.5)477 (9.0)463 (5.4)
420 (9.1)
479 (8.7)456 (4.3)- ~ ~378 (3.3)
497 (6.5)
427 (9.0)
519 (8.2)- -7 (0.6)27 (1.0)38 (1.5)
22 (1.6)
12 (0.8)
28 (1.0)- 11 (0.9)
23 (0.6)35 (1.8)
14 (1.1)
15 (1.0)- -459 (6.0)
528 (3.5)
492 (3.9)443 (6.2)
510 (5.4)484 (4.5)- 514 (5.5)
399 (3.4)
518 (3.6)
470 (7.8)
538 (7.1)- -17 (0.7)
44 (0.9)36 (1.7)
19 (1.3)
22 (0.8)
19 (1.1)- 32 (1.6)
21 (0.7)40 (1.7)
32 (2.1)
27 (1.2)- -483 (4.7)552 (3.1)
500 (3.7)459 (5.5)
542 (4.3)
504 (4.9)- 533 (3.5)
425 (4.9)
528 (3.3)
488 (6.4)
548 (4.5)- -70 (1.1)
24 (1.0)
11 (1.4)
45 (1.9)59 (1.4)
21 (1.1)- 54 (2.1)
18 (0.9)15 (1.9)42 (2.3)
53 (1.6)- -495 (2.3)
570 (4.1)
478 (6.1)
460 (4.9)
536 (2.8)483 (5.0)- 544 (3.7)
401 (3.6)
523 (6.1)
476 (8.1)
546 (4.3)- -13 (0.3)455 (2.4)

21 (0.3)

487 (1.6)

28 (0.4)506 (1.4)

37 (0.5)501 (1.5)

4 (0.8)533 (7.8)

9 (0.7)558 (5.3)

20 (1.1)

567 (3.5)

66 (1.7)

570 (3.1)

rBenchmarking Participants
Moscow City, Russian Fed.

A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: SCIENCE CURRICULUM AND INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

491

Technology in Instruction
Computer Access for Instruction
Information about students’ access to computers as part of their mathematics and science lessons isprovided in Exhibits 14.1 (fourth grade mathematics), 14.2 (fourth grade science), 14.3 (eighth grade
mathematics), and 14.4 (eighth grade science). Each exhibit presents teachers’ reports on whether
computers are available for students to use during lessons as well as the types of access they have:
whether each student in the class has a computer, the class has computers that students can share,
and/or the school has computers that the class can sometimes share (teachers could indicate morethan one type of access to computers). Average student achievement is also reported for each category.
Countries are ordered by the percent of students having access to computers.
In fourth grade, computers are available for students to use during mathematics lessons for 39
percent of students, on average (Exhibit 14.1), and during science lessons for 45 percent of students, on
average (Exhibit 14.2). Availability of computers during mathematics and science lessons was similar
for eighth grade students: 37 percent had mathematics teachers who said computers were available(Exhibit 14.3) and 48 percent had science teachers who said computers were available (Exhibit 14.4).
There was wide variation across countries in computer availability, with 80 percent or more of students
having access in some countries and as few as 5 or 6 percent in others. Having computers available
for instruction was associated with higher achievement, on average, in both mathematics and scienceand at both grades. Of course, access to computers is likely associated with access to other resourcesthat are associated with higher achievement. There was also quite a bit of variation across countries
in the types of access to computers, though the most frequent type of access was that the school has
computers that the class can sometimes use (28–29% of students in mathematics lessons and 36–39%
of students in science lessons).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

492

Exhibit 14.1: Access to Computers for Mathematics Lessons
Students’ Results based on Teachers’ Reports
Percent of Students by Computer Access*Computers Available for Students to Use During
Mathematics Lessons
Country

Yes
Percent ofStudents

Malta
New Zealand
Denmark
SwedenHong Kong SAR
Norway (5)United States
Australia
Netherlands
Georgia
Northern Ireland
Finland
Kazakhstan
Japan
Belgium (Flemish)
CanadaLithuania
Germany
North Macedonia
Singapore
United Arab Emirates
Austria
Ireland
Russian Federation
Qatar
Chile
Korea, Rep. of
LatviaSpain
BahrainSaudi Arabia
Hungary
CyprusPolandCzech Republic
Iran, Islamic Rep. of
KuwaitChinese Taipei
Italy
Philippines
FranceBulgaria
Azerbaijan
Oman
Turkey (5)Armenia
Slovak Republic
SerbiaBosnia and Herzegovina
PortugalMontenegro
AlbaniaSouth Africa (5)KosovoCroatia
Pakistan
MoroccoEngland

r

r

r

r

x

International Average

No
Average
Achievement

Percent ofStudents

Average
Achievement

95 (0.2)
92 (1.8)
87 (3.1)
85 (2.4)
81 (4.6)
76 (3.8)
76 (2.5)
71 (3.5)
71 (5.1)
70 (3.8)
69 (4.0)65 (3.6)
61 (3.5)
59 (3.9)52 (3.9)51 (2.9)51 (3.8)
48 (3.7)
47 (4.5)
46 (2.6)45 (1.8)
44 (3.3)
43 (4.0)42 (3.5)
37 (3.5)
34 (3.9)34 (3.8)
34 (3.1)
33 (2.6)
32 (2.9)31 (3.3)
31 (3.6)30 (2.5)
29 (3.4)
29 (3.4)
25 (2.8)
24 (3.3)
23 (3.4)
23 (3.3)
23 (3.3)
21 (3.4)
19 (3.1)
18 (2.9)
17 (2.3)
16 (3.1)
14 (2.9)
14 (2.1)
13 (2.6)
13 (2.2)
13 (2.0)
11 (1.1)
9 (2.7)8 (1.6)6 (2.0)6 (2.0)6 (1.4)5 (1.9)32 (4.4)508 (1.4)487 (2.9)523 (2.3)
522 (2.8)602 (3.9)
546 (2.6)
536 (2.9)
521 (3.9)534 (2.8)481 (4.5)564 (4.3)
531 (2.9)511 (3.1)
591 (2.4)
531 (2.8)506 (3.0)
541 (4.5)
519 (3.9)472 (7.7)
626 (5.4)512 (2.5)
549 (3.1)
548 (4.7)
568 (4.5)
449 (7.5)
441 (5.4)
595 (4.2)
539 (5.0)503 (3.7)
489 (4.1)
411 (6.4)
522 (5.3)
538 (4.1)
514 (4.6)
540 (5.6)
463 (9.7)
391 (11.5)
600 (3.9)515 (4.8)315 (13.2)
471 (6.0)
516 (7.9)508 (6.5)
437 (6.8)
533 (10.2)
505 (6.5)
523 (8.9)512 (8.9)477 (6.3)
524 (6.1)
455 (5.7)
530 (17.2)
430 (15.2)
451 (7.9)503 (11.4)
303 (54.2)
430 (28.6)
566 (5.6)

5 (0.2)8 (1.8)13 (3.1)
15 (2.4)
19 (4.6)
24 (3.8)
24 (2.5)
29 (3.5)
29 (5.1)
30 (3.8)
31 (4.0)35 (3.6)
39 (3.5)
41 (3.9)48 (3.9)49 (2.9)49 (3.8)
52 (3.7)
53 (4.5)
54 (2.6)
55 (1.8)
56 (3.3)
57 (4.0)58 (3.5)
63 (3.5)
66 (3.9)66 (3.8)
66 (3.1)
67 (2.6)
68 (2.9)69 (3.3)
69 (3.6)
70 (2.5)
71 (3.4)
71 (3.4)
75 (2.8)
76 (3.3)
77 (3.4)
77 (3.3)
77 (3.3)
79 (3.4)
81 (3.1)
82 (2.9)
83 (2.3)
84 (3.1)
86 (2.9)
86 (2.1)
87 (2.6)
87 (2.2)
87 (2.0)89 (1.1)
91 (2.7)
92 (1.6)
94 (2.0)
94 (2.0)
94 (1.4)
95 (1.9)68 (4.4)

518 (5.0)
491 (12.6)
533 (7.2)
519 (10.8)
599 (12.2)
539 (5.7)
534 (5.8)
511 (7.0)
542 (4.5)483 (6.5)
568 (5.9)535 (3.3)
514 (4.9)595 (2.8)536 (2.7)
520 (4.2)
541 (3.9)523 (3.4)471 (7.3)
625 (4.7)457 (3.0)
532 (2.8)
548 (2.8)566 (4.1)
450 (5.0)442 (4.0)
602 (2.7)550 (3.0)
501 (3.4)475 (3.1)
393 (4.8)525 (4.1)
532 (3.3)
522 (3.0)
530 (3.0)
436 (4.5)
381 (5.4)
599 (2.1)
515 (2.7)
290 (6.9)
489 (3.2)
515 (5.3)
517 (3.0)429 (4.5)
521 (5.1)
497 (2.8)508 (3.6)
507 (3.4)
448 (2.5)526 (2.9)453 (2.2)
491 (3.5)368 (3.8)443 (3.3)
509 (2.3)
329 (12.8)
379 (4.8)554 (6.5)

39 (0.4)506 (1.4)

61 (0.4)500 (0.7)

78 (1.3)
59 (5.5)
53 (4.5)
39 (4.5)
33 (2.4)
32 (4.1)555 (2.4)509 (4.9)600 (2.9)516 (4.4)476 (5.4)
528 (3.7)

22 (1.3)
41 (5.5)
47 (4.5)
61 (4.5)
67 (2.4)
68 (4.1)

514 (5.1)
518 (10.5)
585 (3.1)
519 (2.5)426 (3.9)535 (2.8)

The Class has
Computers thatStudents can
Share

Each Student
has a Computer

r

r

r
s

r

s

x

63 (0.4)
33 (3.3)
63 (4.7)
50 (4.3)
38 (4.3)
39 (4.2)
51 (3.0)32 (3.2)
35 (4.7)
75 (4.0)
3 (1.2)15 (2.5)
10 (2.2)
5 (1.6)3 (1.2)13 (2.1)
8 (2.0)0 (0.3)14 (2.9)18 (1.9)23 (1.6)
1 (0.4)5 (2.0)7 (1.7)18 (2.8)
16 (3.2)
6 (2.1)6 (2.0)7 (1.4)6 (1.6)4 (1.3)2 (1.0)0 (0.2)6 (1.8)7 (1.9)2 (1.0)6 (2.0)3 (1.4)2 (1.0)0 (0.2)1 (0.7)2 (0.9)4 (1.4)3 (1.0)2 (1.3)3 (1.3)3 (1.0)0 (0.3)4 (1.3)2 (0.9)1 (0.0)2 (1.2)1 (0.5)0 (0.0)1 (0.8)2 (1.5)0 (0.3)7 (2.3)

r

r

r
s

r

s

x

13 (0.3)

16 (0.3)
67 (3.3)
8 (2.4)19 (3.1)
23 (3.8)
29 (4.2)
36 (2.1)
39 (3.8)
46 (5.9)38 (4.8)
48 (4.3)
17 (2.4)
17 (2.9)19 (2.7)
34 (4.0)32 (2.7)
16 (3.1)
32 (3.6)
26 (4.3)
18 (2.0)25 (1.8)
39 (3.2)
19 (2.9)28 (3.3)
11 (2.3)
16 (2.9)6 (2.1)
10 (2.5)
11 (2.1)
9 (1.8)9 (2.0)7 (1.8)14 (2.2)
4 (1.4)12 (2.2)
3 (1.4)5 (1.8)14 (2.6)
14 (2.5)
12 (2.3)
10 (2.2)
8 (2.4)6 (1.7)4 (1.3)8 (2.3)3 (1.2)5 (1.0)9 (2.2)7 (1.8)7 (1.4)6 (0.7)8 (2.6)2 (0.7)7 (3.1)4 (1.7)3 (0.6)2 (1.2)20 (4.4)

The School has
Computers that
the Class canSometimes Use

r

r

r
s

r

r

s

x

17 (0.4)

34 (0.4)
39 (3.2)
34 (4.7)
34 (4.1)
67 (4.8)
50 (4.6)
41 (2.1)
44 (4.0)34 (4.8)
90 (2.8)
58 (4.2)
57 (3.5)
52 (3.6)
57 (3.9)43 (3.7)
43 (2.8)
48 (3.9)37 (3.4)
29 (4.5)
44 (2.5)
39 (1.8)
21 (2.7)
36 (4.1)
41 (3.5)
33 (3.3)
33 (3.8)
32 (3.8)
32 (3.3)
31 (2.6)
28 (2.8)
26 (3.2)
29 (3.5)
26 (2.8)
27 (3.2)
28 (3.4)
18 (2.6)
19 (3.1)
16 (2.7)
20 (3.1)
22 (3.2)
16 (3.2)
18 (3.2)
15 (2.6)
14 (2.5)
13 (2.8)
13 (2.8)
11 (2.0)
10 (2.5)
10 (2.3)
12 (2.0)
10 (1.1)
8 (2.6)6 (1.5)9 (3.2)6 (2.0)4 (1.0)4 (1.6)24 (4.9)29 (0.4)

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Quebec, Canada

r
r

r

r
r

r

50 (2.3)
13 (4.1)
10 (2.4)
10 (2.8)
15 (1.5)
8 (2.1)rr

r

40 (1.8)42 (5.5)
27 (3.6)
9 (2.8)18 (2.5)
17 (3.7)rr

r

65 (1.8)
49 (5.3)
49 (4.6)
33 (4.6)
28 (2.4)
28 (4.2)* Teachers could indicate the class having more than one type of computer access.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

493

Exhibit 14.2: Access to Computers for Science Lessons
Students’ Results based on Teachers’ Reports
Percent of Students by Computer Access*Computers Available for Students to Use During
Science Lessons
Country

Yes
Percent ofStudents

Denmark
New Zealand
Belgium (Flemish)
SwedenMalta
Finland
Georgia
Northern Ireland
United States
Australia
Norway (5)Netherlands
North Macedonia
Japan
Hong Kong SAR
CanadaKazakhstan
Singapore
Germany
Lithuania
Chinese Taipei
Qatar
Korea, Rep. of
United Arab Emirates
Russian Federation
Spain
LatviaIreland
Austria
KuwaitCyprusChile
BahrainSaudi Arabia
Hungary
Italy
Slovak Republic
Iran, Islamic Rep. of
Philippines
Czech Republic
Oman
Armenia
FranceBulgaria
PolandTurkey (5)SerbiaBosnia and Herzegovina
PortugalMontenegro
Azerbaijan
KosovoCroatia
Albania
MoroccoPakistanSouth Africa (5)England

r

s
r

r

r

r

r
x

International Average

No
Average
Achievement

Percent ofStudents

Average
Achievement

93 (2.4)
91 (1.5)
90 (2.2)
89 (2.2)
87 (0.3)
83 (2.5)
82 (3.3)
80 (3.5)
79 (2.6)
78 (2.8)
75 (4.2)
72 (4.8)
71 (4.2)
70 (3.7)
70 (4.4)
64 (3.0)
63 (4.1)
60 (2.6)
59 (3.8)
51 (3.6)
50 (3.9)50 (4.3)
49 (3.8)
48 (1.9)47 (3.7)
47 (2.9)45 (3.1)
45 (3.8)45 (3.2)
42 (4.0)40 (4.7)
40 (3.6)40 (2.9)37 (3.3)
34 (3.3)
32 (3.4)
30 (3.3)
29 (3.2)
29 (3.4)
29 (3.0)28 (3.2)
25 (3.4)
23 (3.7)
23 (3.3)
20 (2.9)20 (3.2)
19 (3.1)
18 (2.4)
18 (2.3)
18 (1.4)
17 (2.2)
12 (3.1)
11 (2.4)
11 (2.6)
11 (2.3)
8 (2.4)7 (1.6)36 (4.9)522 (2.8)503 (2.5)502 (2.3)
540 (3.4)
497 (1.3)
554 (2.8)450 (4.6)
518 (2.8)541 (3.1)
535 (3.1)
537 (3.3)
519 (4.0)422 (7.3)
560 (2.2)
533 (4.5)
524 (2.3)
488 (4.6)
594 (4.4)
519 (3.1)
537 (4.2)
557 (2.4)
447 (5.6)
587 (3.6)
507 (3.1)
569 (3.9)513 (3.0)535 (4.4)
526 (5.6)525 (3.5)
398 (10.6)
515 (5.0)
468 (4.6)
511 (4.8)413 (6.5)
522 (4.8)507 (4.6)
526 (7.1)
461 (8.1)
255 (13.5)
537 (4.7)
445 (9.3)
476 (6.9)
482 (4.9)515 (12.2)
522 (5.7)
539 (6.0)
520 (7.6)
472 (6.0)
507 (4.5)
442 (6.3)
433 (6.3)
416 (7.1)
518 (8.6)
523 (12.2)
412 (21.0)
297 (27.3)
422 (18.5)
550 (7.0)

7 (2.4)9 (1.5)10 (2.2)
11 (2.2)
13 (0.3)
17 (2.5)
18 (3.3)
20 (3.5)
21 (2.6)
22 (2.8)
25 (4.2)
28 (4.8)
29 (4.2)
30 (3.7)
30 (4.4)
36 (3.0)37 (4.1)
40 (2.6)
41 (3.8)
49 (3.6)
50 (3.9)50 (4.3)
51 (3.8)
52 (1.9)53 (3.7)
53 (2.9)55 (3.1)
55 (3.8)
55 (3.2)
58 (4.0)60 (4.7)
60 (3.6)
60 (2.9)63 (3.3)
66 (3.3)
68 (3.4)
70 (3.3)
71 (3.2)
71 (3.4)
71 (3.0)72 (3.2)
75 (3.4)
77 (3.7)
77 (3.3)
80 (2.9)80 (3.2)
81 (3.1)
82 (2.4)
82 (2.3)
82 (1.4)
83 (2.2)
88 (3.1)
89 (2.4)
89 (2.6)
89 (2.3)
92 (2.4)
93 (1.6)
64 (4.9)519 (5.8)500 (8.3)
500 (6.3)
534 (11.9)
491 (3.4)557 (4.8)471 (8.6)
518 (5.9)534 (6.3)
529 (6.5)
547 (5.1)
515 (4.4)
436 (11.5)
565 (2.9)532 (8.4)
525 (4.1)
499 (6.2)
595 (4.6)
518 (4.5)
537 (4.0)559 (2.6)453 (7.0)
588 (2.3)
445 (3.8)566 (4.0)509 (3.3)
547 (2.6)
530 (3.5)
520 (3.6)
389 (8.3)
511 (3.8)
468 (4.2)
480 (4.7)
394 (5.9)533 (3.7)
511 (3.6)
518 (4.1)
432 (5.1)
245 (9.4)
532 (3.0)
431 (4.8)464 (3.9)490 (3.5)
523 (6.2)
534 (2.8)523 (5.4)
516 (4.0)456 (3.0)503 (2.8)456 (2.6)425 (3.9)413 (4.1)
524 (2.2)
485 (3.9)
370 (6.6)
292 (17.0)
319 (5.0)533 (5.9)45 (0.4)

496 (1.0)55 (0.4)

490 (0.8)80 (0.9)75 (5.9)60 (4.3)
53 (4.4)
40 (2.3)
38 (4.4)554 (3.0)525 (3.7)600 (2.7)
524 (2.4)
449 (6.0)
522 (4.1)

20 (0.9)25 (5.9)40 (4.3)
47 (4.4)
60 (2.3)
62 (4.4)

531 (5.5)533 (11.9)
587 (3.4)
521 (3.5)395 (5.9)523 (2.6)

The Class has
Computers thatStudents can
Share

Each Student
has a Computer
r

r

r

s
r

r

r

r

x

s

r
x

63 (4.4)
30 (3.3)
8 (1.7)54 (4.5)62 (0.4)
18 (2.7)
76 (3.6)
7 (2.1)53 (3.0)33 (3.4)
43 (5.0)34 (5.3)
19 (3.4)
10 (2.1)
45 (5.0)
16 (2.0)
16 (2.8)
25 (2.4)
2 (1.1)8 (2.0)6 (1.7)19 (3.4)
15 (2.6)
25 (1.8)
7 (1.6)8 (1.7)5 (1.8)7 (2.2)1 (0.7)8 (2.1)0 (0.5)
19 (3.2)
7 (1.5)3 (0.7)5 (1.5)2 (0.9)8 (1.8)1 (0.7)3 (2.3)6 (1.8)4 (1.2)9 (2.3)0 (0.4)0 (0.3)2 (1.2)2 (0.9)0 (0.0)5 (1.4)3 (1.1)1 (0.0)5 (1.7)0 (0.0)3 (1.2)2 (1.2)0 (0.4)0 (0.2)1 (0.6)4 (2.0)

r

r

r

s
r

r

r

r

x

s

r
x

14 (0.3)

8 (2.4)69 (3.0)
58 (4.0)26 (3.6)
19 (0.3)
25 (2.7)
34 (4.2)
60 (4.4)
38 (2.5)
41 (3.7)
31 (4.9)49 (5.7)
43 (4.5)
24 (3.7)
28 (4.4)
40 (3.1)
24 (3.5)
29 (2.2)
39 (3.8)
19 (2.9)26 (3.4)
23 (3.2)
12 (2.8)30 (1.4)
30 (3.7)
16 (2.2)
17 (3.1)
20 (3.2)
41 (3.0)
13 (2.7)
18 (3.7)
25 (4.0)
10 (2.0)
16 (2.9)9 (2.1)18 (2.8)
10 (1.8)
7 (2.0)32 (5.0)
13 (2.1)
10 (2.0)
6 (2.1)
12 (2.4)
9 (2.5)5 (1.8)15 (2.9)
13 (2.7)
10 (2.1)
10 (2.0)
10 (1.2)
9 (1.6)
10 (3.6)6 (2.5)8 (2.3)4 (1.5)4 (1.5)2 (0.7)24 (5.1)

The School has
Computers that
the Class canSometimes Use
r

r

s
r

r

r

r

x

s

r
x

22 (0.4)

48 (4.6)
41 (2.8)
76 (3.0)35 (4.5)32 (0.4)
76 (2.8)
90 (2.6)
71 (4.2)
42 (2.5)
49 (4.3)
42 (5.0)40 (5.6)
44 (4.4)
66 (4.1)
59 (4.6)
52 (3.1)
52 (4.4)
57 (2.8)
50 (3.9)46 (3.8)
39 (3.8)
46 (4.0)45 (4.0)42 (1.7)
44 (3.9)43 (2.9)42 (3.1)
36 (3.8)
26 (3.3)
36 (3.6)
36 (4.8)40 (3.6)
36 (2.7)
31 (3.3)
32 (3.2)
27 (3.2)
25 (3.1)
23 (3.2)
55 (5.9)26 (2.8)
23 (2.9)23 (3.2)
19 (3.5)
22 (3.3)
18 (2.7)
16 (3.0)
16 (3.3)
16 (2.6)
18 (2.2)
15 (1.1)
13 (1.9)
17 (5.3)
11 (2.3)
9 (2.5)8 (2.1)4 (1.7)6 (1.5)27 (5.2)

36 (0.5)

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Quebec, Canada

r
r

r

r
r

r

47 (2.0)
15 (4.3)
12 (2.6)
16 (3.1)
16 (1.9)
10 (2.1)rr

r

50 (2.8)
52 (6.0)31 (3.6)
13 (3.2)
21 (2.3)
20 (3.9)rr

r

69 (1.7)
61 (6.2)
58 (4.5)
49 (4.2)
34 (2.6)
32 (4.4)* Teachers could indicate the class having more than one type of computer access.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

494

Exhibit 14.3: Access to Computers for Mathematics Lessons
Students’ Results based on Teachers’ Reports
Percent of Students by Computer Access*Computers Available for Students to Use During
Mathematics Lessons
Country

Yes
Percent ofStudents

SwedenNorway (9)New ZealandAustralia
United States
United Arab Emirates
FinlandJapan
Kazakhstan
JordanChile
Hungary
Georgia
Lithuania
Egypt
Qatar
Hong Kong SAR
Singapore
Chinese Taipei
Romania
BahrainIsraelRussian Federation
Ireland
Korea, Rep. of
Saudi Arabia
KuwaitIran, Islamic Rep. of
England
Italy
FranceLebanonTurkeyOman
Malaysia
South Africa (9)Portugal
CyprusMorocco

s

r

s
r

s

International Average

No
Average
Achievement

Percent ofStudents

Average
Achievement

89 (2.6)
82 (3.5)
81 (3.5)
76 (2.9)72 (2.8)
56 (1.7)
55 (3.1)
54 (3.8)
46 (3.7)
44 (3.6)
43 (4.1)
42 (3.6)
41 (4.0)41 (3.9)39 (4.3)
38 (3.3)
37 (4.0)35 (2.7)
35 (3.4)
33 (3.7)
33 (2.7)
33 (3.2)
31 (3.5)
31 (3.2)
29 (3.5)
29 (3.5)
28 (3.5)
25 (3.2)
24 (4.8)
23 (3.4)
19 (3.6)
16 (3.4)
15 (2.8)
13 (2.6)
13 (2.1)
9 (1.3)9 (2.5)9 (1.9)5 (1.6)502 (2.7)
506 (3.3)
488 (3.8)
529 (4.9)510 (4.7)
480 (3.1)
508 (3.5)595 (4.9)484 (5.4)
429 (6.5)
440 (5.0)514 (6.6)
467 (7.2)
514 (4.9)424 (8.7)
440 (8.8)584 (7.9)615 (8.1)
608 (5.4)
488 (8.9)
481 (3.8)516 (10.7)
558 (7.0)
521 (5.5)607 (4.6)
401 (4.8)426 (10.0)465 (8.9)
521 (15.8)484 (5.3)
483 (5.7)
447 (10.4)
512 (12.1)
434 (10.1)
477 (9.8)
417 (11.5)
503 (14.0)
517 (8.6)
416 (15.5)

11 (2.6)
18 (3.5)
19 (3.5)
24 (2.9)28 (2.8)
44 (1.7)
45 (3.1)
46 (3.8)
54 (3.7)
56 (3.6)
57 (4.1)
58 (3.6)
59 (4.0)59 (3.9)61 (4.3)
62 (3.3)
63 (4.0)65 (2.7)
65 (3.4)
67 (3.7)
67 (2.7)
67 (3.2)
69 (3.5)
69 (3.2)
71 (3.5)
71 (3.5)
72 (3.5)
75 (3.2)
76 (4.8)
77 (3.4)
81 (3.6)
84 (3.4)
85 (2.8)
87 (2.6)
87 (2.1)
91 (1.3)
91 (2.5)
91 (1.9)95 (1.6)515 (8.2)
501 (5.1)
460 (12.3)
488 (8.2)
533 (9.2)
468 (4.3)
510 (2.9)594 (2.9)490 (5.3)
414 (6.1)
441 (4.9)515 (5.6)
459 (5.5)526 (4.3)
407 (6.7)
446 (4.6)
572 (6.5)
616 (5.0)615 (3.2)
476 (5.4)
481 (2.5)
521 (6.0)
537 (6.1)
526 (3.1)
607 (3.6)
389 (3.0)392 (4.8)440 (4.0)522 (9.9)502 (3.2)
482 (3.1)
426 (3.4)
493 (4.9)
407 (3.2)
458 (3.7)
388 (2.8)500 (3.3)
504 (2.5)386 (2.4)

37 (0.5)495 (1.3)

63 (0.5)487 (0.9)74 (2.3)
70 (4.5)
59 (1.8)
37 (4.1)
29 (4.3)
23 (3.6)
15 (3.2)

548 (3.2)
539 (5.7)
421 (5.0)587 (7.0)557 (7.2)
462 (14.2)
434 (14.8)

26 (2.3)
30 (4.5)
41 (1.8)
63 (4.1)
71 (4.3)
77 (3.6)
85 (3.2)

507 (6.8)
516 (5.0)454 (4.6)
568 (4.8)
537 (4.7)
434 (5.7)
418 (4.0)

The Class has
Computers thatStudents can
Share

Each Student
has a Computer

s

r

x

r

s
r
r

s

80 (3.1)
73 (3.9)61 (4.3)
62 (2.9)58 (3.0)32 (1.4)
24 (3.0)
8 (2.0)15 (2.9)9 (2.7)23 (3.6)6 (1.6)25 (6.4)
10 (2.0)
2 (1.1)
17 (2.3)
22 (3.4)
19 (1.7)
2 (1.0)8 (2.1)5 (0.7)9 (2.2)7 (1.9)14 (2.3)
3 (1.1)5 (1.6)6 (1.2)0 (0.1)13 (3.9)
6 (1.8)6 (2.0)2 (1.0)1 (0.9)2 (0.7)4 (1.3)2 (0.4)3 (1.5)0 (0.0)0 (0.0)

s

r

y

r

s
r
r

s

17 (0.4)

2 (1.1)13 (3.6)
24 (3.2)
10 (2.1)
27 (2.2)
24 (1.4)
13 (1.8)
19 (3.0)30 (3.5)
10 (1.8)
19 (3.2)
7 (1.6)- 12 (2.4)
11 (2.8)8 (2.3)7 (2.1)
11 (1.5)
26 (3.1)
7 (2.2)8 (1.6)7 (1.3)16 (3.1)
3 (1.2)14 (2.6)
14 (3.1)
5 (1.8)3 (1.2)4 (2.1)
15 (2.8)5 (2.1)6 (2.1)9 (2.3)4 (1.3)5 (1.5)1 (0.4)
1 (1.0)2 (0.6)
1 (0.7)The School has
Computers that
the Class canSometimes Use
s

r

x

r

s
r
r

s

11 (0.4)

15 (3.0)
20 (3.6)
55 (4.2)
40 (3.3)
35 (2.4)
43 (1.8)
47 (3.2)
52 (4.0)36 (3.8)
43 (3.7)
41 (4.1)
39 (3.7)
84 (5.1)
40 (3.9)38 (4.3)
33 (3.3)
29 (4.0)30 (2.7)
26 (3.1)
31 (3.8)
32 (2.8)30 (3.0)30 (3.4)
22 (2.6)
22 (3.2)
23 (3.0)25 (3.8)
22 (3.3)
17 (4.3)
24 (3.6)
16 (3.5)
14 (3.3)
12 (2.5)
12 (2.5)
12 (2.2)
4 (0.7)8 (2.4)6 (1.4)4 (1.3)28 (0.5)

Benchmarking Participants
Dubai, UAE
Ontario, Canada
Abu Dhabi, UAE
Moscow City, Russian Fed.
Quebec, Canada
Western Cape, RSA (9)Gauteng, RSA (9)rrr

36 (2.8)
21 (4.6)
48 (1.9)
7 (2.2)14 (2.6)
5 (1.6)5 (1.5)rr

35 (2.2)
50 (5.3)
21 (2.5)
11 (2.5)
6 (2.5)2 (1.0)1 (0.5)rr

62 (3.1)
57 (5.3)
38 (2.5)
35 (4.0)
17 (3.7)
16 (3.8)
7 (2.2)* Teachers could indicate the class having more than one type of computer access.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

495

Exhibit 14.4: Access to Computers for Science Lessons
Students’ Results based on Teachers’ Reports
Percent of Students by Computer Access*Computers Available for Students to Use During
Science Lessons
Country

Yes
Percent ofStudents

SwedenNew ZealandAustralia
Norway (9)United States
FinlandJapan
Chile
Kazakhstan
United Arab Emirates
Egypt
Hong Kong SAR
Singapore
IsraelIran, Islamic Rep. of
JordanChinese Taipei
Lithuania
Qatar
Georgia
Korea, Rep. of
KuwaitHungary
Russian Federation
IrelandBahrainRomania
Italy
FranceEngland
Saudi Arabia
Malaysia
LebanonOman
TurkeyPortugal
MoroccoSouth Africa (9)Cyprus

r
s
r

r

r
s

s

International Average

No
Average
Achievement

Percent ofStudents

Average
Achievement

96 (1.7)
90 (2.6)
87 (1.6)
85 (3.3)
82 (2.3)
78 (1.9)67 (3.8)
65 (3.9)64 (2.9)59 (1.4)
58 (3.7)
57 (4.0)56 (2.2)
56 (4.3)
54 (3.8)
54 (3.6)
54 (3.6)
53 (2.3)
50 (4.5)
49 (2.4)
49 (4.2)
48 (4.6)
46 (2.6)
46 (2.5)
45 (3.7)
44 (2.8)40 (2.9)36 (3.8)
35 (3.5)
32 (4.8)30 (3.8)
20 (3.3)
19 (2.6)
18 (2.4)
18 (3.2)
17 (3.1)
15 (1.9)
10 (1.8)
7 (1.0)521 (3.1)
506 (4.2)
537 (3.8)
497 (3.9)
530 (4.2)
542 (3.3)
568 (2.8)
468 (4.2)
477 (4.2)
483 (2.8)399 (7.8)512 (7.5)605 (6.0)
510 (5.8)465 (5.4)
468 (5.1)
572 (2.6)
529 (3.6)477 (5.7)
445 (4.4)560 (3.3)
457 (7.4)
529 (3.5)
548 (4.2)
527 (3.9)483 (3.8)
481 (5.7)
493 (4.7)
487 (4.4)524 (14.2)
441 (6.9)452 (10.9)
409 (11.4)
475 (8.2)
536 (11.2)
536 (5.4)
411 (7.3)
404 (16.9)
494 (6.7)

4 (1.7)10 (2.6)
13 (1.6)
15 (3.3)
18 (2.3)
22 (1.9)33 (3.8)
35 (3.9)36 (2.9)41 (1.4)
42 (3.7)
43 (4.0)44 (2.2)
44 (4.3)
46 (3.8)
46 (3.6)
46 (3.6)
47 (2.3)
50 (4.5)
51 (2.4)
51 (4.2)
52 (4.6)
54 (2.6)
54 (2.5)
55 (3.7)
56 (2.8)60 (2.9)64 (3.8)
65 (3.5)
68 (4.8)70 (3.8)80 (3.3)
81 (2.6)
82 (2.4)
82 (3.2)
83 (3.1)
85 (1.9)90 (1.8)
93 (1.0)528 (31.8)
464 (22.8)505 (10.6)
500 (7.9)
511 (14.3)
545 (4.9)
572 (3.9)454 (5.7)
480 (5.7)
462 (4.2)
379 (8.0)494 (8.9)
611 (5.8)519 (6.4)
431 (5.8)434 (7.8)
576 (3.7)
538 (2.9)472 (7.5)
449 (4.2)
561 (2.6)
432 (6.9)
528 (3.7)
539 (5.8)
528 (4.3)
488 (3.5)
464 (4.9)506 (3.3)
489 (3.9)
522 (8.2)
428 (3.4)
462 (4.5)
370 (5.2)
453 (3.2)
511 (4.8)516 (3.0)
391 (3.2)
366 (3.2)
486 (2.5)

48 (0.5)

496 (1.1)

52 (0.5)486 (1.4)

88 (3.4)
81 (1.4)
62 (2.5)40 (2.6)
21 (3.5)
8 (1.9)- -522 (5.0)565 (2.6)
397 (6.2)
571 (3.7)472 (17.8)
517 (18.8)- -12 (3.4)
19 (1.4)
38 (2.5)
60 (2.6)
79 (3.5)
92 (1.9)- -516 (9.4)
494 (8.1)
451 (7.8)
563 (3.2)
432 (6.6)415 (4.6)- -The Class has
Computers thatStudents can
Share

Each Student
has a Computer

r
s
r

r

x

r
r
s

s

87 (2.8)
55 (4.1)
67 (2.8)
77 (3.8)
58 (2.9)27 (3.0)
17 (3.2)
40 (4.0)
19 (2.2)
39 (1.3)
3 (1.4)30 (3.8)
29 (1.9)
10 (2.5)
2 (1.2)13 (2.6)
5 (1.4)16 (1.7)
24 (2.7)
26 (3.5)
7 (1.9)8 (2.3)3 (0.7)8 (1.5)17 (2.7)
6 (1.1)
12 (2.0)
6 (1.8)4 (1.5)
14 (3.6)
5 (1.6)4 (1.3)1 (0.7)3 (1.0)3 (1.5)3 (1.2)0 (0.0)3 (0.9)1 (0.0)

r
s
r

r

x

r
r
s

s

19 (0.4)

4 (1.2)24 (3.5)
18 (2.4)
16 (3.6)
35 (3.1)
18 (1.8)
29 (3.5)
39 (3.8)
37 (2.8)
27 (1.6)
14 (2.9)20 (3.6)
21 (2.1)
22 (3.1)
6 (1.9)11 (2.1)
37 (3.5)
20 (1.7)
19 (2.7)
27 (3.4)
27 (3.1)
10 (2.6)
10 (1.4)
28 (2.2)
10 (2.0)
11 (2.5)
12 (2.2)
25 (3.6)
19 (2.6)
7 (2.9)11 (2.3)
7 (1.7)6 (1.9)8 (1.6)
10 (2.5)
8 (1.9)5 (1.1)2 (0.8)3 (0.6)The School has
Computers that
the Class canSometimes Use

r
s
r

r

s

r
r
s

s

17 (0.4)

19 (3.0)
67 (4.1)
51 (2.7)
21 (3.9)50 (2.9)70 (2.3)
62 (4.0)
63 (3.8)
56 (3.0)47 (1.6)
56 (3.6)
45 (4.3)
53 (2.4)
53 (4.1)
49 (3.8)
50 (3.8)40 (3.6)
48 (2.1)
46 (4.1)
87 (2.2)
39 (4.1)
42 (4.8)
43 (2.7)
44 (2.5)
33 (3.2)
39 (2.7)
41 (3.3)
32 (3.7)
31 (3.2)
29 (5.1)
26 (3.3)
17 (3.0)
14 (2.3)
16 (2.3)
14 (2.9)
17 (3.0)
12 (1.7)
6 (1.4)4 (0.8)39 (0.5)

Benchmarking Participants
Ontario, Canada
Dubai, UAE
Abu Dhabi, UAE
Moscow City, Russian Fed.
Western Cape, RSA (9)Gauteng, RSA (9)Quebec, Canada

s
r
r

y

s
r
r

y

29 (4.9)52 (1.7)
50 (1.6)
9 (1.6)8 (2.1)5 (1.9)
- -

s
r
r

y

66 (5.6)
38 (1.9)22 (2.5)
17 (1.9)5 (1.9)0 (0.0)
- -

s
r
r

y

72 (5.4)
65 (2.6)
44 (2.7)
37 (2.5)
17 (3.2)
3 (0.5)- -* Teachers could indicate the class having more than one type of computer access.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution. A “y” indicates data are available for less than 40% of the students.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

496

Technology to Support Learning
Exhibits 14.5, 14.6, 14.7, and 14.8 presents teachers’ reports on the frequency they do activities
on computers to support learning during mathematics and science lessons, together with averageachievement by frequency. Across both grades and subjects, 5 to 9 percent of students on average are
in classes in which their teacher reported doing computer activities to support learning “every day oralmost every day,” 10 to 14 percent had teachers who reported “once or twice a week,” 13 to 21 percent“once or twice a month,” and 56 to 68 percent “never or almost never.”
Teachers reported doing computer activities more frequently in science lessons than inmathematics lessons. Although 60 percent of fourth grade students (Exhibit 14.6) and 56 percent
of eighth grade students (Exhibit 14.8) had science teachers who said they “never or almost never”
did computer activities to support learning, 67 percent of fourth grade students (Exhibit 14.5) and68 percent of eighth grade students (Exhibit 14.7) had mathematics teachers who reported “never oralmost never” doing computer activities to support learning. Though few students are in classes where
computers are used on a frequent basis, there was a substantial range across countries. For example, infourth grade mathematics, on average only 7 percent of students’ mathematics teachers said they use
computers to support learning “every day or almost every day,” on average, but more than 25 percent
did so in Denmark, the Netherlands, New Zealand, and the United States.
Students in classes where teachers “never or almost never” used computers to support learning
had the lowest achievement, on average. At both the fourth and the eighth grades, there was a 10-point
difference in average mathematics achievement as well as average science achievement between
students in the two lowest categories. Beyond that, the relationship with achievement varied acrossgrades and subjects. In fourth grade mathematics (Exhibit 14.5) and eighth grade science (Exhibit
14.8), students with teachers who did computer activities “every day or almost every day” had thehighest average achievement compared to students in the other three categories (515 vs. 509, 510,
and 500 for fourth grade mathematics; 509 vs. 495, 497, and 487 for eighth grade science), while infourth grade science (Exhibit 14.6), average achievement was similar for students in the “every day
or almost every day,” “once or twice a week,” and “once or twice a month” categories (498, 498, and500, respectively). In eighth grade mathematics (Exhibit 14.7), students in the two highest frequency
categories had the same average achievement (505), which was higher than for students in the “onceor twice a month” (497) and “never or almost never” (487) categories.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

497

Exhibit 14.5: Teachers Do Computer Activities to Support Learning in Mathematics Lessons
Students’ Results based on Teachers’ Reports
Every or Almost
Every DayCountry

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
EnglandOnce or Twicea WeekOnce or Twicea MonthNever or
Almost Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

1 (0.6)
1 (0.9)14 (2.2)
1 (0.8)2 (0.8)7 (1.7)3 (1.3)1 (0.5)3 (1.5)6 (1.0)0 (0.0)5 (1.5)0 (0.0)12 (1.8)
2 (1.3)26 (3.6)
3 (0.8)1 (0.4)7 (1.6)
1 (0.7)
12 (3.2)
7 (1.7)6 (1.8)3 (1.2)7 (1.8)10 (2.4)
9 (2.1)0 (0.0)0 (0.0)6 (1.6)
1 (0.8)3 (1.2)20 (0.3)
1 (0.0)1 (0.8)43 (5.0)32 (3.5)
1 (0.6)
12 (2.9)9 (2.8)2 (0.7)1 (0.9)3 (1.4)1 (0.8)1 (0.5)7 (2.1)3 (1.5)
14 (3.0)
4 (1.6)0 (0.3)3 (1.3)0 (0.0)3 (0.7)6 (1.9)5 (2.0)15 (1.1)
36 (2.5)5 (1.5)~ ~~ ~
528 (8.0)~ ~~ ~498 (8.2)
536 (23.2)~ ~528 (14.1)
503 (6.2)~ ~611 (8.5)~ ~
540 (5.7)~ ~522 (4.5)
529 (10.2)~ ~491 (33.1)~ ~587 (10.5)
524 (8.8)486 (18.1)
519 (18.3)
504 (6.5)
582 (5.9)508 (7.3)~ ~~ ~401 (24.2)~ ~543 (14.4)
500 (2.1)~ ~~ ~536 (3.9)
481 (5.5)~ ~566 (11.9)
548 (8.9)~ ~~ ~321 (32.5)~ ~~ ~457 (16.6)
545 (16.3)
409 (8.9)
522 (12.2)~ ~534 (20.6)~ ~504 (12.6)
515 (10.5)
531 (17.9)
509 (5.2)
537 (4.4)
587 (10.0)

1 (0.7)5 (2.0)37 (3.3)
10 (2.0)
10 (2.5)
8 (1.7)10 (2.1)
2 (0.8)5 (1.6)24 (2.0)
7 (2.3)10 (2.4)
1 (0.7)10 (2.1)
9 (2.0)39 (4.0)
19 (2.5)5 (2.1)44 (4.3)
7 (2.1)15 (3.3)
10 (2.1)
9 (2.2)15 (3.1)
8 (2.0)9 (2.0)23 (3.3)
0 (0.4)5 (2.2)9 (2.5)4 (1.6)20 (3.2)
43 (0.4)
2 (0.1)1 (0.6)19 (4.2)
40 (3.2)
24 (3.9)
19 (3.0)40 (4.5)
9 (2.0)2 (1.5)9 (1.9)5 (1.5)5 (1.0)12 (2.3)
12 (2.2)
11 (2.0)
4 (1.6)
11 (1.7)
5 (1.3)4 (1.0)13 (2.6)
45 (4.5)
6 (1.9)24 (1.7)
27 (2.4)
10 (3.4)~ ~494 (14.1)
518 (5.3)
549 (6.2)
515 (8.1)
495 (8.4)
535 (5.2)~ ~
520 (18.5)
503 (3.9)446 (14.0)
604 (5.8)~ ~536 (7.4)
543 (9.1)
522 (3.7)
523 (5.4)
488 (8.2)
475 (6.5)
508 (7.2)
597 (10.6)
517 (9.1)
440 (16.6)
543 (7.4)
519 (9.1)
593 (4.3)
508 (5.1)~ ~438 (15.5)
377 (20.5)
535 (14.1)
546 (9.6)
509 (1.8)~ ~~ ~533 (4.7)
492 (5.2)
468 (10.9)565 (6.7)
545 (3.0)
441 (12.3)~ ~284 (20.8)
513 (12.0)
527 (10.9)455 (8.6)
574 (10.3)
420 (11.3)
517 (20.3)
626 (10.8)
518 (12.9)
449 (26.5)
502 (6.3)
521 (3.8)516 (15.9)
508 (4.1)
531 (4.7)
578 (17.0)

7 (2.5)5 (1.7)
11 (2.4)
10 (1.8)
3 (1.3)
13 (2.1)
17 (3.0)
9 (2.0)8 (2.6)19 (2.5)
18 (3.1)
7 (2.0)5 (1.8)7 (1.5)16 (2.4)
21 (3.3)
36 (3.4)
3 (1.2)46 (4.3)
17 (2.6)
42 (4.2)
10 (2.6)
7 (1.8)15 (2.9)8 (2.0)10 (2.1)
13 (2.6)
10 (2.5)
7 (3.3)7 (1.9)16 (2.8)
26 (3.6)
21 (0.4)
7 (1.1)3 (1.5)2 (1.0)10 (1.9)21 (3.8)
31 (3.8)
23 (4.1)
5 (1.5)1 (0.5)
11 (2.6)
17 (2.7)
4 (1.3)14 (2.4)
24 (3.1)
5 (1.6)4 (1.5)30 (2.4)
5 (1.4)2 (0.6)13 (2.2)
27 (3.9)
2 (1.1)6 (0.7)9 (1.3)
13 (4.0)532 (21.0)
519 (7.9)
531 (13.5)
552 (5.1)
485 (18.9)
486 (6.3)
527 (4.3)
484 (6.7)
514 (15.3)
511 (6.1)
429 (7.3)
588 (8.3)
501 (14.3)
539 (9.0)
540 (7.0)
528 (6.0)
536 (3.6)
437 (15.4)
485 (4.7)
518 (6.6)
609 (4.6)
520 (8.8)
460 (11.0)
559 (6.9)
519 (9.4)
589 (4.4)504 (5.5)590 (7.0)455 (8.1)
402 (20.5)
543 (5.4)
536 (5.8)515 (3.0)466 (6.4)
408 (40.1)~ ~489 (7.9)476 (11.2)
563 (6.0)
550 (6.2)
459 (20.1)~ ~341 (16.3)
511 (5.9)523 (12.3)
431 (13.9)
567 (4.9)398 (23.3)
496 (9.8)
629 (7.2)
524 (11.6)~ ~500 (7.3)
522 (6.6)~ ~531 (8.1)
537 (7.6)
557 (6.0)

91 (2.6)
89 (2.6)
38 (3.8)
78 (2.6)
85 (2.8)
71 (2.7)
71 (3.8)
88 (2.1)
83 (2.7)
52 (3.0)76 (3.6)
78 (3.3)
94 (2.0)71 (2.5)
73 (3.3)
14 (3.2)
43 (3.8)
91 (2.4)
3 (1.2)75 (3.3)
30 (4.8)
72 (3.4)
78 (2.9)66 (3.5)
78 (3.2)
71 (3.4)
55 (4.0)90 (2.6)
88 (3.8)
78 (3.5)
78 (3.3)
52 (3.8)
16 (0.3)
90 (1.1)
95 (1.8)
37 (4.4)
18 (2.3)
53 (4.5)
38 (3.9)29 (4.2)
85 (2.4)
96 (1.0)77 (3.3)
76 (3.2)
90 (1.6)
66 (3.5)
61 (3.5)
70 (3.3)
88 (2.4)
59 (2.6)
87 (1.9)95 (1.1)
71 (2.9)22 (3.0)86 (2.8)55 (1.8)
28 (2.6)
72 (4.3)

491 (3.5)
497 (2.7)
511 (5.5)
536 (2.4)
517 (3.0)475 (3.0)535 (2.2)
448 (2.5)514 (5.1)
519 (4.0)443 (3.3)
599 (2.1)
509 (2.3)
532 (3.2)
531 (2.9)532 (6.5)
534 (3.7)
487 (3.2)
466 (23.2)
524 (2.9)600 (8.5)
526 (3.9)
438 (4.5)
548 (2.6)515 (2.7)595 (2.1)
516 (4.2)
600 (2.4)
443 (4.6)
381 (5.5)
548 (3.1)
542 (3.6)515 (3.3)453 (2.2)
379 (4.8)
539 (4.4)486 (5.9)471 (7.2)
567 (5.2)
538 (5.2)
430 (4.5)329 (12.7)
290 (6.9)
523 (3.0)526 (2.8)451 (4.7)
567 (3.9)393 (4.7)
507 (3.4)
623 (4.4)507 (3.6)
370 (3.6)502 (3.2)
522 (8.5)
521 (4.9)458 (3.0)536 (5.3)
553 (6.2)

7 (0.2)515 (2.4)

14 (0.3)

509 (1.6)

13 (0.3)510 (1.6)

67 (0.4)500 (0.7)

6 (1.8)3 (1.3)
1 (1.3)7 (2.0)13 (2.0)23 (2.2)

509 (8.6)
526 (13.0)~ ~518 (6.2)
490 (11.5)
542 (6.5)

23 (3.5)
15 (3.2)
21 (3.1)
9 (2.4)14 (1.9)38 (2.4)505 (6.7)
531 (4.3)
605 (5.1)
511 (6.6)
468 (9.6)
561 (3.1)

25 (5.1)
14 (3.4)
26 (4.1)
17 (3.3)
5 (1.3)15 (2.3)

514 (9.5)525 (6.6)
597 (4.1)
518 (8.4)
468 (20.0)
561 (6.8)

47 (5.7)
68 (4.1)
52 (4.5)
68 (4.2)
68 (2.4)
24 (1.5)516 (9.6)535 (2.8)585 (2.8)520 (2.5)426 (3.9)516 (5.1)

r

s

s

r

r

r
x

International Average
Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErrr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

498

Exhibit 14.6: Teachers Do Computer Activities to Support Learning in Science Lessons
Students’ Results based on Teachers’ Reports
Every or Almost
Every DayCountry

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England
Philippines

Once or Twicea WeekOnce or Twicea MonthNever or
Almost Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

1 (0.6)4 (1.8)7 (1.4)1 (0.4)2 (0.9)17 (2.5)
4 (1.7)2 (1.0)5 (1.7)5 (1.2)4 (1.7)15 (2.8)
2 (1.1)
11 (2.5)
2 (1.0)28 (3.8)
4 (1.2)0 (0.3)6 (2.0)1 (0.5)10 (2.6)
5 (1.6)5 (1.7)1 (0.8)6 (1.9)8 (2.1)8 (1.7)2 (1.1)1 (0.8)18 (2.9)4 (1.8)6 (1.9)11 (0.2)
1 (0.6)
1 (0.8)9 (2.2)13 (2.4)
4 (1.6)5 (1.6)9 (2.9)3 (0.7)0 (0.3)2 (1.0)2 (0.8)12 (2.2)
2 (0.9)16 (2.9)4 (1.5)1 (0.5)1 (0.6)0 (0.2)3 (1.1)7 (2.4)12 (2.6)
18 (1.2)
14 (1.5)5 (1.9)12 (3.8)~ ~468 (26.8)
547 (6.5)~ ~~ ~511 (10.1)
501 (14.8)~ ~546 (15.1)
526 (9.8)477 (15.8)555 (4.4)~ ~511 (7.5)~ ~510 (4.5)
544 (8.7)~ ~458 (23.8)~ ~534 (11.3)
516 (17.6)
484 (13.7)~ ~511 (9.8)
548 (5.2)
507 (15.4)~ ~~ ~390 (14.3)
517 (19.3)
535 (7.9)
490 (3.2)~ ~~ ~513 (11.1)
502 (8.0)415 (15.6)
514 (13.3)
534 (10.6)
461 (20.4)
~ ~
~ ~
~ ~
438 (15.9)~ ~417 (11.5)
533 (14.0)
~ ~
~ ~
~ ~
498 (17.7)
512 (15.2)
544 (7.4)
508 (6.4)
532 (6.8)
566 (13.5)
253 (34.6)

3 (1.2)8 (2.3)28 (3.9)
11 (2.0)
9 (1.9)8 (1.9)12 (2.8)
3 (1.0)4 (1.6)18 (2.1)
7 (2.5)20 (3.2)
2 (1.1)9 (2.5)4 (1.2)31 (3.9)19 (2.7)
0 (0.3)35 (4.5)
7 (1.9)16 (3.3)
15 (2.4)
13 (2.5)
8 (2.0)11 (2.1)
10 (2.6)
25 (3.3)
3 (1.5)14 (5.2)
12 (2.8)
7 (2.2)19 (2.8)30 (0.4)
3 (1.1)1 (0.5)19 (2.7)
27 (2.6)
25 (4.1)
14 (3.1)
23 (3.7)
12 (2.3)
5 (1.9)5 (1.8)7 (1.4)16 (2.6)
13 (2.9)
13 (2.5)
8 (2.0)9 (1.3)8 (1.9)2 (0.7)18 (2.3)
33 (4.5)5 (1.6)24 (1.6)30 (2.2)
10 (3.0)28 (5.8)491 (13.8)
488 (9.6)
532 (5.5)527 (7.1)
420 (9.2)
511 (11.4)
511 (5.2)
479 (12.9)
554 (32.6)
521 (3.8)451 (6.2)
552 (4.3)~ ~516 (11.2)
514 (9.6)
521 (3.8)554 (4.3)~ ~449 (7.1)
522 (8.1)
540 (8.7)
522 (7.3)
452 (16.2)
510 (12.8)
503 (6.5)
564 (6.2)
486 (8.8)568 (16.7)
411 (10.5)
418 (19.9)
540 (11.3)
538 (8.0)
489 (2.5)
431 (18.4)~ ~521 (8.3)
502 (6.4)
405 (14.4)
529 (7.9)
546 (5.0)445 (14.6)
310 (33.7)
527 (8.0)503 (6.3)
444 (8.9)584 (8.2)
420 (10.6)
523 (10.8)
592 (13.0)
526 (12.2)~ ~510 (4.6)
540 (5.0)526 (10.8)
508 (5.0)
546 (4.3)
556 (17.5)
253 (20.2)

6 (2.1)
10 (2.2)
30 (3.9)22 (2.4)
5 (1.3)
11 (2.0)50 (3.3)
12 (2.2)
14 (3.1)
32 (2.4)
24 (3.0)
12 (2.2)
6 (1.5)18 (3.9)21 (2.8)30 (4.1)
51 (3.3)
9 (2.8)56 (4.9)33 (3.5)
39 (4.0)
10 (2.2)
9 (1.7)21 (3.0)
11 (2.3)
29 (3.7)
16 (2.8)
28 (3.6)
5 (1.9)12 (2.8)
25 (3.1)
21 (3.3)
29 (0.4)
11 (1.0)5 (1.9)28 (5.1)
34 (2.9)33 (4.1)
42 (3.9)36 (4.6)
8 (1.8)1 (1.0)6 (1.6)9 (1.9)16 (2.2)
27 (3.7)
6 (1.9)7 (2.2)40 (2.8)
20 (2.9)
2 (1.2)21 (2.9)37 (4.6)
3 (1.4)5 (0.6)24 (2.4)
18 (4.5)
19 (4.7)522 (20.5)
465 (10.6)
531 (5.5)523 (5.3)
454 (8.4)
514 (9.0)500 (3.2)
471 (8.0)495 (15.4)
524 (3.3)
464 (5.8)565 (6.3)
518 (11.6)
519 (7.6)
544 (5.5)534 (4.4)557 (3.2)
490 (8.2)
453 (4.8)522 (4.7)
529 (4.5)
520 (10.5)455 (6.9)
532 (7.4)
500 (6.1)
562 (3.3)
481 (7.6)
586 (4.2)
424 (14.3)
390 (17.6)
536 (6.1)
540 (6.5)
496 (2.5)432 (10.1)
427 (29.4)
517 (6.9)504 (4.7)
442 (9.4)
520 (3.6)
528 (4.8)429 (15.1)~ ~510 (7.8)512 (6.8)
436 (11.4)
563 (4.3)
390 (30.3)
509 (11.4)
595 (5.8)
528 (8.9)~ ~514 (4.4)
543 (4.8)
539 (18.9)
504 (12.4)
543 (5.4)
543 (11.2)
256 (25.7)

91 (2.4)
78 (3.2)
35 (3.1)
66 (3.1)
84 (2.2)
64 (2.9)33 (3.9)84 (2.6)
78 (3.3)
45 (2.6)
65 (3.2)
53 (4.0)90 (2.4)
62 (4.5)
73 (2.9)
10 (2.3)
25 (2.8)
90 (2.8)
4 (2.0)60 (3.7)
36 (4.1)
70 (3.1)
72 (3.1)
69 (3.5)
73 (3.6)
53 (4.2)
51 (4.3)
66 (3.3)
80 (5.5)
59 (4.0)64 (3.1)
53 (3.6)
29 (0.4)
84 (1.1)
93 (2.0)44 (5.1)
27 (2.9)37 (4.4)
40 (4.4)
32 (4.6)
77 (2.8)
94 (2.2)
86 (2.4)
82 (2.2)
55 (3.9)59 (3.8)
65 (3.4)
81 (3.1)
50 (2.7)
70 (3.3)
95 (1.3)
58 (3.0)23 (3.9)80 (3.2)
54 (1.9)33 (2.6)
68 (4.8)
41 (6.2)

486 (3.9)465 (3.9)534 (5.0)521 (3.3)425 (3.8)
481 (4.5)501 (3.5)456 (2.9)523 (6.0)
526 (2.9)471 (3.9)
560 (2.3)
524 (2.2)
510 (3.8)
532 (3.0)522 (5.7)552 (5.0)
488 (3.2)
437 (15.5)
516 (3.4)
532 (6.5)
533 (3.5)434 (4.9)
530 (3.0)
512 (3.4)563 (2.5)496 (5.3)
589 (2.2)
413 (5.8)389 (8.3)
546 (2.4)
536 (3.9)503 (2.4)456 (2.6)
370 (6.6)
518 (3.3)
501 (4.5)427 (9.7)
513 (4.1)
548 (4.3)
430 (4.6)
292 (17.0)
533 (2.8)503 (2.8)458 (6.7)
567 (3.7)
394 (5.9)516 (3.9)595 (4.1)
518 (4.0)
320 (5.2)
510 (3.0)
540 (7.1)
523 (5.4)
446 (3.9)533 (4.8)533 (5.7)
251 (14.9)

6 (0.2)498 (2.3)

13 (0.3)

498 (1.6)

20 (0.4)500 (1.5)60 (0.4)

490 (0.7)

6 (2.3)2 (0.5)2 (1.5)6 (1.7)14 (2.3)
30 (2.3)

529 (15.9)~ ~~ ~518 (7.8)
461 (15.3)
549 (6.5)

28 (4.4)
4 (1.5)10 (2.6)
11 (2.9)18 (2.5)
41 (2.3)

522 (5.0)504 (11.2)
602 (7.3)
518 (5.5)
442 (9.9)555 (3.5)

33 (4.3)
22 (3.7)
42 (4.4)
23 (3.3)
6 (0.8)8 (1.4)524 (5.7)
522 (4.9)600 (3.4)
527 (3.4)
444 (18.6)
576 (8.0)

32 (4.3)
72 (3.9)45 (4.4)
60 (4.5)
62 (2.4)
22 (1.1)

535 (7.4)
524 (2.7)
588 (3.0)522 (3.0)
398 (6.0)
531 (5.3)

r
r

r

r

s

r

s
r

r
x
x

International Average
Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErrr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

499

Exhibit 14.7: Teachers Do Computer Activities to Support Learning in Mathematics Lessons
Students’ Results based on Teachers’ Reports
Every or Almost
Every DayCountry

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceHong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States
Georgia

Once or Twicea WeekOnce or Twicea MonthNever or
Almost Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

25 (3.1)
13 (1.8)
1 (0.7)5 (1.6)3 (1.0)2 (1.0)6 (2.9)2 (1.0)0 (0.0)4 (1.4)1 (0.5)6 (2.0)4 (1.5)0 (0.2)3 (1.3)5 (1.6)3 (1.4)6 (1.8)3 (1.4)7 (2.0)1 (0.7)0 (0.2)1 (0.6)0 (0.4)21 (4.3)
5 (1.5)2 (1.1)2 (1.1)6 (1.9)1 (0.7)1 (0.8)8 (2.3)0 (0.0)1 (0.4)7 (2.4)5 (1.8)23 (1.0)
19 (2.2)
0 (0.4)520 (7.2)
488 (6.4)~ ~583 (8.3)
487 (9.5)~ ~555 (22.7)~ ~~ ~646 (23.6)~ ~490 (15.0)
516 (6.4)~ ~471 (10.6)
565 (8.5)
461 (36.6)
486 (12.2)
594 (8.7)
392 (12.3)
~ ~
~ ~
~ ~
~ ~
500 (8.6)
513 (11.7)~ ~~ ~480 (27.6)~ ~~ ~413 (9.0)~ ~~ ~481 (10.2)
522 (18.4)
440 (5.6)505 (9.0)~ ~27 (3.8)
10 (1.9)5 (1.8)3 (1.0)3 (0.7)19 (3.5)
7 (2.9)9 (1.8)3 (1.6)5 (2.1)
13 (2.7)
7 (1.9)5 (1.3)6 (1.5)9 (2.3)4 (1.5)6 (1.8)22 (3.0)
3 (1.2)
12 (3.7)
5 (1.8)8 (1.9)2 (1.0)1 (0.8)41 (3.9)30 (3.9)
2 (0.7)2 (1.2)7 (1.5)3 (1.2)6 (1.8)11 (2.2)
7 (1.0)2 (0.5)17 (3.0)
7 (2.0)25 (1.6)30 (2.6)
18 (4.5)525 (8.1)
484 (7.8)
444 (13.7)
603 (17.1)
556 (7.2)
433 (10.8)
509 (26.3)
513 (7.3)
457 (24.9)
610 (16.5)
530 (11.9)
444 (11.4)
514 (18.7)
464 (26.9)
486 (7.3)
602 (9.0)448 (16.3)
482 (8.6)
596 (13.8)
452 (15.5)
438 (26.5)
503 (7.4)~ ~~ ~481 (5.7)515 (5.2)~ ~~ ~445 (15.2)
557 (42.3)
563 (11.8)
408 (7.3)
604 (18.3)~ ~507 (6.7)
496 (18.0)
501 (4.8)511 (6.5)
486 (17.9)

18 (2.6)
9 (1.1)23 (3.6)
15 (2.6)
1 (0.1)16 (3.4)
7 (2.5)33 (2.8)
12 (3.1)
21 (3.5)
21 (2.6)
10 (2.2)
12 (1.8)
20 (2.6)
12 (2.6)
8 (2.2)30 (3.7)
16 (2.9)
10 (2.2)
7 (2.2)7 (2.4)23 (3.4)
7 (1.6)2 (1.2)16 (2.3)
38 (3.9)
6 (1.9)4 (1.7)22 (3.4)
21 (3.4)
16 (3.1)
6 (2.0)21 (2.3)
2 (0.5)43 (4.2)
2 (1.2)7 (0.9)17 (2.0)64 (5.6)535 (10.2)
473 (5.3)
441 (6.6)
600 (8.5)~ ~416 (14.5)
490 (31.5)506 (4.4)490 (9.8)
574 (11.7)
507 (8.3)
472 (15.9)
530 (7.0)
519 (11.9)
489 (10.0)600 (11.0)
428 (8.3)
478 (11.3)
614 (11.2)
418 (21.0)
457 (13.3)
510 (6.9)
494 (11.9)~ ~495 (5.5)495 (4.9)404 (11.4)
473 (17.6)
424 (12.2)
490 (10.1)
548 (9.1)
374 (11.1)
616 (9.9)~ ~507 (4.8)~ ~538 (7.4)
514 (8.0)463 (9.0)30 (3.2)
68 (2.8)
71 (3.9)77 (3.0)93 (1.3)
62 (4.3)
80 (4.7)
55 (3.1)
85 (3.2)
70 (3.9)65 (3.4)
77 (3.1)
79 (2.6)
74 (2.9)76 (3.7)
83 (2.8)
61 (3.8)
56 (3.8)
84 (2.7)
74 (3.7)
88 (3.0)69 (3.6)
90 (2.1)
96 (1.4)
22 (3.7)
26 (4.2)
90 (2.3)
93 (2.4)
65 (3.4)
75 (3.3)
77 (3.5)
75 (3.4)
72 (2.3)
96 (0.8)
33 (3.8)
86 (2.8)45 (1.7)
33 (2.7)
17 (3.6)502 (8.7)
481 (2.5)
441 (4.2)
617 (2.8)504 (2.5)407 (6.6)
523 (9.5)510 (3.0)
482 (3.0)
571 (5.8)513 (4.7)
440 (3.9)525 (3.0)525 (5.3)
500 (3.3)
595 (2.9)412 (5.7)
491 (5.2)
607 (3.0)392 (4.9)426 (3.1)
527 (4.2)
456 (3.7)
386 (2.4)
461 (10.7)
506 (4.5)
408 (3.1)
500 (3.3)
446 (4.5)478 (5.1)
541 (5.5)
390 (2.9)617 (4.7)
388 (2.6)503 (4.2)
493 (4.9)
468 (4.3)
529 (8.7)
450 (15.7)

5 (0.3)505 (3.2)

10 (0.4)505 (2.8)

16 (0.4)

497 (2.0)

68 (0.5)487 (0.9)

12 (3.8)
2 (1.1)2 (1.3)1 (0.7)2 (1.0)41 (2.0)
17 (1.8)559 (23.1)
~ ~
~ ~
~ ~
~ ~
399 (7.9)
533 (9.8)

26 (3.8)
10 (2.9)5 (1.9)4 (1.6)5 (2.9)14 (1.8)42 (2.7)518 (6.2)
574 (13.7)
582 (15.4)
467 (34.1)
409 (29.5)
460 (11.9)
550 (4.7)

20 (4.1)
12 (2.9)
13 (2.7)
2 (1.3)7 (2.2)4 (1.1)15 (1.7)545 (7.2)
560 (9.8)584 (12.0)~ ~459 (22.4)
483 (10.2)
562 (6.9)42 (4.5)
76 (3.6)
80 (3.5)
93 (2.2)
86 (2.9)42 (1.9)26 (2.3)

527 (5.4)535 (4.6)
573 (4.5)
417 (3.6)
438 (5.4)
456 (4.6)
507 (6.8)

s
s
r

r

s

r

r
x

International Average
Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAErr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

500

Exhibit 14.8: Teachers Do Computer Activities to Support Learning in Science Lessons
Students’ Results based on Teachers’ Reports
Every or Almost
Every DayCountry

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Once or Twicea WeekOnce or Twicea MonthNever or
Almost Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

30 (2.9)
17 (2.3)
1 (0.4)12 (2.2)
2 (0.4)3 (1.3)3 (2.3)
11 (1.7)
1 (0.5)4 (1.2)9 (2.1)9 (1.5)6 (2.0)5 (1.3)4 (1.6)7 (2.2)10 (2.5)
3 (1.2)8 (1.5)12 (2.5)
23 (3.4)
2 (1.3)6 (1.1)2 (0.9)5 (1.1)26 (3.3)
12 (3.3)
3 (1.1)3 (1.1)
13 (2.8)
3 (0.6)
1 (0.3)
11 (2.6)
3 (0.7)1 (0.5)29 (3.2)
9 (2.5)28 (1.0)25 (2.7)

547 (6.1)
479 (6.9)~ ~565 (7.8)~ ~363 (17.9)
560 (16.9)
545 (7.6)~ ~477 (11.2)
536 (12.8)
528 (7.9)474 (12.0)
529 (8.9)498 (30.2)
497 (11.3)
565 (4.4)
521 (24.6)
481 (9.1)
570 (8.0)453 (10.1)~ ~535 (8.7)~ ~416 (13.6)
516 (7.4)
493 (9.6)
496 (25.9)
530 (11.9)
508 (15.0)
483 (10.8)~ ~
460 (9.6)
618 (16.7)~ ~517 (5.8)
544 (17.7)
460 (5.2)
526 (7.2)

40 (2.9)
11 (1.9)
6 (1.9)13 (2.2)
1 (0.3)20 (3.4)
3 (2.0)15 (1.6)
2 (1.0)17 (2.1)
11 (3.1)
12 (1.5)
10 (2.3)
10 (2.1)
18 (2.8)8 (1.8)8 (2.0)14 (2.5)
33 (2.4)
10 (2.1)
16 (4.5)5 (1.4)6 (0.9)4 (1.7)4 (1.2)41 (3.8)
28 (4.3)
8 (1.5)3 (1.1)
11 (2.2)
8 (1.4)10 (1.3)
12 (2.6)
7 (1.1)1 (0.4)28 (3.2)
7 (2.1)24 (1.3)
41 (3.2)

540 (4.9)455 (7.4)
448 (16.7)
579 (6.1)~ ~409 (13.4)
532 (52.2)
539 (6.9)~ ~450 (8.7)
477 (23.4)
531 (5.6)483 (14.3)
525 (10.5)
490 (9.9)481 (12.9)
570 (5.4)
471 (9.9)467 (6.0)
564 (8.1)
453 (14.1)
389 (29.9)525 (8.6)
409 (22.1)
411 (15.2)
505 (5.5)
499 (5.5)
468 (14.8)
530 (11.5)
454 (10.0)
501 (11.2)
544 (6.4)
428 (12.2)
618 (14.8)~ ~517 (5.5)523 (18.2)
493 (6.7)
530 (6.3)

17 (2.7)
12 (2.5)
42 (3.8)
20 (3.2)
4 (0.8)30 (3.7)
18 (4.7)
45 (2.5)
17 (2.6)
62 (3.1)
31 (4.2)
18 (1.7)
33 (3.6)
20 (2.6)
33 (3.7)
17 (2.9)21 (3.6)
32 (3.1)
20 (2.2)
16 (2.5)
8 (2.5)
11 (2.0)30 (2.2)
12 (2.6)
5 (1.1)20 (3.5)
41 (4.2)
6 (1.8)8 (1.9)23 (2.9)32 (3.4)
27 (2.2)
5 (1.8)32 (2.2)
4 (1.1)30 (3.2)
1 (0.7)7 (1.1)14 (1.8)511 (9.4)
503 (14.6)
466 (4.9)
576 (4.4)505 (10.9)
397 (11.3)
515 (24.8)
542 (3.8)489 (5.6)
441 (4.8)519 (12.9)
528 (5.3)
460 (6.7)
528 (4.9)524 (7.2)
495 (5.8)565 (5.4)
464 (6.9)
490 (6.3)
550 (4.5)479 (16.6)
417 (14.4)
526 (3.6)457 (12.2)
400 (14.7)
492 (12.8)
497 (5.5)471 (11.3)
541 (7.3)
471 (7.9)477 (6.2)
548 (4.6)
428 (12.8)
606 (7.7)
418 (28.1)
527 (5.8)~ ~537 (10.4)
539 (10.5)

14 (1.6)
60 (2.6)
51 (3.9)55 (3.6)
93 (1.0)47 (3.7)
75 (4.0)29 (2.1)
80 (3.0)
16 (2.3)
49 (4.1)
61 (2.5)
51 (3.7)
65 (3.4)
45 (4.2)
68 (3.7)
61 (4.2)
51 (3.4)
39 (2.9)62 (3.8)
53 (4.6)
83 (2.6)
58 (2.2)
82 (3.2)
86 (1.9)
13 (3.0)
19 (3.6)
84 (2.2)
86 (2.8)
53 (4.2)
57 (3.4)
63 (2.6)
71 (3.8)
58 (2.1)
94 (1.2)
13 (2.5)
82 (3.2)
41 (1.4)
20 (2.4)507 (10.9)
489 (3.5)
462 (4.6)
574 (3.2)
486 (2.5)
380 (7.3)
523 (7.8)
545 (4.0)
488 (3.2)
440 (6.8)
497 (8.3)
529 (3.7)
433 (5.6)
528 (3.7)
518 (6.4)
506 (3.1)
572 (3.1)
435 (7.4)
480 (5.2)
561 (2.3)
432 (6.9)
369 (5.1)
537 (2.9)462 (4.3)
391 (3.2)
475 (18.4)
499 (6.4)
453 (3.2)
517 (2.8)473 (7.3)
470 (5.1)
540 (5.3)
428 (3.4)
606 (5.1)
366 (3.3)
525 (11.9)
511 (4.8)463 (4.2)
509 (13.8)

9 (0.3)509 (2.4)

13 (0.4)

495 (2.5)

21 (0.4)

497 (1.7)

56 (0.5)487 (1.0)

17 (4.7)
2 (0.7)2 (1.2)1 (0.9)38 (2.2)
32 (1.5)- -543 (15.5)
~ ~
~ ~
~ ~
371 (8.0)585 (4.1)- -33 (4.7)
6 (1.3)0 (0.5)6 (2.0)18 (1.8)
37 (2.2)- -511 (8.1)
563 (6.8)~ ~514 (37.7)
422 (13.5)
547 (4.8)- -32 (5.3)
19 (1.9)
3 (1.1)8 (2.3)5 (1.1)
11 (1.2)- -521 (6.0)
574 (5.1)
537 (37.1)
475 (30.6)
501 (19.9)
565 (4.5)- -18 (4.4)
73 (2.2)
94 (1.7)
84 (3.1)
39 (2.5)
19 (1.4)- -519 (6.5)565 (3.1)
417 (4.6)
430 (6.2)
451 (7.7)
497 (7.9)
- -

r

s
s
r
s

s

r
r

International Average
Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canada

s

r
r
y

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

501

Tests Delivered on Digital Devices
Exhibits 14.9, 14.10, 14.11, and 14.12 present teachers’ reports on the frequency with which students
take mathematics and science tests on computers or tablets. On average, 61 to 69 percent of fourth andeighth grade students “never” take mathematics and science tests on computers or tablets according totheir teachers, 14 to 21 percent do so “once or twice a year,” and 17 to 20 percent do so “once a monthor more.” At the fourth grade, taking tests on digital devices was slightly less common in science
compared to mathematics, with 69 percent of students “never” taking them and just 14 percent taking
them “once a month or more,” compared to 64 percent and 18 percent in mathematics, respectively.
There is tremendous variation across countries, however, with a number of countries at both grades
having 90 percent or more of students “never” taking mathematics and science tests on digital devices,and some countries having about half or more of students doing so “once a month or more.”
The relationship between the frequency of taking tests on digital devices and averageachievement varied across grades and subjects. At the eighth grade (Exhibits 14.11 and 14.12),
although taking mathematics tests on computers “once a month or more” was associated with lower
average achievement than “once or twice a year” and “never” (482 vs. 494 and 491, respectively),
average achievement was similar across the three categories for taking science tests (492, 496, and491, respectively). Average achievement was also similar across the three categories at the fourth grade(Exhibits 14.9 and 14.10), for both mathematics tests (502, 504, and 501, respectively) and sciencetests (489, 491, and 491, respectively).

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

502

Exhibit 14.9: Students Take Mathematics Tests on Computers or Tablets
Students’ Results based on Teachers’ Reports
Once a Month or More
Country
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r

r

r

r
x

International Average

Once or Twice a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

6 (2.1)
16 (2.8)
21 (2.6)
4 (1.4)28 (3.5)
10 (2.0)
4 (1.2)5 (1.5)16 (3.0)
13 (1.5)
11 (2.7)
13 (2.6)
7 (1.9)13 (2.6)
17 (2.7)
18 (3.2)
14 (2.2)
2 (0.9)55 (3.7)
8 (2.2)30 (4.5)
3 (1.1)14 (2.0)
8 (2.5)21 (3.1)
3 (1.1)48 (4.1)
2 (0.9)19 (3.1)
25 (3.4)
22 (3.2)
19 (2.8)50 (0.4)
5 (0.6)3 (1.4)30 (4.8)
14 (2.4)
22 (3.4)
8 (2.4)8 (1.7)8 (2.0)24 (4.9)15 (2.8)9 (2.0)6 (1.5)43 (4.2)
35 (3.7)
38 (3.3)
6 (1.9)14 (1.5)
15 (2.0)
10 (1.9)
12 (2.4)
20 (3.5)
4 (1.7)45 (1.9)50 (2.7)
11 (3.9)515 (12.1)
501 (7.3)
528 (8.0)553 (16.3)
513 (4.3)
500 (5.8)
532 (9.3)
464 (12.0)
517 (9.2)
500 (7.5)
437 (8.5)
599 (5.0)
498 (9.7)
530 (7.2)
529 (7.2)
524 (5.8)
538 (5.5)~ ~475 (5.5)522 (11.1)
601 (6.1)
530 (7.1)
446 (9.8)554 (6.6)
516 (4.6)
586 (14.8)510 (4.2)~ ~444 (7.9)
379 (9.0)551 (6.0)
537 (8.3)
505 (1.9)446 (9.2)
419 (41.7)
539 (3.4)
496 (9.4)
465 (9.6)
567 (8.0)
534 (11.1)
447 (20.5)
306 (18.0)
314 (13.8)510 (8.7)
539 (7.9)427 (5.1)
569 (5.4)
421 (7.1)
515 (13.5)
625 (8.7)515 (9.6)
372 (14.3)
498 (8.2)
521 (5.5)
572 (11.9)
499 (2.6)
530 (3.5)
545 (5.5)

11 (2.5)
16 (3.2)
56 (4.0)
2 (0.8)6 (1.8)28 (2.9)
11 (2.6)
4 (1.6)9 (2.5)9 (1.1)22 (3.5)
11 (2.1)
5 (1.4)8 (1.8)26 (3.3)
64 (4.4)
26 (3.1)
4 (1.2)19 (2.8)
4 (1.4)25 (3.6)
20 (3.2)
10 (2.4)
10 (2.8)
18 (3.2)
5 (1.9)15 (2.7)
6 (1.8)12 (3.0)
13 (2.6)
30 (3.7)
29 (3.3)
21 (0.3)
6 (1.1)1 (0.8)2 (1.3)45 (4.0)23 (3.6)
70 (3.9)74 (3.7)
17 (2.6)5 (3.1)6 (2.0)20 (3.0)
3 (0.9)19 (3.2)
25 (3.0)
9 (2.1)5 (1.9)31 (2.5)
27 (2.8)
2 (0.8)10 (1.7)
9 (2.3)4 (1.7)35 (2.1)
38 (2.8)
27 (5.2)

513 (10.8)500 (6.3)
521 (4.2)~ ~509 (9.0)484 (5.2)
543 (4.9)
480 (8.0)
512 (12.0)
508 (7.2)
426 (7.0)
589 (9.8)506 (6.3)
548 (8.8)
542 (4.4)
526 (2.7)
531 (4.4)483 (11.3)
489 (5.9)506 (11.4)
593 (5.9)517 (7.3)
447 (14.2)
546 (12.9)
506 (6.3)
589 (7.5)
497 (6.9)
592 (11.3)
437 (10.3)
385 (12.4)
540 (5.5)535 (5.5)497 (2.7)
464 (4.9)~ ~~ ~494 (5.6)
451 (13.0)
564 (3.7)
546 (2.6)
444 (12.3)
277 (12.5)
294 (21.1)
518 (6.6)
527 (11.4)
464 (10.7)
561 (4.7)
394 (15.4)
508 (10.0)626 (6.5)510 (5.7)~ ~
512 (6.5)
517 (7.2)
547 (14.9)474 (3.4)
539 (3.9)564 (11.5)

83 (3.3)
68 (3.5)
23 (3.0)
94 (1.7)
66 (3.8)
63 (3.2)
85 (2.9)91 (2.0)75 (3.3)
79 (1.9)67 (4.0)75 (3.0)
88 (2.4)
78 (3.0)
57 (3.9)
18 (3.4)
60 (3.3)
94 (1.5)
26 (3.5)
88 (2.5)
45 (4.9)78 (3.3)
76 (2.8)
82 (3.5)
61 (3.6)
92 (2.2)
37 (3.9)93 (2.1)
69 (3.8)
62 (3.8)
47 (3.5)
52 (3.7)30 (0.4)
90 (1.2)
96 (1.6)
68 (4.8)
41 (4.0)55 (4.3)
23 (3.6)
18 (3.5)
74 (2.9)71 (5.8)
79 (2.9)71 (3.6)
91 (1.8)
38 (3.5)
40 (4.1)
53 (3.5)
89 (2.1)
54 (2.4)
58 (2.9)88 (2.0)78 (2.8)
71 (4.2)
92 (2.1)
20 (1.6)
12 (1.6)
62 (5.6)

490 (3.6)
498 (3.3)503 (7.2)
539 (2.0)518 (3.5)476 (3.2)
532 (2.2)
450 (2.5)515 (5.7)515 (2.3)
446 (3.5)601 (2.1)
510 (2.4)
533 (2.9)
529 (3.7)
518 (6.2)
531 (2.5)486 (3.3)
491 (7.4)
521 (2.4)
607 (6.4)
526 (3.8)
442 (5.0)
548 (2.5)517 (3.0)593 (1.9)
520 (5.7)600 (2.4)445 (3.7)385 (7.6)
549 (3.5)
546 (4.3)
525 (2.5)452 (2.1)
381 (4.4)535 (3.3)
478 (6.1)
483 (6.9)
568 (6.3)
540 (8.0)425 (3.7)340 (15.5)
293 (7.9)
522 (3.1)
525 (2.8)
469 (6.7)
569 (5.5)381 (6.6)
507 (3.4)625 (5.5)508 (4.2)
373 (4.2)
501 (2.7)
522 (4.0)
520 (4.8)456 (5.5)
549 (9.0)559 (6.1)

17 (0.4)502 (1.4)

18 (0.4)504 (1.2)

64 (0.4)

501 (0.7)

14 (2.9)
10 (2.6)
49 (4.2)
13 (3.1)
38 (2.7)
67 (1.6)

494 (10.4)
533 (5.8)
594 (3.1)
519 (5.9)
461 (4.9)
547 (2.8)8 (1.6)5 (2.1)29 (4.1)
5 (2.6)40 (2.7)30 (1.7)521 (11.9)
527 (9.1)
594 (4.3)
527 (7.4)
429 (4.7)
548 (3.1)

78 (3.3)
85 (3.2)
22 (3.2)
82 (3.9)23 (2.4)
4 (0.9)514 (4.2)
533 (2.4)
589 (4.3)
517 (2.6)
436 (10.3)
532 (12.6)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAErrr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students.
An “x” indicates data are available for at least 40% but less than 50% of the students—interpret with caution.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

503

Exhibit 14.10: Students Take Science Tests on Computers or Tablets
Students’ Results based on Teachers’ Reports
Once a Month or More
Country
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
FinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States
England

r
r

r

r

s
r

r
y

International Average

Once or Twice a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

3 (1.6)16 (2.9)
7 (2.3)4 (1.3)31 (3.0)
18 (2.0)
11 (2.4)
5 (1.2)27 (3.3)
11 (1.5)
13 (3.2)
17 (2.8)
14 (2.8)
10 (2.9)
10 (2.2)
11 (2.7)
21 (2.4)
1 (0.5)56 (3.9)
6 (1.9)31 (4.2)
3 (1.3)18 (2.7)
2 (0.9)25 (3.0)
3 (1.5)58 (4.1)
9 (2.3)16 (2.8)
34 (3.9)
10 (2.4)
23 (2.6)
22 (0.3)
9 (1.6)2 (1.0)16 (4.5)
2 (0.8)28 (3.8)
0 (0.0)9 (2.9)7 (1.8)21 (8.1)
20 (2.8)
5 (1.5)5 (1.4)45 (3.3)
34 (3.3)
37 (3.4)
15 (2.5)
9 (1.3)17 (2.6)
8 (1.8)19 (3.0)
19 (3.7)
6 (2.0)43 (2.1)
22 (1.8)- -503 (9.6)
483 (8.6)
545 (12.5)
524 (13.3)
424 (5.4)
494 (8.2)
501 (6.1)
450 (12.4)
535 (8.0)
520 (4.3)
469 (6.5)555 (3.6)
518 (6.1)
520 (11.0)
531 (7.6)
521 (7.8)550 (5.8)~ ~453 (6.0)
518 (7.2)
529 (6.2)
483 (27.1)
452 (8.1)~ ~506 (5.3)
576 (13.8)
490 (4.3)
584 (8.2)
411 (9.7)385 (12.2)
531 (8.6)
527 (7.1)
480 (2.8)450 (8.4)~ ~516 (5.6)~ ~422 (11.3)~ ~528 (12.7)
430 (12.5)
256 (29.3)
244 (14.1)
556 (8.7)
518 (7.4)
428 (5.2)
566 (4.6)
418 (6.6)
518 (8.2)
573 (12.0)
514 (7.8)345 (30.2)
503 (7.8)535 (7.3)
498 (18.4)
500 (3.8)
540 (4.9)- -12 (2.6)
17 (3.0)
21 (3.0)
3 (0.8)7 (2.0)25 (2.5)
12 (2.6)6 (1.7)
11 (2.7)
10 (1.5)
19 (3.6)
11 (2.4)
5 (1.3)
13 (2.7)
19 (2.6)
25 (3.7)
35 (3.3)
5 (2.1)21 (3.4)
9 (2.3)26 (3.1)
17 (2.8)9 (2.3)5 (1.6)
19 (3.2)
2 (1.2)10 (2.5)
9 (2.3)
13 (2.8)
17 (3.4)
35 (3.4)
27 (3.6)
24 (0.4)
4 (0.2)2 (1.3)4 (1.7)14 (2.5)
20 (3.9)
1 (0.8)27 (3.7)
15 (2.3)
3 (1.9)8 (2.4)20 (3.4)
4 (1.1)
11 (2.5)
26 (3.5)
9 (2.0)8 (2.4)27 (2.1)
24 (2.8)
0 (0.2)9 (1.8)19 (3.8)
4 (1.5)34 (1.8)
18 (1.9)- -512 (10.6)
461 (7.0)
540 (6.9)
530 (11.7)
408 (15.7)
493 (7.2)
512 (5.1)
485 (6.8)
513 (15.7)
536 (5.3)
462 (8.5)
560 (7.0)
520 (6.9)
494 (7.3)
536 (5.8)
518 (5.7)
560 (3.0)478 (14.9)
451 (6.8)
530 (8.1)
527 (5.7)
507 (6.1)
448 (14.6)
521 (19.1)
510 (4.8)~ ~488 (9.9)585 (7.3)
407 (10.3)
414 (11.5)
538 (5.6)
537 (5.9)488 (2.3)
460 (12.7)~ ~483 (15.6)
504 (7.7)
410 (14.7)~ ~535 (5.5)
462 (17.3)
234 (28.7)
217 (17.2)
524 (5.4)
497 (8.0)443 (11.6)
572 (5.0)394 (14.1)
521 (7.3)
597 (5.6)
530 (5.4)~ ~510 (6.0)535 (7.1)
538 (23.6)
468 (4.5)
546 (4.4)- -85 (3.0)
67 (3.8)
73 (3.8)
93 (1.6)
62 (3.6)
58 (2.7)
77 (3.3)
89 (2.1)
62 (3.7)
79 (2.1)
69 (4.1)
72 (3.6)
81 (3.2)
77 (3.6)
71 (3.1)
64 (4.3)
45 (3.3)
94 (2.1)
23 (2.9)
86 (2.7)
43 (4.7)
80 (2.9)73 (3.4)
93 (1.8)
56 (3.5)
94 (1.9)32 (3.7)
82 (3.2)
71 (3.6)
49 (4.0)55 (3.2)
50 (3.4)
54 (0.4)
88 (1.6)
96 (1.7)
80 (4.7)
85 (2.6)
52 (4.8)
99 (0.8)
64 (4.4)
78 (2.8)
76 (8.2)
71 (3.2)
76 (3.7)
91 (1.8)
44 (3.0)40 (4.4)
54 (3.5)
78 (3.2)
64 (2.3)
60 (3.4)
92 (1.8)
73 (3.2)
63 (4.3)
90 (2.6)
24 (2.3)
61 (2.2)- -486 (4.0)464 (4.3)
531 (3.1)
522 (2.8)432 (4.4)490 (4.4)500 (2.5)457 (3.1)
516 (7.7)
524 (2.3)
469 (3.8)558 (2.2)525 (2.3)
514 (3.3)
533 (2.9)523 (3.2)
553 (3.2)
489 (3.2)
463 (7.3)
517 (2.6)
538 (5.3)
534 (3.3)
437 (5.3)
528 (2.8)511 (3.9)
561 (1.8)501 (6.9)
588 (2.1)
413 (4.5)387 (9.1)
546 (2.8)
542 (4.1)
505 (1.8)452 (2.7)
373 (5.5)
520 (3.5)503 (2.8)435 (7.7)
519 (2.5)
543 (3.3)
431 (4.3)
306 (17.2)
253 (10.1)
532 (3.0)504 (2.7)474 (8.0)
566 (4.9)394 (6.7)
516 (3.8)
596 (4.5)
519 (5.1)
324 (5.6)
513 (2.5)
542 (4.1)
528 (4.8)434 (5.0)536 (3.8)- -17 (0.4)

489 (1.5)

14 (0.3)

491 (1.5)

69 (0.4)

491 (0.7)

8 (2.0)14 (2.9)45 (4.0)
14 (3.3)
37 (2.5)
60 (2.4)

520 (7.5)
516 (6.2)
594 (3.6)
532 (3.3)
451 (7.1)
553 (3.4)

9 (2.5)7 (2.0)29 (3.6)
7 (2.0)34 (2.5)
32 (2.4)

537 (11.6)
523 (8.1)
598 (3.0)
530 (4.5)402 (9.2)
547 (3.8)

83 (3.2)
79 (3.5)
25 (3.7)
78 (3.6)
29 (2.4)
7 (1.1)527 (4.2)
524 (2.8)590 (3.7)
520 (2.4)
391 (7.8)
518 (7.8)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

r
r

r
r

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

504

Exhibit 14.11: Students Take Mathematics Tests on Computers or Tablets
Students’ Results based on Teachers’ Reports
Once a Month or More
Country
Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

s
s
r

s

r

International Average

Once or Twice a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

25 (3.0)
19 (2.4)
11 (2.7)
7 (1.6)6 (2.3)24 (3.7)
11 (3.9)15 (2.2)
22 (3.8)
29 (3.3)
11 (2.6)
11 (2.1)
7 (2.1)7 (1.5)15 (2.1)
23 (3.3)
2 (0.9)10 (2.5)
71 (3.9)
1 (0.7)25 (3.4)
11 (2.3)
23 (4.1)
24 (3.1)
2 (1.0)25 (3.8)
15 (3.3)
9 (2.0)2 (1.1)39 (4.6)6 (1.9)25 (2.7)
42 (3.9)
11 (1.6)
8 (1.3)
13 (2.6)
2 (0.9)54 (1.8)
49 (2.6)515 (8.6)
489 (5.4)
434 (9.4)
579 (10.2)
531 (11.1)
438 (10.1)
501 (17.7)
506 (6.1)
479 (4.8)479 (8.9)551 (17.3)
518 (12.2)
454 (21.2)
511 (9.4)
479 (13.7)
486 (6.2)~ ~401 (17.9)
482 (4.5)~ ~405 (8.8)431 (15.0)525 (9.7)
466 (7.9)~ ~477 (6.2)
517 (4.5)
409 (11.9)~ ~417 (7.2)
500 (25.9)
551 (7.4)
400 (4.0)595 (15.2)
409 (10.5)
493 (7.9)~ ~462 (3.4)502 (5.6)

32 (2.8)
27 (2.7)
29 (3.9)25 (3.3)
1 (0.6)7 (2.2)18 (3.9)31 (3.0)47 (4.3)
27 (3.4)
24 (4.0)
21 (3.1)
18 (2.9)9 (1.7)14 (2.3)
28 (2.8)
1 (0.8)20 (3.6)
9 (2.2)5 (1.5)27 (3.7)
13 (2.9)43 (4.4)
39 (3.4)
2 (0.9)43 (4.3)
66 (4.3)
10 (2.0)
4 (1.5)
19 (3.7)
10 (2.5)
28 (3.8)
5 (1.7)36 (2.7)
2 (1.0)13 (2.5)
4 (1.5)28 (1.9)34 (2.4)

518 (5.8)478 (3.6)
434 (6.3)
607 (6.1)~ ~404 (20.3)
521 (11.0)
510 (4.4)481 (4.3)
449 (7.1)
576 (12.5)
497 (10.3)
453 (13.4)
531 (5.4)
523 (15.9)
496 (4.9)~ ~426 (11.9)
517 (12.9)
605 (13.3)
407 (8.1)
425 (10.6)
517 (4.8)453 (6.0)~ ~477 (6.9)504 (3.9)439 (10.3)
501 (18.2)
452 (13.3)
477 (17.0)
557 (7.8)
403 (13.8)
617 (6.8)~ ~502 (5.6)
521 (42.8)
495 (5.6)
529 (7.0)

43 (3.1)
53 (2.4)
60 (4.3)
68 (3.6)
94 (2.2)
69 (3.6)
71 (5.4)
55 (3.2)
30 (4.4)
44 (3.8)
65 (4.3)
67 (3.4)
75 (3.2)
84 (2.3)
70 (3.1)
49 (3.8)
97 (1.2)
70 (4.0)
20 (3.4)
94 (1.7)
47 (3.8)
76 (3.4)
35 (4.2)
38 (3.3)
96 (1.2)
32 (3.8)
19 (3.6)
82 (2.4)
95 (1.9)42 (4.4)
84 (3.3)
47 (3.6)
53 (3.9)53 (2.6)
90 (1.7)
74 (3.3)
95 (1.7)
18 (1.8)
17 (2.2)

522 (6.8)
481 (2.8)444 (4.7)
617 (3.3)503 (2.2)
406 (6.0)
523 (10.4)
509 (3.3)
487 (6.3)
460 (6.9)
582 (6.4)
520 (4.6)
444 (4.0)525 (3.0)527 (5.5)504 (3.6)595 (2.8)420 (4.8)
480 (9.5)
607 (3.0)399 (7.7)
429 (3.7)
524 (5.5)465 (7.4)
387 (2.7)
494 (6.0)
500 (5.0)
408 (3.1)
500 (3.3)
465 (9.5)477 (4.7)
531 (7.7)
391 (3.5)620 (5.0)
388 (2.5)506 (3.1)
496 (5.1)
481 (5.1)
533 (9.9)

18 (0.4)482 (2.0)

21 (0.5)494 (2.1)

61 (0.5)491 (0.9)

15 (3.4)
14 (3.0)
19 (3.2)
14 (2.8)
3 (1.3)60 (2.6)
56 (1.7)

528 (11.3)
560 (7.1)
574 (9.2)
427 (10.2)
503 (37.0)426 (5.5)525 (3.9)

19 (4.2)
15 (3.6)
35 (4.1)
2 (1.1)4 (1.3)25 (2.4)
34 (2.0)545 (14.8)
559 (11.7)
581 (6.3)~ ~458 (24.4)
445 (7.9)553 (6.6)

66 (5.0)71 (4.3)
46 (4.1)
84 (2.9)93 (1.7)
15 (1.8)
10 (1.9)530 (4.5)
536 (5.3)
572 (6.7)
420 (3.6)
438 (5.1)
451 (8.3)
554 (14.7)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAEr( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

505

Exhibit 14.12: Students Take Science Tests on Computers or Tablets
Students’ Results based on Teachers’ Reports
Once a Month or More
Country
Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

r

s
s
r

s

r
r

International Average

Once or Twice a Year

Never

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

Percent ofStudents

Average
Achievement

16 (2.8)
29 (2.6)
11 (2.5)
10 (2.0)
3 (0.7)23 (3.8)5 (2.6)24 (1.9)
10 (1.8)
34 (2.2)
14 (2.8)
7 (1.1)18 (2.5)
10 (1.8)
17 (2.8)
16 (2.9)4 (1.5)13 (2.4)
81 (2.4)
7 (1.6)38 (3.8)
16 (2.1)
21 (1.8)
25 (2.8)
1 (0.5)22 (3.1)
8 (2.5)7 (1.4)3 (1.1)46 (3.3)
6 (1.3)32 (1.9)41 (4.0)5 (1.1)7 (1.7)26 (3.5)5 (1.8)52 (1.7)
52 (3.0)539 (11.5)
471 (4.6)452 (8.3)
555 (5.6)483 (7.1)
402 (12.7)
546 (22.5)
546 (5.1)
495 (6.5)
446 (5.4)
486 (15.6)
514 (9.0)476 (12.2)
520 (5.8)500 (11.0)
493 (7.6)
568 (3.8)
462 (12.8)
469 (3.8)552 (7.8)452 (7.4)
379 (10.1)
525 (4.3)
463 (7.6)~ ~503 (7.1)
499 (9.0)447 (18.4)
507 (13.2)
461 (5.8)
469 (12.0)
546 (4.9)
439 (5.0)596 (21.4)
381 (19.1)
519 (6.5)555 (28.1)
469 (3.9)524 (4.8)

32 (3.0)31 (2.6)
25 (3.0)
10 (2.4)
8 (0.6)5 (2.1)13 (3.5)
41 (1.9)35 (3.1)
30 (2.3)
25 (4.2)
16 (1.8)
13 (2.3)
12 (2.4)
35 (3.4)
18 (3.0)
4 (1.7)18 (2.9)
6 (1.3)10 (1.9)24 (4.1)
11 (2.0)46 (2.6)
35 (3.4)
3 (1.1)28 (3.4)
59 (5.3)
7 (1.8)5 (1.3)
12 (2.5)
24 (3.1)
21 (2.3)
7 (2.0)21 (2.2)
2 (0.7)22 (2.5)
6 (1.8)25 (1.7)
18 (2.1)

534 (6.5)
485 (4.8)473 (5.9)
571 (8.7)502 (6.8)
437 (17.0)
487 (13.8)
538 (3.4)
491 (4.2)
444 (4.5)510 (13.9)
528 (7.2)
453 (10.5)
516 (8.4)
521 (7.5)
489 (7.7)
564 (6.1)
464 (8.7)
478 (6.3)
558 (6.6)435 (10.1)
381 (18.8)
535 (3.6)453 (8.5)
417 (13.1)
503 (7.5)
498 (4.3)
463 (13.2)
529 (9.1)
461 (15.5)
481 (9.0)
542 (5.9)419 (13.5)
601 (8.7)~ ~526 (6.1)
531 (24.7)
478 (6.0)
551 (8.3)

53 (3.3)
41 (2.5)
63 (3.3)
80 (3.0)89 (0.9)72 (4.1)
82 (4.3)
35 (2.1)
55 (3.1)
37 (2.6)
61 (4.8)
77 (2.0)69 (3.4)
78 (2.7)
48 (2.9)66 (3.9)
92 (2.3)
70 (3.7)
13 (2.2)
83 (2.3)
38 (3.7)
73 (2.5)
33 (2.5)
40 (3.8)
96 (1.2)
50 (4.0)33 (5.0)87 (2.3)
92 (1.8)
41 (3.0)70 (2.9)47 (2.7)
52 (4.1)
74 (2.4)
90 (1.8)
52 (3.9)90 (2.5)
23 (1.5)30 (2.5)

530 (5.0)
498 (4.7)
461 (3.8)
577 (2.4)
485 (2.6)384 (6.0)
527 (7.4)
546 (4.1)
486 (3.7)
449 (4.9)506 (7.1)
531 (3.1)
442 (3.7)
530 (3.0)513 (6.0)
506 (2.7)
570 (2.3)
447 (6.1)
488 (8.1)
562 (2.2)
442 (9.4)
376 (5.3)
536 (3.5)
464 (7.2)
393 (2.9)500 (7.0)
496 (6.9)
458 (3.1)
519 (2.8)493 (7.6)
468 (4.5)
541 (5.2)
428 (4.4)
610 (4.7)
370 (3.5)
521 (5.6)512 (4.0)
486 (5.5)
516 (11.1)

20 (0.4)

492 (1.8)

20 (0.4)

496 (1.6)

61 (0.5)491 (0.9)

23 (4.8)
27 (2.1)
4 (1.6)7 (3.0)59 (2.3)
55 (3.3)- -514 (6.0)
563 (4.1)
512 (23.7)
430 (34.0)
399 (5.9)558 (4.2)- -18 (4.1)
22 (1.8)
4 (2.0)7 (2.1)20 (1.8)
29 (3.4)- -504 (10.1)
571 (4.5)451 (57.9)
511 (34.7)
419 (9.9)541 (7.2)- -59 (5.2)
51 (2.2)
93 (2.5)
86 (3.4)
21 (1.8)
16 (2.0)- -530 (6.1)
566 (3.3)
417 (4.7)
435 (6.2)
469 (8.8)555 (8.2)- -Benchmarking Participants
Ontario, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE
Quebec, Canada

s

r
r
y

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available. A tilde (~) indicates insufficient data to report achievement.
An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.
A “y” indicates data are available for less than 40% of the students.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

CLASSROOM CONTEXTS: TECHNOLOGY IN INSTRUCTION
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

506

APPENDIX ACountry Participation in TIMSS 2019and in Earlier TIMSS Assessments

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX A
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

507

Appendix A.1: Country Participation in TIMSS 2019 and in Earlier TIMSS Assessments
Grade 4

Country
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
Egypt
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLebanonLithuania
Malaysia
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
NorwayOman
Pakistan
Philippines
PolandPortugal
Qatar
Romania
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa
Spain
SwedenTurkeyUnited Arab Emirates
United States

Grade 8

2019
⚫
⚫
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2015

2011

2007

2003

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⚪
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⚪

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1995

2019

2015

2011

2007

2003

1999

1995

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⚪
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⚪
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⚫
⚪
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⚫

⚫
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⚫
⚫
⚫
⚪
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⚫
⚪

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⚪
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⚪
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⚫

⚪
⚫

⚫

Indicates participation in that testing cycle
Indicates participation but data not comparable for measuring trends to 2019, primarily due tocountries improving translations or to differences in population coverage.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX A
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

508

Appendix A.1: Country Participation in TIMSS 2019 and in Earlier TIMSS Assessments(Continued)
Grade 4

Country
Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA
Western Cape, RSA
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

Grade 8

2019

2015

2011

2007

2003

1995

2019

2015

2011

2007

2003

1999

1995

⚫
⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫
⚫
⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫

⚫
⚫

⚫
⚫

⚫
⚫

⚫

⚫
⚫
⚫
⚫
⚪

Indicates participation in that testing cycle
Indicates participation but data not comparable for measuring trends to 2019, primarily due tocountries improving translations or to differences in population coverage.

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX A
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

509

APPENDIX B

Population Coverage and Sample
Participation Rates

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

510

Appendix B.1: Information About the Students Assessed in TIMSS 2019
The TIMSS target populations are the grades that represent four years and eight years of schooling counting from the first year of ISCED Level 1. However,
IEA has a policy that students do not fall under the minimum average age of 9.5 years old (Grade 4) or 13.5 years old (Grade 8) at the time of testing, so
England, Malta, and New Zealand assessed students in their fifth or ninth year of formal schooling. Norway chose to assess students in the fifth and ninth
years of schooling, so students would be compared with similar age students in Sweden, Denmark, and Finland.
Average age at the time of testing can vary across countries by just over a year (e.g., at the fourth grade from 9.7 to 10.9 years) depending on a country’s
policy on age of entry to school. For information on age of entry policy and practice, see Exhibit 2 of the TIMSS 2019 Encyclopedia.

Grade 4
Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
Egypt
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLebanonLithuania
Malaysia
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
NorwayOman
Pakistan
Philippines
PolandPortugal
Qatar
Romania
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa

Grade 8Country’s Name for
Fourth Year of
Schooling *Average Ageat Timeof Testing

Grade 4
Grade 4
Year 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4

10.0
9.9
10.1
10.4
10.3
9.8
10.0
10.1
10.7
9.9
10.1
10.2
10.5
9.8
10.4
10.9

Year 5
Grade 4
Third Cycle Year 1 (CM1)
Grade 4
Grade 4
Primary 4
Grade 4
Grade 4
Fourth Class

10.2
10.8
9.9
10.1
10.4
10.1
10.5
10.2
10.4

Primary Grade 4
Grade 49.6
10.4

Grade 4
Elementary School Grade 4
Grade 4
Grade 4
Grade 4

10.4
10.5
9.9
9.7
10.8

Grade 4

10.7

Year 5
Grade 4
Grade 4
Group 6
Year 5
Grade 4
Year 6
Grade 5
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4
Grade 4

9.8
9.8
10.1
10.1
10.0
9.8
10.4
10.7
9.7
10.6
10.1
10.3
10.0
9.9

Grade 4
Grade 4
Grade 4
Primary 4
Grade 4
Grade 5

10.8
9.9
10.6
10.4
10.4
11.5

Country’s Name forEighth Year of
Schooling *Average Ageat Timeof Testing

Year 814.1

Grade 813.8Grade 8Grade 814.2
14.3

Grade 813.8Grade 8Year 9Grade 8Fourth Cycle Year 2 (4ᵉ)
Grade 8

13.9
14.0
14.8
13.9
13.8

Secondary 2
Grade 8Grade 8
Second Year
Grade 8Lower Secondary Grade 3
Grade 8Grade 8Grade 8Middle School Grade 2

14.1
14.6
14.1
14.4
14.0
13.7
14.4
13.9
14.3
14.5

Grade 813.8Grade 8Grade 8Grade 8

14.0
14.7
14.3

Secondary School Year 2

14.5

Year 913.9Grade 9Grade 814.7
13.9

Grade 8Grade 8Grade 8Grade 8Grade 8

14.0
14.0
14.8
14.8
13.9

Secondary 2

14.3

Grade 915.5

* Countries’ names for the fourth year and eighth year of formal schooling were reported by National Research Coordinators.
An empty cell indicates country did not participate at that grade.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

511

Appendix B.1: Information About the Students Assessed in TIMSS 2019
(Continued)
Grade 4
Country

Spain
SwedenTurkeyUnited Arab Emirates
United States

Grade 8Country’s Name for
Fourth Year of
Schooling *Average Ageat Timeof Testing

Country’s Name forEighth Year of
Schooling *Average Ageat Timeof Testing

Grade 4
Grade 4
Grade 5
Grade 4
Grade 4

9.9
10.8
10.6
9.7
10.2

Grade 8Grade 8Grade 8Grade 8

14.8
13.9
13.7
14.2

Grade 4
Grade 4
Grade 4
Grade 4

9.8
10.1
10.8
9.9

Grade 8
Secondary 2
Grade 8

13.8
14.2
14.8

Grade 9Grade 9Grade 8Grade 8 or Year 9

15.3
15.5
13.7
13.9

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Gauteng, RSA
Western Cape, RSA
Abu Dhabi, UAE
Dubai, UAE

Grade 4
Grade 4 or Year 5

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

9.7
9.9

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

512

Appendix B.2: Coverage of TIMSS 2019 Target Population
International Target Population
Country
Coverage
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
1 2 Canada

100%
100%
100%
100%
100%
100%
100%
100%
100%
79%

Chile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
2 England
FinlandFrance1 Georgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandItaly
Japan
2 Kazakhstan
Korea, Rep. of
2 Kosovo
Kuwait2 Latvia
2 Lithuania
Malta
Montenegro
MoroccoNetherlands
2 New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
2 Pakistan
2 Philippines
Poland2 Portugal
Qatar
2 Russian Federation
2 Saudi Arabia
2 Serbia
3 Singapore
2 Slovak RepublicSouth Africa (5)Spain
Sweden2 Turkey (5)United Arab Emirates
2 United States

100%
100%
100%
100%
100%
100%
100%
100%
100%
92%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%

Notes on Coverage

Students from the provinces of Alberta, Manitoba,
Newfoundland, Ontario, and Quebec

Students taught in Georgian

Exclusions from National Target Population
School-Level
Exclusions

Within-Sample
Exclusions

OverallExclusions

2.6%
0.9%
1.9%
0.9%
2.3%
0.4%
0.8%
0.6%
0.8%
3.1%

1.6%
0.4%
2.9%
4.5%
0.3%
0.4%
2.2%
1.4%
2.6%
3.9%

4.2%
1.2%
4.8%
5.4%
2.6%
0.8%
3.0%
2.0%
3.4%
7.0%

1.2%
0.3%
1.1%
1.1%
2.5%
1.6%
2.2%
1.8%
2.5%
2.8%
1.7%
1.1%
2.1%
3.0%
1.9%
0.9%
0.6%
2.7%
0.9%
5.3%
1.0%
3.9%
2.6%
1.4%
1.3%
1.8%
2.6%
2.6%
1.2%
2.2%
1.4%
1.4%
7.5%
6.1%
1.1%
0.9%
1.2%
2.4%
10.1%
4.0%
12.5%
3.6%
1.1%
1.6%
1.6%
1.0%
1.1%
0.0%

2.6%
1.6%
3.1%
3.4%
2.2%
1.5%
3.6%
1.5%
1.9%
1.8%
2.2%
2.4%
2.0%
1.2%
1.1%
4.1%
1.5%
3.0%
1.5%
3.3%
0.7%
3.0%
4.1%
3.1%
3.3%
0.0%
0.9%
4.2%
2.5%
0.6%
3.3%
0.8%
0.0%
1.6%
2.0%
6.9%
1.0%
3.9%
0.4%
4.2%
0.4%
1.9%
0.0%
3.8%
3.8%
5.9%
2.0%
7.2%

3.8%
2.0%
4.2%
4.6%
4.7%
3.1%
5.8%
3.3%
4.4%
4.7%
3.9%
3.5%
4.1%
4.2%
3.0%
4.9%
2.2%
5.8%
2.3%
8.6%
1.7%
6.9%
6.7%
4.5%
4.6%
1.8%
3.5%
6.9%
3.8%
2.8%
4.7%
2.2%
7.5%
7.7%
3.1%
7.8%
2.2%
6.3%
10.5%
8.2%
12.8%
5.5%
1.1%
5.4%
5.4%
7.0%
3.2%
7.2%

2.3%
3.3%
0.7%
0.5%
1.1%
2.6%

4.7%
1.2%
1.4%
3.1%
2.5%
3.0%

7.0%
4.4%
2.1%
3.6%
3.6%
5.6%

Benchmarking Participants
2 Ontario, Canada

Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
2 Dubai, UAE

100%
100%
100%
100%
100%
100%

1 National Target Population does not include all of the International Target Population.
2 National Defined Population covers 90% to 95% of National Target Population.
3 National Defined Population covers less than 90% of National Target Population (but at least 77%).

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

513

Appendix B.3: School Sample Sizes

Country

Number of
Schools in
Original Sample

Number of
Eligible
Schools in
Original Sample

Number of
Schools in
Original Sample
that Participated

Number of
Replacement
Schools that
ParticipatedTotal Numberof Schools that
Participated

180
150
290
197
200
185
160
178
151
788
174
163
159
152
156
175
150
159
156
158
206
159
151
224
151
162
150
169
152
150
170
156
208
99
140
265
151
164
150
156
167
228
150
184
150
182
242
202
222
170
187
159
300
502
150
181
697
329

169
150
288
194
199
185
156
178
151
777
172
163
158
151
152
174
150
158
155
157
203
159
150
224
150
162
150
168
152
145
167
156
207
98
140
264
149
161
150
156
167
228
142
180
149
181
242
202
221
165
187
158
298
502
145
180
688
325

167
150
285
193
186
185
101
178
146
669
151
155
150
150
151
123
129
157
155
151
198
109
139
224
150
153
126
168
151
145
163
142
207
98
140
264
71
138
146
95
119
226
121
180
143
158
242
200
215
159
187
153
286
494
144
179
688
249

0
0
2
0
8
0
46
0
5
35
18
7
3
1
1
43
10
1
0
3
5
30
10
0
0
9
21
0
0
0
1
12
0
0
0
0
41
22
4
39
31
2
18
0
6
23
0
0
5
6
0
4
11
7
1
1
0
38

167
150
287
193
194
185
147
178
151
704
169
162
153
151
152
166
139
158
155
154
203
139
149
224
150
162
147
168
151
145
164
154
207
98
140
264
112
160
150
134
150
228
139
180
149
181
242
200
220
165
187
157
297
501
145
180
688
287

171
172
152
167
249
205

170
172
151
167
247
199

160
140
148
167
247
199

3
8
2
0
0
0

163
148
150
167
247
199

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

514

Appendix B.4: Student Sample Sizes

Within-SchoolStudent
Participation(Weighted
Percentage)

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Number ofStudents
Sampled inParticipating
Schools

Number ofStudents
Withdrawn fromClass/School

Number ofStudents
ExcludedNumber ofStudents
Eligible

99%
97%
94%
97%
95%
98%
93%
96%
95%
95%
96%
99%
91%
97%
96%
87%
96%
97%
98%
97%
97%
90%
97%
99%
91%
97%
97%
99%
98%
97%
96%
94%
94%
96%
98%
99%
97%
94%
95%
91%
94%
98%
98%
98%
93%
94%
97%
98%
99%
97%
97%
97%
98%
95%
95%
99%
96%
96%

4,548
5,612
6,517
4,901
5,600
5,903
5,113
6,048
4,632
15,164
4,578
3,958
4,395
4,353
5,054
3,881
3,759
4,987
4,456
4,019
3,706
3,461
4,867
6,194
5,126
4,109
4,358
4,932
4,105
4,757
4,731
4,886
4,198
3,914
5,248
8,051
3,562
5,611
3,531
3,877
4,410
7,079
4,453
5,693
5,427
5,015
5,251
4,282
5,585
4,667
6,209
4,477
12,28910,4974,407
4,554
28,029
9,955

31
32
110
33
17
25
26
61
70
199
77
65
8
14
48
67
78
37
35
28
51
18
34
46
22
22
15
37
50
43
83
15
12
17
49
217
69
100
32
21
27
94
315
89
44
35
127
8
23
53
22
26
107
48
31
142
414
152

25
0
128
256
19
22
114
74
88
429
112
65
148
150
53
48
127
45
104
83
89
101
89
76
52
199
34
38
63
95
14
68
186
115
37
0
27
164
44
23
149
57
0
0
100
366
60
144
25
93
0
24
0
421
160
319
564
601

4,492
5,580
6,279
4,612
5,564
5,856
4,973
5,913
4,474
14,536
4,389
3,828
4,239
4,189
4,953
3,766
3,554
4,905
4,317
3,908
3,566
3,342
4,744
6,072
5,052
3,888
4,309
4,857
3,992
4,619
4,634
4,803
4,000
3,782
5,162
7,834
3,466
5,347
3,455
3,833
4,234
6,928
4,138
5,604
5,283
4,614
5,064
4,130
5,537
4,521
6,187
4,427
12,182
10,028
4,216
4,093
27,051
9,202

66
181
389
148
319
94
318
285
206
883
215
63
454
127
261
539
158
175
131
121
129
374
173
62
470
147
113
66
99
123
197
322
259
152
86
111
111
328
185
336
283
114
158
89
401
314
131
108
84
141
201
180
291
473
251
65
1,217
426

4,426
5,399
5,890
4,464
5,245
5,762
4,655
5,628
4,268
13,653
4,174
3,765
3,785
4,062
4,692
3,227
3,396
4,730
4,186
3,787
3,437
2,968
4,571
6,010
4,582
3,741
4,196
4,791
3,893
4,496
4,437
4,481
3,741
3,630
5,076
7,723
3,355
5,019
3,270
3,497
3,951
6,814
3,980
5,515
4,882
4,300
4,933
4,022
5,453
4,380
5,986
4,247
11,891
9,555
3,965
4,028
25,834
8,776

95%
96%
98%
96%
95%
97%

4,251
4,047
3,992
3,666
9,822
8,125

83
9
11
17
38
362

95
37
35
123
239
213

4,073
4,001
3,946
3,526
9,545
7,550

243
164
103
136
508
285

3,830
3,837
3,843
3,390
9,037
7,265

Number ofStudents Absent

Number ofStudents
Assessed

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

Students attending a sampled class at the time the sample was chosen but leaving the class before the assessment was administered were classified as “withdrawn.”
Students with a disability or language barrier that prevented them from participating in the assessment were classified as “excluded.”Students not present when the assessment was administered, and not subsequently assessed in a make-up session, were classified as “absent.”

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

515

Appendix B.5: Participation Rates (Weighted)
School Participation
CountryClass
Participation

Student
Participation

99%
100%
100%
99%
98%
100%
95%
100%
100%
90%
99%
99%
97%
100%
100%
95%
93%
100%
100%
99%
100%
88%
99%
100%
100%
100%
98%
100%
99%
100%
98%
99%
100%
100%
100%
100%
75%
99%
100%
86%
90%
100%
99%
100%
100%
100%
100%
99%
99%
100%
100%
99%
99%
99%
100%
100%
100%
88%

100%
100%
100%
100%
100%
100%
100%
99%
100%
100%
100%
100%
99%
100%
100%
99%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
99%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%

95%
86%
100%
100%
100%
100%

100%
100%
100%
100%
100%
100%

BeforeReplacement

After
Replacement

99%
100%
99%
99%
94%
100%
66%
100%
97%
86%
89%
95%
95%
99%
99%
70%
86%
99%
100%
97%
97%
67%
93%
100%
100%
96%
84%
100%
99%
100%
97%
92%
100%
100%
100%
100%
46%
87%
98%
60%
70%
99%
77%
100%
96%
87%
100%
99%
98%
97%
100%
97%
96%
97%
100%
99%
100%
76%
93%
82%
99%
100%
100%
100%

Albania
Armenia
Australia
Austria
Azerbaijan
Bahrain† Belgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic† DenmarkEnglandFinlandFranceGeorgia
Germany† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
Morocco≡ Netherlands
New Zealand
North Macedonia† Northern Ireland† Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates† United States

Overall Participation
BeforeReplacement

After
Replacement

99%
97%
94%
97%
95%
98%
93%
96%
95%
95%
96%
99%
91%
97%
96%
87%
96%
97%
98%
97%
97%
90%
97%
99%
91%
97%
97%
99%
98%
97%
96%
94%
94%
96%
98%
99%
97%
94%
95%
91%
94%
98%
98%
98%
93%
94%
97%
98%
99%
97%
97%
97%
98%
95%
95%
99%
96%
96%

98%
97%
93%
97%
89%
98%
62%
95%
92%
82%
86%
94%
85%
96%
95%
61%
82%
96%
98%
94%
94%
60%
90%
99%
91%
92%
82%
99%
97%
97%
93%
87%
94%
96%
98%
99%
45%
81%
94%
55%
66%
98%
75%
98%
89%
81%
97%
97%
97%
95%
97%
93%
94%
92%
95%
98%
96%
73%

98%
97%
94%
97%
92%
98%
89%
95%
95%
86%
95%
98%
87%
97%
96%
83%
89%
97%
98%
96%
97%
79%
96%
99%
91%
97%
95%
99%
97%
97%
94%
93%
94%
96%
98%
99%
73%
93%
95%
78%
84%
98%
96%
98%
93%
94%
97%
97%
98%
97%
97%
96%
97%
95%
95%
99%
96%
84%

95%
96%
98%
96%
95%
97%

88%
79%
97%
96%
95%
97%

90%
83%
97%
96%
95%
97%

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

TIMSS guidelines for sampling participation: The minimum acceptable participation rates were 85 percent of both schools and students, or a combined rate (the product of school andstudent participation) of 75 percent.
Participants not meeting these guidelines were annotated as follows:† Met guidelines for sample participation rates only after replacement schools were included‡ Nearly satisfied guidelines for sample participation rates after replacement schools were included≡ Did not satisfy guidelines for sample participation rates

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

516

Appendix B.6: Trends in Student Populations

Country
Armenia
2019
Ϫ
2015
2011
2003
Australia
2019
2015
2011
2007
†
2003
≡
1995
Austria
2019
2011
2007
≡
1995
Azerbaijan
2019
2
2011
Bahrain
2019
2
2015
Ϫ
2011
Belgium (Flemish)
†
2019
†
2015
2011
2
2003
Bulgaria
2019
2015
Canada
12
2019
12†
2015
Chile
2019
2015
2011
Chinese Taipei
2019
2015
2011
2007
2003
Croatia
2019
2015
2
2011
Cyprus
2019
2015
2003
1995
Czech Republic
2019
2015
2011
2007
1995
Denmark
†
2019
2†
2015
2
2011
2
2007

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

4
4
4
4

9.9
9.9
10.0
10.9

1.2%
1.0%
2.0%
2.9%

97%
96%
98%
90%

4
4
4
4
4
4 or 5

10.1
10.0
10.0
9.9
9.9
10.2

4.8%
4.2%
4.4%
4.0%
2.7%
1.8%

94%
94%
93%
95%
85%
66%

4
4
4
4

10.4
10.3
10.3
10.5

5.4%
5.1%
5.0%
2.8%

97%
98%
97%
69%

4
4

10.3
10.2

2.6%
7.2%

92%
100%

4
4
4

9.8
9.9
10.4

0.8%
5.6%
1.1%

98%
99%
90%

4
4
4
4

10.0
10.1
10.0
10.0

3.0%
1.4%
5.0%
6.3%

89%
95%
92%
97%

4
4

10.7
10.8

3.4%
2.9%

95%
93%

4
4

9.9
9.9

7.0%
6.1%

86%
80%

4
4
4

10.1
10.2
10.1

3.8%
3.7%
3.7%

95%
88%
95%

4
4
4
4
4

10.2
10.2
10.2
10.2
10.2

2.0%
2.4%
1.4%
2.8%
3.1%

98%
99%
99%
100%
99%

4
4
4

10.5
10.6
10.7

4.2%
4.4%
7.9%

87%
94%
95%

4
4
4
4

9.8
9.8
9.9
9.8

4.6%
4.6%
2.9%
3.2%

97%
98%
97%
83%

4
4
4
4
4

10.4
10.4
10.4
10.3
10.4

4.7%
4.2%
5.1%
4.9%
4.1%

96%
95%
94%
92%
86%

4
4
4
4

10.9
10.9
11.0
11.0

3.1%
7.5%
6.3%
4.1%

83%
86%
87%
85%

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Ϫ Tested the same cohort of students as other countries, but later in the assessment year.
Armenia began testing younger students in 2011 due to educational reforms.
Bahrain in 2015 administered both TIMSS and TIMSS Numeracy assessments to fourth grade students. Results for 2015 in mathematics are based on the average of both.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

517

Appendix B.6: Trends in Student Populations(Continued)
Country

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

5
5
5
5
5
5

10.2
10.1
10.2
10.2
10.3
10.0

5.8%
2.3%
2.0%
2.1%
1.9%
12.1%

89%
96%
78%
84%
76%
83%

4
4
4

10.8
10.8
10.8

3.3%
2.0%
3.1%

97%
97%
96%

4
4

9.9
9.9

4.4%
5.3%

98%
97%

4
4
4
4

10.1
9.7
10.0
10.1

4.7%
4.9%
4.9%
4.8%

96%
98%
96%
98%

4
4
4
4

10.4
10.4
10.4
10.4

3.9%
2.7%
1.9%
1.3%

97%
95%
95%
96%

4
4
4
4
4
4

10.1
10.1
10.1
10.2
10.2
10.1

3.5%
2.2%
8.5%
5.4%
3.8%
2.7%

79%
76%
82%
81%
83%
83%

4
4
4
4
4
4

10.5
10.7
10.7
10.7
10.5
10.4

4.1%
4.8%
4.2%
4.4%
8.1%
3.8%

96%
96%
96%
96%
93%
92%

4
4
4
4
4
4

10.2
10.2
10.2
10.2
10.4
10.5

4.2%
4.0%
4.5%
3.0%
5.7%
1.3%

99%
99%
99%
99%
98%
97%

4
4
4
4

10.4
10.4
10.3
10.3

3.0%
2.7%
2.5%
6.9%

91%
96%
95%
90%

4
4
4
4
4

9.6
9.7
9.7
9.8
9.8

4.9%
6.2%
3.7%
5.3%
4.2%

97%
94%
95%
97%
97%

4
4
4
4
4
4

10.4
10.5
10.5
10.5
10.4
10.4

2.2%
2.9%
3.2%
1.1%
0.8%
3.0%

95%
97%
96%
95%
97%
92%

England
2019
2015
2011
2007
†
2003
3†
1995
Finland
2019
2015
2011
France2019
2015
Georgia
1
2019
1
2015
1
2011
1
2007
Germany
2019
2015
2011
2007
Hong Kong SAR
†
2019
†
2015
2
2011
2007
†
2003
1995
Hungary
2019
2015
2011
2007
2
2003
1995
Iran, Islamic Rep. of
2019
2015
2011
2007
2
2003
1995
Ireland
2019
2015
2011
2
1995
Italy
2019
2
2015
2011
2007
2003
Japan
2019
2015
2011
2007
2003
1995
2

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Georgia in 2011 excluded schools in South Ossetia and Abkhazia due to lack of access and absence of official statistics. Abkhazia refugee schools in other territories of Georgia were
included in the sample frame.
Iran in 2015 administered both TIMSS and TIMSS Numeracy assessments to fourth grade students. Results for 2015 in mathematics are based on the average of both.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

518

Appendix B.6: Trends in Student Populations(Continued)
Country
Kazakhstan
2019
2
2011
Korea, Rep. of
2019
2015
2011
2
1995
Kuwait2019
2015
Latvia2
20192003
Lithuania
2
2019
2
2015
12
2011
1
2007
1
2003
Malta
2019
2011
Morocco
2019
2015
2011
Netherlands
≡
2019
†
2015
†
2011
‡
2007
†
2003
≡
1995
New Zealand
2
2019
2015
2011
2007
2003
1995
Northern Ireland
†
2019
‡
2015
†
2011
Norway (5)
†
2019
2015
Norway (4)
2015
‡
2011
2007
2003
1995
Oman
2019
2015
2011
Philippines
2
2019
2003

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

4
4

10.4
10.4

5.8%
6.3%

99%
99%

4
4
4
4

10.5
10.5
10.4
10.3

2.3%
2.5%
2.5%
6.6%

97%
97%
98%
95%

4
4

9.7
9.7

1.7%
3.0%

94%
90%

4
4

10.8
11.1

6.9%
4.4%

93%
88%

4
4
4
4
4

10.7
10.7
10.7
10.8
10.9

6.7%
6.1%
5.6%
5.4%
4.6%

94%
94%
94%
94%
87%

4
5

9.8
9.8

4.5%
3.6%

96%
95%

4
4
4

10.1
10.3
10.5

1.8%
1.5%
2.0%

99%
99%
96%

4
4
4
4
4
4

10.1
10.0
10.2
10.2
10.2
10.3

3.5%
3.2%
4.0%
4.8%
5.2%
4.4%

73%
83%
79%
91%
84%
59%

4.5 - 5.5
4.5 - 5.5
4.5 - 5.5
4.5 - 5.5
4.5 - 5.5
4.5 - 5.5

10.0
10.0
9.9
10.0
10.0
10.0

6.9%
4.8%
4.9%
5.4%
4.0%
1.3%

93%
90%
90%
96%
93%
95%

4
4
4

10.4
10.4
10.4

2.8%
2.7%
3.5%

78%
71%
79%

5
5

10.7
10.7

4.7%
4.7%

84%
89%

4
4
4
3
3

9.7
9.7
9.8
9.8
9.9

5.0%
4.3%
5.1%
4.4%
3.0%

89%
70%
92%
88%
91%

4
4
4

9.7
9.6
9.9

2.2%
0.8%
1.5%

98%
97%
96%

4
4

10.1
10.8

7.7%
4.5%

98%
81%

2

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Results for Lithuania before 2015 do not include students taught in Polish or Russian.
Morocco and the Philippines in 2019 administered the less difficult fourth grade mathematics assessment.
Kuwait and Morocco in 2015 administered both TIMSS and TIMSS Numeracy assessments to fourth grade students. Results for 2015 in mathematics are based on the average of both.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

519

Appendix B.6: Trends in Student Populations(Continued)
Country
Poland2019
2015
Portugal
2
2019
2
2015
2011
2
1995
Qatar
2019
2015
2
2011
Russian Federation
2
2019
2015
2011
2007
2
2003
Saudi Arabia
2
2019
2015
2011
Serbia
2
2019
3
2015
2
2011
Singapore
3
2019
2
2015
2
2011
2007
2003
1995
Slovak Republic
2
2019
2015
2011
2007
South Africa (5)
2019
Ϫ
2015
Spain
2019
2
2015
2011
Sweden
2019
2
2015
2011
2007
United Arab Emirates
2019
2015
2011
United States
2†
2019
2†
2015
2
2011
2†
2007
†
2003
1995

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

4
4

10.3
10.7

3.1%
4.0%

93%
92%

4
4
4
4

10.0
9.9
10.0
10.4

7.8%
6.5%
2.5%
7.3%

94%
92%
92%
92%

4
4
4

9.9
10.1
10.0

2.2%
3.8%
6.2%

97%
99%
99%

4
4
4
4
3 or 4

10.8
10.8
10.8
10.8
10.6

6.3%
4.0%
5.3%
3.6%
6.8%

97%
98%
98%
98%
97%

4
4
4

9.9
10.0
10.0

10.5%
1.9%
1.6%

98%
93%
99%

4
4
4

10.6
10.7
10.8

8.2%
11.3%
9.4%

97%
96%
97%

4
4
4
4
4
4

10.4
10.4
10.4
10.4
10.3
10.3

12.8%
10.1%
6.3%
1.5%
0.0%
0.0%

97%
96%
96%
96%
98%
98%

4
4
4
4

10.4
10.4
10.4
10.4

5.5%
4.2%
4.6%
3.3%

96%
97%
96%
97%

5
5

11.5
11.5

1.1%
2.2%

97%
98%

4
4
4

9.9
9.9
9.8

5.4%
5.6%
5.3%

95%
95%
97%

4
4
4
4

10.8
10.8
10.7
10.8

5.4%
5.7%
4.1%
3.1%

95%
95%
91%
97%

4
4
4

9.7
9.8
9.8

3.2%
4.7%
3.3%

96%
97%
97%

4
4
4
4
4
4

10.2
10.2
10.2
10.3
10.2
10.2

7.2%
6.8%
7.0%
9.2%
5.1%
4.7%

84%
81%
80%
84%
78%
80%

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Ϫ Tested the same cohort of students as other countries, but later in the assessment year.
Saudi Arabia and South Africa in 2019 administered the less difficult fourth grade mathematics assessment. South Africa in 2015 participated in only TIMSS Numeracy at the fifth grade.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

520

Appendix B.6: Trends in Student Populations(Continued)
Country

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

4
4
4
4
4
4

9.8
9.8
9.8
9.8
9.8
9.8

7.0%
3.4%
5.3%
6.3%
4.8%
-

90%
90%
94%
92%
90%
92%

4
4
4
4
4
4

10.1
10.1
10.1
10.1
10.1
10.3

4.4%
5.4%
3.7%
6.4%
3.6%
-

83%
59%
91%
84%
91%
81%

4
4
4

9.7
9.8
9.7

3.6%
5.8%
2.7%

95%
97%
97%

4
4
4
4

9.9
9.8
9.8
10.0

5.6%
5.3%
5.1%
5.4%

97%
97%
96%
67%

Benchmarking Participants
Ontario, Canada
2019
2015
2011
2
2007
2003
2
1995
Quebec, Canada
2019
≡
2015
2011
2
2007
2003
1995
Abu Dhabi, UAE
2019
2
2015
2011
Dubai, UAE
2
2019
2015
2011
Ϫ‡
2007
2

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.2 for population coverage notes 1, 2, and 3. See Appendix B.5 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Ϫ Tested the same cohort of students as other countries, but later in the assessment year.
Ontario and Quebec in 1995 participated as part of Canada. A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

521

Appendix B.7: Coverage of TIMSS 2019 Target Population
International Target Population
Country
Coverage
Australia
Bahrain
Chile
Chinese Taipei
Cyprus2 Egypt
EnglandFinlandFrance1 Georgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
3 Israel
Italy
Japan
Jordan2 Kazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
2 Russian Federation
2 Saudi Arabia
2 Singapore
South Africa (9)2 SwedenTurkeyUnited Arab Emirates
United States

100%
100%
100%
100%
100%
100%
100%
100%
100%
91%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%

Notes on Coverage

Students taught in Georgian

Exclusions from National Target Population
School-Level
Exclusions

Within-Sample
Exclusions

OverallExclusions

1.7%
0.3%
0.3%
0.1%
0.5%
7.6%
2.9%
1.5%
2.8%
2.2%
1.2%
2.5%
0.4%
0.0%
19.5%
0.8%
0.9%
0.0%
2.9%
0.7%
1.0%
1.2%
3.2%
1.9%
0.0%
1.5%
1.4%
0.5%
1.0%
1.3%
2.7%
2.8%
9.1%
10.1%
1.0%
1.7%
1.1%
1.1%
0.0%

2.1%
0.2%
1.9%
1.3%
2.3%
1.5%
2.0%
1.5%
1.0%
2.1%
2.1%
1.9%
0.5%
0.9%
3.8%
3.6%
1.0%
0.2%
2.9%
0.9%
1.0%
0.0%
2.0%
1.3%
0.0%
2.7%
2.5%
1.6%
4.5%
0.9%
0.5%
2.9%
0.9%
0.2%
0.1%
4.6%
2.4%
1.3%
3.9%

3.8%
0.6%
2.2%
1.5%
2.8%
9.1%
4.8%
3.1%
3.8%
4.3%
3.3%
4.4%
0.9%
1.0%
23.2%
4.3%
1.8%
0.2%
5.8%
1.6%
2.0%
1.2%
5.3%
3.2%
0.0%
4.2%
4.0%
2.2%
5.5%
2.2%
3.2%
5.7%
10.0%
10.3%
1.1%
6.3%
3.4%
2.4%
3.9%

2.1%
3.3%
0.7%
1.8%
0.8%
0.9%
3.0%

3.4%
0.9%
0.8%
0.2%
0.3%
0.8%
2.5%

5.5%
4.2%
1.5%
2.1%
1.1%
1.7%
5.5%

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
2 Dubai, UAE

100%
100%
100%
100%
100%
100%
100%

1 National Target Population does not include all of the International Target Population.
2 National Defined Population covers 90% to 95% of National Target Population.
3 National Defined Population covers less than 90% of National Target Population (but at least 77%).

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

522

Appendix B.8: School Sample Sizes

Country

Number of
Schools in
Original Sample

Number of
Eligible
Schools in
Original Sample

Number of
Schools in
Original Sample
that Participated

Number of
Replacement
Schools that
ParticipatedTotal Numberof Schools that
Participated

289
112
169
206
99
174
151
158
150
158
158
155
220
152
161
158
150
248
169
168
178
218
195
178
253
154
166
230
158
152
198
204
212
153
524
153
181
631
325

284
112
167
205
98
169
151
154
150
157
158
155
220
152
161
158
150
235
168
168
172
216
195
177
251
151
165
228
158
152
198
204
209
153
520
151
181
623
321

282
112
147
200
98
168
125
154
150
142
112
146
220
147
152
153
125
235
168
168
171
189
194
175
251
115
132
223
149
152
189
203
208
153
516
149
180
623
231

2
0
17
3
0
1
11
0
0
3
24
8
0
2
5
5
17
0
0
0
0
15
0
2
0
19
25
5
7
0
9
1
1
0
3
1
1
0
42

284
112
164
203
98
169
136
154
150
145
136
154
220
149
157
158
142
235
168
168
171
204
194
177
251
134
157
228
156
152
198
204
209
153
519
150
181
623
273

172
166
152
150
150
230
171

170
161
151
150
149
230
163

157
119
147
148
148
230
163

1
5
3
2
1
0
0

158
124
150
150
149
230
163

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

523

Appendix B.9: Student Sample Sizes

Within-SchoolStudent
Participation(Weighted
Percentage)

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Number ofStudents
Sampled inParticipating
Schools

Number ofStudents
Withdrawn fromClass/School

Number ofStudents
ExcludedNumber ofStudents
Eligible

91%
97%
96%
98%
96%
97%
95%
96%
97%
97%
94%
97%
98%
88%
93%
97%
94%
98%
99%
98%
97%
95%
93%
98%
98%
91%
89%
99%
96%
97%
94%
97%
99%
96%
96%
92%
99%
96%
94%

10,383
5,947
4,469
5,185
3,800
7,700
3,785
5,252
4,122
3,540
3,612
4,862
6,242
4,763
4,154
3,919
4,763
7,856
4,587
4,025
4,818
5,117
4,262
7,323
9,081
6,775
5,335
7,024
3,752
4,196
4,803
4,125
5,762
5,074
22,658
4,683
4,377
23,974
9,924

213
44
68
106
23
214
140
62
53
37
12
23
110
46
36
22
3
484
34
18
92
151
19
120
395
119
41
132
32
138
13
28
19
19
921
64
111
251
307

161
12
76
42
94
0
70
62
49
73
73
86
35
39
51
153
17
13
28
37
0
0
98
0
0
79
141
37
152
32
15
76
13
0
0
213
123
315
242

10,009
5,891
4,325
5,037
3,683
7,486
3,575
5,128
4,020
3,430
3,527
4,753
6,097
4,678
4,067
3,744
4,743
7,359
4,525
3,970
4,726
4,966
4,145
7,203
8,686
6,577
5,153
6,855
3,568
4,026
4,775
4,021
5,730
5,055
21,737
4,406
4,143
23,408
9,375

949
166
210
122
162
276
210
254
146
115
262
184
117
560
336
125
297
183
72
109
152
236
319
138
228
526
578
104
191
142
281
120
50
202
908
410
66
1,074
677

9,060
5,725
4,115
4,915
3,521
7,210
3,365
4,874
3,874
3,315
3,265
4,569
5,980
4,118
3,731
3,619
4,446
7,176
4,453
3,861
4,574
4,730
3,826
7,065
8,458
6,051
4,575
6,751
3,377
3,884
4,494
3,901
5,680
4,853
20,8293,996
4,077
22,334
8,698

94%
95%
97%
97%
95%
96%
96%

4,194
3,411
3,963
6,025
5,901
8,770
6,308

63
28
21
188
284
41
199

75
7
19
0
0
86
141

4,056
3,376
3,923
5,837
5,617
8,643
5,968

280
198
140
204
266
439
240

3,776
3,178
3,783
5,633
5,351
8,204
5,728

Number ofStudents
AbsentNumber ofStudents
Assessed

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

Students attending a sampled class at the time the sample was chosen but leaving the class before the assessment was administered were classified as “withdrawn.”
Students with a disability or language barrier that prevented them from participating in the assessment were classified as “excluded.”Students not present when the assessment was administered, and not subsequently assessed in a make-up session, were classified as “absent.”

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

524

Appendix B.10: Participation Rates (Weighted)
School Participation
CountryClass
Participation

Student
Participation

100%
100%
99%
99%
100%
100%
90%
100%
100%
92%
86%
99%
100%
98%
98%
100%
94%
100%
100%
100%
99%
93%
99%
100%
100%
89%
95%
100%
99%
100%
100%
100%
100%
100%
100%
99%
100%
100%
85%

100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
99%
100%
99%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%

93%
77%
100%
100%
100%
100%
100%

100%
99%
100%
100%
100%
100%
100%

BeforeReplacement

After
Replacement

98%
100%
90%
98%
100%
99%
83%
100%
100%
90%
70%
95%
100%
97%
95%
97%
83%
100%
100%
100%
99%
82%
99%
99%
100%
77%
79%
99%
95%
100%
95%
99%
100%
100%
99%
98%
100%
100%
72%
93%
74%
99%
99%
99%
100%
100%

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia† Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
Morocco† New Zealand† Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates† United States

Overall Participation
BeforeReplacement

After
Replacement

91%
97%
96%
98%
96%
97%
95%
96%
97%
97%
94%
97%
98%
88%
93%
97%
94%
98%
99%
98%
97%
95%
93%
98%
98%
91%
89%
99%
96%
97%
94%
97%
99%
96%
96%
92%
99%
96%
94%

89%
97%
86%
96%
96%
96%
79%
95%
97%
88%
66%
92%
98%
85%
88%
94%
77%
98%
99%
98%
96%
78%
92%
97%
98%
70%
70%
97%
90%
97%
89%
97%
99%
96%
95%
90%
98%
96%
67%

91%
97%
95%
97%
96%
97%
85%
95%
97%
89%
81%
96%
98%
86%
91%
97%
88%
98%
99%
98%
96%
88%
92%
98%
98%
81%
84%
99%
94%
97%
94%
97%
99%
96%
96%
91%
99%
96%
79%

94%
95%
97%
97%
95%
96%
96%

87%
70%
96%
95%
95%
96%
96%

88%
73%
97%
97%
95%
96%
96%

Benchmarking Participants
Ontario, Canada‡ Quebec, Canada

Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

TIMSS guidelines for sampling participation: The minimum acceptable participation rates were 85 percent of both schools and students, or a combined rate (the product of school andstudent participation) of 75 percent.
Participants not meeting these guidelines were annotated as follows:† Met guidelines for sample participation rates only after replacement schools were included‡ Nearly satisfied guidelines for sample participation rates after replacement schools were included≡ Did not satisfy guidelines for sample participation rates

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

525

Appendix B.11: Trends in Student Populations

Country
Australia
2019
2015
2011
2007
2003
‡
1995
Bahrain
2019
2015
Ϫ
2011
2007
2003
Chile
2019
2015
2011
2003
1999
Chinese Taipei
2019
2015
2011
2007
2003
1999
Cyprus
2019
2007
2003
1999
1995
Egypt
2
2019
2015
2007
2003
England
2019
2015
‡
2011
†
2007
≡
2003
†
1999
3†
1995
Finland2019
2011
France2019
1995
Georgia
1
2019
12
2015
1
2011
1
2007
Hong Kong SAR
†
2019
2015
2011
†
2007
†
2003
†
1999
1995

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

8
8
8
8
8
8 or 9

14.1
14.0
14.0
13.9
13.9
14.2

3.8%
3.5%
3.2%
1.9%
1.3%
0.8%

91%
90%
88%
93%
83%
70%

8
8
8
8
8

13.8
14.0
14.4
14.1
14.1

0.6%
3.8%
1.6%
1.5%
0.0%

97%
97%
97%
97%
98%

8
8
8
8
8

14.2
14.3
14.2
14.2
14.4

2.2%
1.9%
2.8%
2.2%
2.8%

95%
85%
95%
99%
96%

8
8
8
8
8
8

14.3
14.3
14.2
14.2
14.2
14.2

1.5%
1.7%
1.3%
3.3%
4.8%
1.6%

97%
98%
99%
99%
99%
99%

8
8
8
8
8

13.8
13.8
13.8
13.8
13.7

2.8%
2.5%
2.5%
0.8%
0.0%

96%
96%
96%
97%
97%

8
8
8
8

13.9
14.1
14.1
14.4

9.1%
0.1%
0.5%
3.4%

97%
91%
98%
97%

9
9
9
9
9
9
9

14.0
14.1
14.2
14.2
14.3
14.2
14.0

4.8%
2.3%
2.2%
2.3%
2.1%
5.0%
11.3%

85%
92%
70%
75%
46%
77%
77%

8
8

14.8
14.8

3.1%
3.4%

95%
93%

8
8

13.9
14.3

3.8%
2.0%

97%
82%

8
8
8
8

13.8
13.7
14.2
14.2

4.3%
6.0%
4.5%
3.9%

89%
98%
97%
97%

8
8
8
8
8
8
8

14.1
14.2
14.2
14.4
14.4
14.2
14.2

3.3%
1.6%
5.3%
3.8%
3.4%
0.8%
2.0%

81%
81%
75%
75%
80%
74%
81%

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Ϫ Tested the same cohort of students as other countries, but later in the assessment year.
Egypt's 2015 exclusion rate may be underestimated.
Georgia in 2011 excluded schools in South Ossetia and Abkhazia due to lack of access and absence of official statistics. Abkhazia refugee schools in other territories of Georgia were
included in the sample frame.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

526

Appendix B.11: Trends in Student Populations(Continued)
Country

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

8
8
8
8
8
8
8

14.6
14.7
14.7
14.6
14.5
14.4
14.3

4.4%
5.4%
4.4%
3.9%
8.5%
4.3%
3.8%

96%
96%
95%
96%
94%
93%
87%

8
8
8
8
8
8
8

14.1
14.2
14.3
14.2
14.4
14.6
14.6

0.9%
2.2%
2.2%
0.5%
6.5%
4.4%
0.3%

98%
98%
99%
98%
98%
98%
98%

8
8
8

14.4
14.4
14.4

1.0%
1.2%
0.4%

86%
91%
81%

8
8
8

14.0
14.0
14.0

23.2%
22.8%
22.6%

91%
93%
92%

8
8
8
8
8
8

13.7
13.8
13.8
13.9
13.9
14.0

4.3%
6.1%
4.7%
5.0%
3.6%
6.7%

97%
93%
93%
96%
97%
97%

8
8
8
8
8
8
8

14.4
14.5
14.5
14.5
14.4
14.4
14.4

1.8%
2.3%
2.8%
3.5%
0.6%
1.3%
0.6%

88%
93%
87%
91%
93%
89%
90%

8
8
8
8
8
8

13.9
13.8
13.9
14.0
13.9
14.0

0.2%
1.0%
0.4%
2.0%
1.3%
3.0%

98%
96%
96%
96%
96%
99%

8
8

14.3
14.6

5.8%
5.1%

99%
98%

8
8
8
8
8
8
8

14.5
14.4
14.3
14.3
14.6
14.4
14.2

1.6%
2.1%
1.9%
1.6%
4.9%
4.0%
3.8%

98%
98%
99%
99%
98%
100%
95%

8
8

13.8
13.7

2.0%
3.3%

96%
85%

8
8
8
8
8

14.0
14.2
14.3
14.4
14.6

1.2%
1.3%
1.4%
1.4%
1.4%

88%
88%
94%
85%
91%

Hungary
2019
2015
2011
2007
2
2003
1999
1995
Iran, Islamic Rep. of
2019
2015
2011
2007
2
2003
1999
1995
Ireland
2019
2015
1995
Israel
3
2019
3
2015
3
2011
Italy
2019
2
2015
2011
2007
2003
2
1999
Japan
2019
2015
2011
2007
2003
1999
1995
Jordan
2019
2015
2011
2007
2003
1999
Kazakhstan
2
2019
2011
Korea, Rep. of
2019
2015
2011
2007
Ϫ
2003
1999
1995
Kuwait2019
2015
Lebanon
2019
2015
2011
2007
2003

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Ϫ Tested the same cohort of students as other countries, but later in the assessment year.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

527

Appendix B.11: Trends in Student Populations(Continued)
Country
Lithuania
2019
2
2015
1
2011
1
2007
1
2003
1Ϫ
1999
12
1995
Malaysia
2019
2015
2011
2007
2003
1999
Morocco
2019
2015
2011
New Zealand
†
2019
†
2015
2011
2003
1999
1995
Norway (9)
†
2019
2015
Norway (8)
2015
2011
2007
2003
1995
Oman
2019
2015
2011
2007
Portugal
2019
1995
Qatar
2019
2015
2011
Romania
2019
2011
2007
2003
1999
1995
Russian Federation
2
2019
2015
2
2011
2007
2003
1999
2
1995
Saudi Arabia
2
2019
2015
2011

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

8
8
8
8
8
8
8

14.7
14.7
14.7
14.9
14.9
15.2
14.3

5.3%
7.0%
4.8%
4.2%
2.6%
4.5%
6.6%

92%
93%
92%
90%
84%
89%
83%

8
8
8
8
8
8

14.3
14.3
14.4
14.3
14.3
14.4

3.2%
4.3%
0.1%
3.3%
4.0%
4.6%

98%
98%
98%
98%
98%
99%

8
8
8

14.5
14.5
14.7

0.0%
0.0%
0.1%

98%
95%
94%

8.5 - 9.5
8.5 - 9.5
8.5 - 9.5
8.5 - 9.5
8.5 - 9.5
8.5 - 9.5

13.9
14.1
14.1
14.1
14.0
14.0

4.2%
3.1%
3.2%
4.4%
2.4%
1.7%

81%
81%
88%
90%
91%
94%

9
9

14.7
14.7

4.0%
3.7%

84%
87%

8
8
8
7
7

13.7
13.7
13.8
13.8
13.9

4.1%
1.9%
2.6%
2.3%
2.2%

87%
84%
86%
85%
93%

8
8
8
8

13.9
14.0
14.1
14.3

2.2%
0.4%
1.2%
1.2%

99%
96%
97%
99%

8
8

14.0
14.5

5.5%
0.3%

94%
92%

8
8
8

14.0
14.1
14.0

2.2%
3.2%
4.5%

97%
96%
99%

8
8
8
8
8
8

14.8
14.9
15.0
15.0
14.8
14.6

3.2%
1.3%
1.8%
0.5%
3.7%
2.8%

94%
99%
97%
98%
97%
89%

8
8
8
7 or 8
7 or 8
7 or 8
7 or 8

14.8
14.7
14.7
14.6
14.2
14.1
14.0

5.7%
3.7%
6.0%
2.3%
5.5%
1.7%
6.3%

97%
97%
98%
97%
96%
97%
95%

8
8
8

13.9
14.1
14.1

10.0%
2.1%
1.2%

99%
97%
98%

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Ϫ Tested the same cohort of students as other countries, but later in the assessment year.
Results for Lithuania before 2015 do not include students taught in Polish or Russian. Lithuania in 1999 tested the same cohort of students as other countries, but later in theassessment year.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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528

Appendix B.11: Trends in Student Populations(Continued)
Country

Years of
Formal Schooling*

Average Age at
Time of Testing

OverallExclusion Rates

Overall
Participation Rates(After Replacement)

8
8
8
8
8
8
8

14.3
14.4
14.4
14.4
14.3
14.4
14.5

10.3%
7.0%
6.0%
1.8%
0.0%
0.0%
4.6%

96%
97%
95%
95%
97%
98%
95%

9
9
9

15.5
15.7
16.0

1.1%
1.5%
1.4%

96%
96%
95%

8
8
8
8
8
7

14.8
14.7
14.8
14.8
14.9
14.9

6.3%
5.4%
5.1%
3.6%
2.8%
0.9%

91%
94%
92%
94%
87%
90%

8
8
8

13.9
13.9
14.0

3.4%
1.3%
1.5%

99%
98%
97%

8
8
8

13.7
13.9
13.9

2.4%
3.6%
2.8%

96%
97%
97%

8
8
8
8
8
8
8

14.2
14.2
14.2
14.3
14.2
14.2
14.2

3.9%
5.1%
7.2%
7.9%
4.9%
3.9%
2.1%

79%
78%
81%
77%
73%
85%
78%

8
8
8
8
8
8
8

13.8
13.8
13.8
13.8
13.8
13.9
14.0

5.5%
2.5%
5.6%
6.2%
6.0%
5.1%
-

88%
87%
93%
89%
89%
93%
90%

8
8
8
8
8
8
8

14.2
14.3
14.2
14.2
14.2
14.3
14.5

4.2%
5.3%
4.9%
13.6%
4.8%
1.3%
-

73%
58%
88%
77%
85%
92%
89%

8
8
8

13.7
13.9
13.8

1.7%
4.1%
1.7%

96%
98%
96%

8
8
8
8

13.9
13.9
13.9
14.2

5.5%
5.2%
4.0%
5.0%

96%
97%
95%
69%

Singapore
2019
2
2015
2
2011
2007
2003
1999
1995
South Africa (9)
2019
Ϫ
2015
2011
Sweden
2
2019
2015
2011
2007
2003
1995
Turkey
2019
2015
2011
United Arab Emirates
2019
2015
2011
United States
†
2019
†
2015
2
2011
2†
2007
‡
2003
1999
†
1995
2

Benchmarking Participants
Ontario, Canada
2019
2015
2
2011
2
2007
2
2003
1999
1995
Quebec, Canada
‡
2019
≡
2015
2011
3
2007
2003
1999
1995
Abu Dhabi, UAE
2019
2015
2011
Dubai, UAE
2
2019
2015
2011
Ϫ‡
2007

* Represents years of schooling counting from the first year of ISCED Level 1.
Data are included only for assessment years with comparable results for each country.
See Appendix B.7 for population coverage notes 1, 2, and 3. See Appendix B.10 for sampling guidelines and sampling participation notes †, ‡, and ≡.
Ϫ Tested the same cohort of students as other countries, but later in the assessment year.
Ontario and Quebec in 1995 and 1999 participated as part of Canada. A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX B
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

529

APPENDIX C

The Test-Curriculum Matching Analysis
TIMSS went to great lengths to ensure that comparisons of student achievement across countries are
as fair and equitable as possible. The TIMSS 2019 Assessment Frameworks were designed to specify
the important aspects of mathematics and science that participating countries agreed should be thefocus of an international assessment of mathematics and science achievement. The assessment items
were developed through a collaborative process with national representatives to reflect the assessment
specifications articulated in the frameworks and all items were field tested extensively in participating
countries. Finalizing the TIMSS 2019 assessments involved a series of reviews by representatives of theparticipating countries, experts in mathematics and science, and measurement specialists. At the endof this process, the National Research Coordinators (NRCs) from each participating country formallyapproved the TIMSS 2019 assessments, thus accepting the assessments as sufficiently fair to compare
their students’ mathematics and science achievement with that of students from other countries.
Although the assessments were developed to represent agreed-upon frameworks and wereintended to have as much in common across countries as possible, it was unavoidable that the match
between the TIMSS 2019 assessments (or tests) and countries’ mathematics and science curricula
would not be the same for all countries. To restrict test items to just those topics included in the
curricula and covered in the same sequence in all participating countries would severely limit test
coverage and restrict the research questions that the study is designed to address. The tests, therefore,
inevitably have some items measuring topics unfamiliar to some students in some countries.
The Test-Curriculum Matching Analysis (TCMA) was conducted to investigate the extent towhich the TIMSS 2019 assessments matched each country’s mathematics and science curricula.1 The
TCMA also investigates the impact on a country’s performance of including only achievement items
that were judged to be relevant to its own curriculum.
To gather data about the extent to which the TIMSS 2019 assessments matched the curriculaof the TIMSS countries and benchmarking participants, NRCs were asked to examine each TIMSS
achievement item and indicate whether the particular knowledge and skills assessed by the item wasin their country’s intended curriculum at the grade tested (fourth or eighth grade). The NRCs wereasked to choose persons very familiar with the curriculum at these grades to make this determination.
In some countries, the curriculum was prescribed for a range of grades and was not explicit
about what was to be covered by the end of the fourth or eighth grades. For example, in France thecurriculum specifies the curricular goals to be achieved by the end of primary school Cycle 2 (Grades
1 It should be noted that because there may be content areas covered by the curricula in some countries that are not covered by the TIMSS 2019 tests, the TCMA
may not provide complete information about how well the tests cover the curricula of the countries.

TIMSS & PIRLSInternational Study Center
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1–3), Cycle 3 (Grades 4–6), and Cycle 4 (Grades 7–9), rather than a grade-by-grade specification (seeTIMSS 2019 Encyclopedia). In such situations, coordinators were asked to make the best judgment
possible. Because an item might be in the curriculum for some but not all students in a country,
NRCs were asked to consider an item included if it was in the intended curriculum for more than 50
percent of the students.

Match Between TIMSS Tests and Countries’ Mathematics andScience Curricula
Exhibits C.1 through C.4 present the TCMA results for the TIMSS 2019 mathematics test and science
test at the fourth and eighth grades, respectively. The bottom row of each exhibit shows the numberof items, with the corresponding number of score points in parentheses, identified by each country
as appropriate according to its curriculum.
In mathematics at the fourth grade (Exhibit C.1), countries’ average mathematics achievement
was based on students’ performance on 171 items yielding 183 score points, which is the maximum
number of items and score points a country could identify.2 Generally, the proportion of mathematics
items judged appropriate was fairly high. Reading along the bottom row, it can be seen that 4 of the
47 countries included in the analysis judged 100 percent of the items to be included in their curricula
as did 2 of the 6 benchmarking participants. A further 36 countries and 4 benchmarking participants
judged 75 percent or more (138 score points for eTIMSS, 136 score points for paperTIMSS) tobe appropriate. All but 1 of the participants at the fourth grade agreed that more than half of themathematics items were included in their curricula.
The last page of Exhibit C.1 presents the TCMA results for the 11 countries that administered
the less difficult version of the fourth grade mathematics assessment, which included 177 items
yielding 190 score points.3 Two of the 11 countries judged 100 percent of the items to be includedin their mathematics curricula, and an additional 7 countries judged 75 percent or more (143 scorepoints) to be appropriate. All 11 countries identified more than half of the items as being appropriate
for their students.
In fourth grade science (Exhibit C.2), the maximum number of score points in the assessment
was 174 for eTIMSS countries and 173 for paperTIMSS countries. Similar to mathematics, theproportion of science items judged appropriate by the countries at the fourth grade was fairly highoverall, but with more variation than for mathematics. A number of high performing countries,
notably Singapore, Korea, the Russian Federation, Japan, and Chinese Taipei, chose relatively few
fourth grade science items as appropriate for their students. Of the 58 countries and 6 benchmarking
participants at the fourth grade, 7 countries and 2 benchmarking participants judged 100 percent of
the science items to be included in their curricula. An additional 25 countries and 1 benchmarking
participant judged 75 percent or more (131 score points for eTIMSS and 130 for paperTIMSS).
2 TIMSS 2019 fourth grade mathematics achievement scores were estimated based on 171 items and 183 score points for eTIMSS countries and 169 items and181 score points for paperTIMSS countries. See Chapter 10 of Methods and Procedures: TIMSS 2019 Technical Report for details about items deleted orrecoded for scaling.
3 About one-third of the items in the less difficult mathematics assessment are shared with the regular mathematics assessment.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

531

At the eighth grade, the proportions of mathematics and science items judged appropriate
were somewhat higher compared with the fourth grade. In mathematics (Exhibit C.3), 7 of the
39 participating countries and 2 of the 7 benchmarking participants judged 100 percent of themathematics items to be included in their curricula, including all 206 items yielding 217 score points.
Additionally, 31 countries and the remaining 5 benchmarking participants judged 75 percent or more
(163 score points) to be appropriate. In science (Exhibit C.4), 4 of the 39 countries and 2 of the 7benchmarking participants judged 100 percent of the science items to be appropriate (all 233 scorepoints). A further 26 countries and 4 of the 5 benchmarking participants judged 75 percent or more(175 score points) to be appropriate. All but 2 countries agreed that more than half of the science
items were included in their curricula at the eighth grade.

Impact of Item Selection on Average Scale Scores
The first columns in Exhibits C.1 through C.4 show, for each grade and subject, the average scalescore and its standard error, for each country on the assessment as a whole, based on all test items asreported in Exhibits 1.1, 2.1, 3.1, and 4.1 of this report. Countries are presented in descending orderaccording to this overall achievement score. Subsequent columns show the average performance ofthe countries based only on those items judged appropriate by the participant listed at the head of thecolumn. To interpret these exhibits, choosing a country at the top of the exhibit and reading down its
column provides the average scale score and standard error for the country in each row, based only
on the items selected as appropriate for that country’s students.4 For example, in Exhibit C.1, looking
down the column for Singapore shows that Singapore had an average fourth grade mathematics scalescore of 629 based on its own set of items, while Hong Kong SAR had an average scale score of 602
based on Singapore’s items, Korea had an average scale score of 599 based on Singapore’s items, andso forth.
The shaded diagonal element in these exhibits shows how each country performed on the setof items that it selected based on its own curriculum. In general, countries performed better on theirown item sets than on the items overall, although not by much. Comparing the diagonal element fora country with the overall average scale score shows the difference between performance on the setof items chosen as appropriate for that country and performance on the test as a whole. To illustrate,
Singapore’s average scale score based on all fourth grade mathematics items was 625, as shown in thefirst column. Singapore’s diagonal element in Exhibit C.1 (629) shows that students from Singapore
performed slightly better on the set of items selected by Singapore than they did on the assessment
as a whole, although this 4-point difference was within the margin of sampling error. In fourth grade
mathematics, most participants had a difference of no more than 1 or 2 scale score points between
the two scores. The largest differences occurred in the Russian Federation (16 points), Bulgaria (11points), Croatia (11 points), and Bosnia and Herzegovina (10 points).
4 Standard errors provide a margin of error for comparing average scale scores across countries. Differences in one country’s average scale scores across
exhibit columns should be interpreted with caution.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

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532

Compared with mathematics at the fourth grade, the differences between countries’ performancebased on their chosen set of items (the diagonal element) and their overall performance based on all
items were somewhat larger in science (Exhibit C.2). Although most participants had a difference of 1
or 2 scale score points or fewer, the largest difference was observed in Singapore (80 points), followed
by Japan and Chinese Taipei (24–30 points). Of the 58 countries and 6 benchmarking participants
included in the analysis, Singapore and Japan had the smallest proportions of science test items
identified as appropriate for their students (25–27%).
The differences between countries’ average scale scores based on all items and based on their
item subsets were smaller at the eighth grade. In mathematics (Exhibit C.3), 27 of the 39 countries
and 5 of the 7 benchmarking participants had differences of 1 scale score point or fewer. Lebanon had
the largest difference in mathematics performance between the average score based on its own item
selections and the average score based on all items (10 points). The results were similar in science(Exhibit C.4), with Lebanon again having the largest difference between performance estimates (17points). Japan, Singapore, and Cyprus had the next largest differences (12–14 points).
The TCMA results show that the selection of items does not have a major effect on the relative
performance of countries. Participants that had relatively high or low mathematics or scienceachievement based on all the items also had relatively high or low achievement based on each of
the various sets of items selected for the TCMA. Although there are some changes in the orderingof countries based on the items selected for the TCMA, most of these differences are within theboundaries of sampling error.5
Even when countries performed better on the items identified as being appropriate for theircurriculum than they did overall, their performance relative to other participants changed very little.
As an example, consider the 64 items (65 score points) selected by Korea in science at the fourth grade(Exhibit C.2). The students in Korea had higher average achievement based on these items (604) thanon the test as a whole (588). However, most other countries also had higher achievement based on
this subset of items selected by Korea. For example, Singapore and Japan also had higher achievement
based on Korea’s selected items compared with their average achievement based on all items.
The TCMA results provide evidence that the TIMSS 2019 assessment provides a sound basis forcomparing achievement of the participating countries and benchmarking entities. This result is not
unexpected, given that making the assessment as fair as possible was a major consideration in testdevelopment and reporting. The fact that the majority of countries indicated that most items wereappropriate for their students means that the different average scale scores were based on many of thesame items. Insofar as countries rejected items that would be difficult for their students, these items
tended to be difficult for students in other countries as well. The analysis shows that omitting suchitems tends to improve the results for that country, but also tends to improve the results for all othercountries, so that the overall pattern of relative performance is largely unaffected.

5

Small differences in average scale scores between adjacent countries shown in the exhibits usually are not statistically significant with 95 percent confidence.

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

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Exhibit C.1: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinlandDenmark
Portugal
Hungary
Turkey (5)Germany
SwedenPolandAustralia
Azerbaijan
Bulgaria
Italy
CanadaKazakhstan
Slovak Republic
Croatia
Malta
SerbiaSpain
Armenia
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
Qatar
Iran, Islamic Rep. of
Chile
Oman
International Average

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (1.9)525 (2.6)
523 (2.6)
523 (4.4)
521 (2.3)
521 (2.8)520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (1.9)512 (2.5)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)
449 (3.4)
443 (3.9)
441 (2.7)
431 (3.7)
523 (0.4)

LatviaIrelandEngland

Northern Ireland

Russian Federation

Japan

Chinese Taipei

Korea, Rep. ofHong Kong SAR

Country

Singapore

Average Mathematics
Scale Score based on
All Items

Read down the column under a country name to compare achievement scores based on the items identified by that country. Scores on the diagonal are countries’ achievement scoresbased on the test items they identified.

629 (3.9)624 (4.0)625 (3.9)

626 (3.9)624 (3.9)623 (4.0)

626 (3.8)625 (3.9)

627 (3.9)

619 (3.8)602 (3.4)601 (3.4)601 (3.3)

601 (3.4)601 (3.3)

598 (3.7)

602 (3.3)

601 (3.3)

602 (3.3)

600 (3.3)

599 (2.2)

599 (2.3)

606 (2.3)

598 (2.3)

604 (2.3)

592 (2.3)

600 (2.2)

599 (2.2)600 (2.2)

596 (2.2)

601 (2.0)599 (2.0)601 (1.9)601 (2.0)604 (2.0)593 (2.1)

600 (2.0)600 (1.9)600 (1.9)592 (2.0)591 (1.8)

591 (1.8)

598 (1.7)

591 (1.7)601 (1.7)

586 (1.8)593 (1.8)594 (1.7)

593 (1.8)

591 (1.7)565 (3.3)

568 (3.4)

566 (3.3)

567 (3.3)

567 (3.3)

583 (3.5)566 (3.3)

567 (3.3)

567 (3.3)

572 (3.4)

569 (2.8)567 (2.9)566 (2.8)567 (2.8)564 (2.8)566 (3.0)566 (2.8)566 (2.7)

566 (2.7)565 (2.7)

559 (3.1)

554 (3.1)

556 (3.0)556 (3.1)

553 (3.0)

549 (3.3)

557 (3.0)556 (3.0)556 (3.0)554 (3.0)550 (2.5)

549 (2.5)

548 (2.5)

549 (2.5)

547 (2.5)545 (2.5)

549 (2.5)

549 (2.5)

549 (2.5)

546 (2.4)

545 (2.5)

547 (2.7)

545 (2.5)

546 (2.6)

546 (2.6)557 (2.9)546 (2.6)

546 (2.6)

546 (2.6)552 (2.7)

543 (2.2)

542 (2.2)

542 (2.2)

542 (2.2)

540 (2.2)

536 (2.2)

544 (2.2)

542 (2.2)

543 (2.2)

542 (2.2)

539 (2.8)541 (2.9)

541 (2.7)

540 (2.8)543 (2.7)

545 (3.0)

541 (2.8)541 (2.7)

542 (2.8)546 (2.9)

540 (2.0)

540 (2.0)538 (2.0)

540 (2.0)539 (2.1)

543 (2.0)539 (2.0)539 (2.0)539 (2.0)539 (2.1)

536 (2.2)

532 (2.2)

538 (2.2)

536 (2.2)

536 (2.3)

532 (2.3)

538 (2.2)

537 (2.2)

537 (2.2)

540 (2.3)

536 (2.6)

536 (2.6)534 (2.5)536 (2.6)534 (2.5)534 (2.5)535 (2.5)534 (2.6)535 (2.5)534 (2.5)

532 (2.5)535 (2.6)

532 (2.6)

533 (2.5)

532 (2.5)535 (2.6)

532 (2.5)533 (2.5)533 (2.5)

532 (2.6)

533 (2.0)531 (2.0)533 (1.9)532 (2.0)532 (1.9)523 (1.9)533 (1.9)533 (1.9)533 (1.9)

527 (1.9)
531 (2.8)534 (2.9)532 (2.9)

531 (2.9)

531 (2.8)531 (2.8)

529 (2.8)532 (2.9)532 (2.9)532 (2.8)

529 (2.4)

528 (2.4)

530 (2.4)

530 (2.3)

529 (2.4)

521 (2.4)

532 (2.3)

531 (2.4)

532 (2.3)

530 (2.3)

524 (2.0)522 (2.0)524 (1.9)523 (2.0)

520 (2.0)516 (2.1)

525 (1.9)524 (1.9)525 (1.9)524 (1.9)

528 (2.7)

526 (2.7)525 (2.6)

526 (2.7)

524 (2.7)

521 (2.8)526 (2.6)

526 (2.6)525 (2.6)

524 (2.6)

524 (2.6)525 (2.6)

523 (2.6)

523 (2.6)

522 (2.6)

531 (2.6)

523 (2.6)

523 (2.6)

523 (2.6)

524 (2.7)

526 (4.5)525 (4.4)525 (4.4)525 (4.4)525 (4.4)525 (4.4)523 (4.4)523 (4.5)

523 (4.4)

519 (4.4)

521 (2.2)

520 (2.3)

521 (2.3)

520 (2.3)

520 (2.3)

524 (2.4)

521 (2.3)

521 (2.3)

521 (2.3)

521 (2.3)

520 (2.8)519 (2.9)

521 (2.8)519 (2.8)516 (2.8)519 (2.9)522 (2.8)520 (2.8)521 (2.8)524 (2.8)520 (2.7)

520 (2.7)

520 (2.7)

520 (2.7)

520 (2.7)

518 (2.7)

520 (2.7)

520 (2.7)

520 (2.7)

521 (2.7)

514 (2.8)514 (2.7)

514 (2.8)514 (2.8)512 (2.8)508 (2.8)516 (2.8)515 (2.8)516 (2.8)517 (2.8)516 (2.7)

518 (2.8)516 (2.7)

516 (2.7)

517 (2.7)

530 (3.0)515 (2.7)515 (2.7)

516 (2.7)

520 (2.8)516 (4.1)

521 (4.1)

515 (4.3)

518 (4.0)519 (4.2)

535 (4.5)

514 (4.3)

515 (4.2)

515 (4.3)

519 (4.5)

518 (2.5)517 (2.4)

517 (2.4)

517 (2.4)

518 (2.4)

516 (2.5)516 (2.4)515 (2.4)

516 (2.4)514 (2.4)

511 (1.9)

511 (1.9)

511 (1.9)509 (1.9)509 (1.9)505 (1.9)512 (1.9)

511 (1.9)512 (1.9)512 (1.8)512 (2.5)515 (2.5)512 (2.5)514 (2.5)514 (2.5)526 (2.7)

511 (2.5)512 (2.5)513 (2.5)514 (2.5)509 (3.4)

511 (3.4)509 (3.5)509 (3.4)

507 (3.5)513 (3.6)509 (3.4)509 (3.5)510 (3.5)

511 (3.5)510 (2.1)

512 (2.2)

511 (2.1)

511 (2.1)

510 (2.2)

519 (2.2)

509 (2.2)

509 (2.2)

509 (2.2)

509 (2.2)512 (1.5)

511 (1.5)508 (1.5)509 (1.4)

506 (1.5)506 (1.6)510 (1.4)510 (1.4)

509 (1.4)

509 (1.5)509 (3.1)

512 (3.2)

510 (3.1)

510 (3.0)510 (3.1)

524 (3.3)

507 (3.2)

508 (3.2)

508 (3.2)

511 (3.3)505 (2.2)504 (2.2)505 (2.2)504 (2.2)505 (2.2)502 (2.3)503 (2.1)

503 (2.1)

503 (2.1)

502 (2.1)

502 (2.5)503 (2.4)500 (2.5)503 (2.5)500 (2.5)513 (2.4)

498 (2.5)

498 (2.6)

499 (2.5)

498 (2.6)

485 (2.7)483 (2.7)

485 (2.7)

485 (2.6)483 (2.6)

480 (2.7)

487 (2.6)487 (2.6)487 (2.6)

489 (2.6)486 (3.0)

487 (3.0)

487 (3.0)

486 (3.0)

486 (3.0)

481 (3.0)

485 (3.0)

485 (3.0)

485 (3.0)483 (3.0)483 (3.6)

487 (3.5)

485 (3.6)

485 (3.6)

486 (3.7)

496 (3.7)

481 (3.6)

482 (3.7)

482 (3.7)

483 (3.7)

483 (1.7)

482 (1.7)

482 (1.7)

481 (1.7)

481 (1.7)

480 (1.7)

482 (1.7)

481 (1.7)

482 (1.7)

481 (1.7)484 (2.6)

480 (2.6)482 (2.5)481 (2.5)481 (2.5)477 (2.7)

481 (2.6)

480 (2.6)

480 (2.6)478 (2.6)452 (3.4)

449 (3.4)451 (3.4)451 (3.3)

451 (3.3)

448 (3.4)

450 (3.4)

450 (3.4)

450 (3.4)

449 (3.4)

447 (3.8)446 (3.9)445 (3.8)

447 (3.8)

448 (3.8)

442 (3.9)443 (3.8)445 (3.8)444 (3.8)

441 (3.8)440 (2.8)439 (2.8)440 (2.7)

439 (2.7)

438 (2.7)

437 (2.8)442 (2.7)

440 (2.7)

442 (2.7)

444 (2.7)

433 (3.7)

434 (3.6)

431 (3.6)

430 (3.8)

431 (3.7)

428 (3.7)

431 (3.7)

431 (3.7)

431 (3.7)

431 (3.6)

524 (0.4)524 (0.4)524 (0.4)523 (0.4)523 (0.4)524 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

590 (2.3)

595 (2.3)

593 (2.2)

591 (2.2)

593 (2.2)

611 (2.6)

592 (2.2)

592 (2.2)

592 (2.2)

602 (2.4)

546 (1.7)

544 (1.6)

544 (1.7)

544 (1.7)

543 (1.7)

541 (1.7)

545 (1.7)

544 (1.6)

545 (1.6)

543 (1.6)

533 (2.3)

532 (2.3)

532 (2.3)

531 (2.3)

531 (2.3)

524 (2.4)

533 (2.3)

532 (2.3)

532 (2.3)

530 (2.3)

521 (2.2)

521 (2.3)

522 (2.2)

521 (2.2)

522 (2.2)

518 (2.2)

519 (2.1)

519 (2.2)

519 (2.2)

517 (2.1)

510 (3.4)512 (3.4)

511 (3.3)

509 (3.4)509 (3.2)

504 (3.4)

513 (3.3)

511 (3.3)512 (3.3)512 (3.3)

442 (2.2)

441 (2.2)

442 (2.2)

440 (2.2)

441 (2.2)

440 (2.3)

441 (2.2)

440 (2.2)

441 (2.2)

441 (2.2)

171 (183)

137 (146)

129 (138)132 (142)

144 (154)

127 (135)

100 (108)

164 (176)

161 (173)166 (177)

148 (160)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE
Number of Items (Score Points)** The number of items and score points are based on the number of items included in scaling the fourth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

534

Exhibit C.1: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinlandDenmark
Portugal
Hungary
Turkey (5)Germany
SwedenPolandAustralia
Azerbaijan
Bulgaria
Italy
CanadaKazakhstan
Slovak Republic
Croatia
Malta
SerbiaSpain
Armenia
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
Qatar
Iran, Islamic Rep. of
Chile
Oman
International Average

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (1.9)525 (2.6)
523 (2.6)
523 (4.4)
521 (2.3)
521 (2.8)520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (1.9)512 (2.5)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)
449 (3.4)
443 (3.9)
441 (2.7)
431 (3.7)
523 (0.4)

Denmark

Finland

CyprusBelgium (Flemish)

Czech Republic

United States

Netherlands

Austria

Lithuania

Country

Norway (5)Average Mathematics
Scale Score based on
All Items(Continued)

625 (3.9)

619 (3.8)620 (3.8)

617 (3.8)625 (3.9)618 (3.8)624 (3.9)624 (3.9)625 (3.9)624 (3.8)602 (3.3)

601 (3.3)

600 (3.3)

598 (3.5)

602 (3.4)

598 (3.3)

600 (3.3)

602 (3.4)601 (3.3)

601 (3.3)

599 (2.2)

599 (2.2)

598 (2.2)

592 (2.2)

599 (2.2)

594 (2.2)

603 (2.3)

596 (2.2)

601 (2.2)

601 (2.2)

598 (1.9)

596 (1.9)

597 (2.0)593 (2.0)599 (1.9)595 (2.0)599 (2.0)594 (2.0)601 (2.0)599 (1.9)590 (1.8)595 (1.7)

593 (1.8)590 (1.7)

592 (1.8)

591 (1.7)

594 (1.7)

587 (1.8)

596 (1.8)594 (1.8)566 (3.4)

571 (3.4)

570 (3.4)

569 (3.3)

567 (3.4)

571 (3.4)

566 (3.3)

567 (3.4)

566 (3.3)

567 (3.4)

567 (2.8)564 (2.7)564 (2.7)

567 (2.8)566 (2.8)565 (2.8)566 (2.7)

567 (2.8)565 (2.8)565 (2.7)556 (3.0)553 (3.0)554 (2.9)555 (3.0)556 (3.0)552 (3.0)556 (3.0)555 (3.1)

555 (3.0)556 (3.0)

549 (2.5)545 (2.4)

546 (2.4)

547 (2.5)

549 (2.5)

546 (2.5)

549 (2.5)

549 (2.5)

548 (2.5)

548 (2.5)

546 (2.6)551 (2.7)

548 (2.6)552 (2.6)

546 (2.6)

550 (2.6)

546 (2.6)

548 (2.7)

545 (2.6)

546 (2.6)

543 (2.2)

542 (2.2)

542 (2.2)

544 (2.2)

542 (2.2)

541 (2.2)

543 (2.2)

543 (2.2)

542 (2.2)

544 (2.2)

542 (2.8)547 (2.8)543 (2.8)545 (2.9)

542 (2.8)545 (2.8)541 (2.7)

543 (2.8)

542 (2.8)

542 (2.8)

540 (2.0)536 (2.1)

543 (2.1)

541 (2.1)

538 (2.0)542 (2.1)

539 (2.0)539 (2.0)538 (2.1)

540 (2.0)537 (2.2)

541 (2.2)

539 (2.3)

544 (2.3)

537 (2.2)

538 (2.3)

537 (2.2)

537 (2.3)

539 (2.1)

539 (2.2)535 (2.5)

532 (2.5)533 (2.5)533 (2.5)535 (2.5)533 (2.5)535 (2.5)536 (2.5)535 (2.5)534 (2.5)

532 (2.6)

533 (2.5)536 (2.6)

532 (2.6)

533 (2.5)537 (2.6)

533 (2.5)533 (2.5)

532 (2.5)533 (2.6)

531 (1.9)

529 (1.9)

529 (1.9)

528 (1.9)532 (1.9)

529 (1.9)533 (1.9)

531 (1.9)532 (1.9)533 (1.9)533 (2.9)

530 (2.8)

529 (2.8)530 (2.9)532 (2.9)

530 (2.8)531 (2.9)535 (2.9)

531 (2.9)532 (2.9)532 (2.4)

531 (2.3)

530 (2.3)

533 (2.3)

531 (2.3)

530 (2.3)

531 (2.4)

532 (2.3)

532 (2.4)

532 (2.3)

525 (2.0)524 (1.9)525 (1.9)

527 (1.9)524 (1.9)522 (2.0)524 (1.9)524 (1.9)525 (1.9)526 (1.9)526 (2.6)

523 (2.6)

524 (2.6)

523 (2.6)525 (2.6)

523 (2.7)525 (2.6)

524 (2.7)525 (2.6)

526 (2.6)

523 (2.6)

524 (2.6)525 (2.7)

523 (2.6)

524 (2.6)

527 (2.7)

524 (2.6)525 (2.6)

522 (2.6)

524 (2.6)

524 (4.5)

521 (4.4)

520 (4.4)

518 (4.4)523 (4.4)

519 (4.5)

523 (4.4)

521 (4.4)524 (4.4)522 (4.4)

521 (2.3)

521 (2.3)

523 (2.4)

523 (2.3)

520 (2.3)

523 (2.3)

521 (2.3)

522 (2.3)

520 (2.3)

522 (2.3)

522 (2.8)523 (2.8)522 (2.8)524 (2.8)521 (2.8)521 (2.8)521 (2.8)523 (2.8)520 (2.8)522 (2.8)520 (2.7)

521 (2.7)

521 (2.7)

521 (2.7)

520 (2.7)

523 (2.7)

521 (2.7)

521 (2.7)

521 (2.7)

520 (2.7)

517 (2.8)516 (2.7)

516 (2.8)518 (2.8)516 (2.8)515 (2.7)515 (2.8)517 (2.8)516 (2.8)516 (2.8)515 (2.7)

517 (2.8)519 (2.8)519 (2.8)516 (2.7)

521 (2.8)515 (2.7)

517 (2.8)513 (2.7)515 (2.7)

514 (4.3)

517 (4.4)514 (4.6)

514 (4.4)

516 (4.3)

518 (4.6)

516 (4.2)

516 (4.2)

513 (4.2)

515 (4.3)

516 (2.5)513 (2.5)514 (2.5)513 (2.5)514 (2.4)

513 (2.5)516 (2.4)514 (2.4)515 (2.4)

516 (2.4)512 (1.9)

511 (1.8)512 (1.9)512 (1.9)

511 (1.9)509 (1.9)

511 (1.9)512 (1.9)512 (1.9)513 (1.9)

511 (2.5)514 (2.5)513 (2.6)514 (2.5)512 (2.5)515 (2.6)

511 (2.5)512 (2.5)

511 (2.5)

511 (2.5)510 (3.5)

511 (3.5)512 (3.5)512 (3.5)510 (3.5)513 (3.6)510 (3.5)

511 (3.5)508 (3.5)510 (3.4)

508 (2.2)

509 (2.2)

510 (2.2)504 (2.1)

510 (2.2)

511 (2.1)

509 (2.1)

509 (2.1)

509 (2.1)

509 (2.2)

511 (1.5)508 (1.5)508 (1.5)

511 (1.5)509 (1.5)509 (1.5)509 (1.5)510 (1.5)508 (1.5)510 (1.4)

507 (3.2)

510 (3.2)

510 (3.3)

510 (3.2)

509 (3.2)

513 (3.2)

508 (3.1)

509 (3.2)

507 (3.2)

507 (3.2)

502 (2.2)502 (2.2)502 (2.1)

500 (2.1)

502 (2.1)

501 (2.2)504 (2.2)

501 (2.2)504 (2.2)503 (2.2)

498 (2.5)497 (2.6)

498 (2.6)500 (2.6)

499 (2.5)500 (2.6)

497 (2.5)

499 (2.5)495 (2.6)

498 (2.5)487 (2.6)

488 (2.6)487 (2.6)

489 (2.8)487 (2.6)486 (2.6)487 (2.6)487 (2.6)

488 (2.6)487 (2.6)484 (3.0)483 (3.0)484 (3.0)

481 (3.0)484 (3.0)483 (3.0)

485 (3.0)483 (3.0)

485 (3.0)

485 (3.0)

481 (3.6)483 (3.7)

483 (3.7)

483 (3.7)

482 (3.7)

485 (3.7)

481 (3.7)

485 (3.6)

480 (3.7)

481 (3.7)

482 (1.7)

480 (1.7)

481 (1.7)

480 (1.7)

482 (1.7)479 (1.7)

482 (1.7)

481 (1.7)

481 (1.7)

481 (1.7)

480 (2.6)477 (2.7)

480 (2.6)478 (2.6)

481 (2.6)477 (2.6)479 (2.6)479 (2.7)

480 (2.6)

480 (2.6)

449 (3.4)

447 (3.4)

449 (3.4)

449 (3.5)450 (3.4)

447 (3.4)

450 (3.4)

450 (3.4)

449 (3.4)

449 (3.4)

444 (3.9)

441 (3.8)440 (3.9)

441 (3.9)444 (3.8)

442 (3.9)445 (3.8)443 (3.9)445 (3.8)

442 (3.8)

442 (2.7)

443 (2.7)

441 (2.7)

444 (2.7)

440 (2.7)

440 (2.8)440 (2.7)

442 (2.7)

442 (2.7)

441 (2.7)

431 (3.8)

431 (3.7)

430 (3.7)

430 (3.6)

432 (3.7)

429 (3.6)

431 (3.6)

432 (3.7)

431 (3.7)

431 (3.7)

523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

592 (2.2)

599 (2.3)

598 (2.3)

597 (2.3)

594 (2.2)600 (2.4)

592 (2.2)595 (2.3)

591 (2.2)

593 (2.2)

545 (1.7)

542 (1.6)

543 (1.6)

542 (1.7)

544 (1.7)

541 (1.6)

544 (1.6)

543 (1.7)

544 (1.6)

544 (1.7)

532 (2.3)

530 (2.3)

531 (2.3)

530 (2.4)

532 (2.3)

528 (2.4)

532 (2.3)

531 (2.3)

532 (2.3)

533 (2.3)

518 (2.1)

517 (2.1)

517 (2.1)

516 (2.1)

518 (2.2)

517 (2.1)

521 (2.2)

516 (2.2)

519 (2.2)

519 (2.1)

513 (3.3)512 (3.3)512 (3.4)512 (3.3)512 (3.3)

510 (3.4)

511 (3.3)

513 (3.3)512 (3.3)

513 (3.3)

441 (2.3)

440 (2.2)

440 (2.2)

441 (2.3)

441 (2.2)

438 (2.2)

441 (2.2)

441 (2.2)

440 (2.3)

440 (2.2)

171 (183)

157 (168)152 (164)

148 (160)

124 (135)

164 (176)

137 (145)

151 (160)

151 (162)

163 (175)

164 (176)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE
Number of Items (Score Points)** The number of items and score points are based on the number of items included in scaling the fourth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

535

Exhibit C.1: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinlandDenmark
Portugal
Hungary
Turkey (5)Germany
SwedenPolandAustralia
Azerbaijan
Bulgaria
Italy
CanadaKazakhstan
Slovak Republic
Croatia
Malta
SerbiaSpain
Armenia
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
Qatar
Iran, Islamic Rep. of
Chile
Oman
International Average

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (1.9)525 (2.6)
523 (2.6)
523 (4.4)
521 (2.3)
521 (2.8)520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (1.9)512 (2.5)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)
449 (3.4)
443 (3.9)
441 (2.7)
431 (3.7)
523 (0.4)

Italy

Bulgaria

Azerbaijan

Australia

PolandSwedenGermany

Turkey (5)HungaryCountry

Portugal

Average Mathematics
Scale Score based on
All Items(Continued)

625 (3.9)

621 (3.8)626 (3.9)616 (3.8)616 (3.8)

627 (3.9)624 (4.1)

626 (3.9)620 (3.9)623 (3.8)602 (3.3)

600 (3.3)

602 (3.4)

598 (3.3)

598 (3.4)601 (3.3)

600 (3.8)601 (3.3)

600 (3.4)601 (3.3)

600 (2.2)

597 (2.2)

598 (2.3)

597 (2.2)595 (2.2)600 (2.2)

601 (2.2)600 (2.2)

594 (2.2)

601 (2.2)

599 (1.9)595 (1.9)601 (2.0)594 (2.0)591 (2.0)600 (1.9)592 (2.4)

599 (1.9)592 (2.0)

598 (1.9)593 (1.8)

592 (1.7)

590 (1.7)

589 (1.7)

588 (1.7)

594 (1.8)590 (2.0)593 (1.8)

589 (1.7)595 (1.7)

567 (3.3)

570 (3.4)

566 (3.3)

571 (3.4)

569 (3.4)

566 (3.3)

566 (3.6)

567 (3.3)

577 (3.4)

568 (3.3)

566 (2.7)565 (2.7)

568 (2.8)563 (2.8)565 (2.8)565 (2.7)

567 (3.2)

566 (2.8)564 (2.7)565 (2.7)556 (3.0)554 (3.0)556 (3.1)

552 (2.9)553 (2.9)556 (3.0)552 (3.3)

556 (3.0)553 (3.0)555 (2.9)

548 (2.5)

547 (2.5)550 (2.5)

544 (2.5)

546 (2.5)

548 (2.5)

544 (2.5)

549 (2.5)

544 (2.5)

547 (2.5)

546 (2.6)

549 (2.7)

545 (2.6)

550 (2.7)550 (2.6)

546 (2.6)554 (2.8)546 (2.6)555 (2.8)547 (2.6)

543 (2.2)

542 (2.2)

541 (2.2)

541 (2.2)

544 (2.2)

543 (2.2)

547 (2.2)

543 (2.2)

540 (2.2)

543 (2.2)

542 (2.8)

544 (2.8)

540 (2.8)

544 (2.8)

544 (2.8)

542 (2.7)

542 (3.0)

542 (2.8)

548 (2.9)

542 (2.7)

539 (2.0)539 (2.1)

540 (2.0)545 (2.0)542 (2.1)

538 (2.0)539 (2.0)539 (2.0)541 (2.1)

540 (2.0)538 (2.2)

537 (2.2)535 (2.2)

538 (2.3)

540 (2.4)

538 (2.2)

540 (2.6)

537 (2.2)

539 (2.3)

538 (2.2)535 (2.5)534 (2.5)536 (2.6)

530 (2.5)

531 (2.5)535 (2.5)530 (2.4)535 (2.5)

531 (2.5)533 (2.5)533 (2.5)535 (2.6)

532 (2.5)537 (2.6)

536 (2.6)

532 (2.5)

532 (2.6)

533 (2.5)534 (2.6)

533 (2.6)

532 (1.9)

529 (1.9)532 (2.0)529 (1.9)

529 (1.9)533 (1.9)

539 (1.9)532 (1.9)

527 (1.9)532 (1.9)532 (2.9)

531 (2.8)533 (2.9)

528 (2.8)531 (2.9)532 (2.9)533 (2.8)532 (2.9)

528 (2.8)531 (2.9)532 (2.3)

529 (2.3)

529 (2.4)

528 (2.3)

532 (2.4)

532 (2.3)

533 (2.3)

532 (2.3)

527 (2.3)

532 (2.3)

525 (1.9)523 (1.9)523 (2.0)523 (1.9)526 (1.9)525 (1.9)

529 (2.1)

524 (1.9)522 (1.9)525 (1.9)525 (2.6)

523 (2.6)

527 (2.7)

524 (2.6)

522 (2.6)525 (2.6)

519 (2.7)525 (2.6)

522 (2.6)525 (2.6)

523 (2.6)

526 (2.7)

523 (2.6)

527 (2.7)

526 (2.7)

523 (2.6)

528 (2.8)523 (2.6)

527 (2.7)

524 (2.7)

523 (4.4)523 (4.4)525 (4.5)

520 (4.4)

517 (4.4)524 (4.4)523 (4.2)

523 (4.4)

521 (4.4)522 (4.4)

521 (2.3)

521 (2.3)

520 (2.3)

528 (2.4)525 (2.4)

521 (2.3)

528 (2.3)

521 (2.3)

524 (2.4)

522 (2.3)

521 (2.8)522 (2.8)518 (2.8)522 (2.9)525 (2.8)521 (2.8)

528 (2.9)

521 (2.8)524 (2.8)522 (2.8)520 (2.7)

520 (2.7)

520 (2.7)

522 (2.7)

523 (2.7)

521 (2.7)

522 (2.8)520 (2.7)

521 (2.7)

521 (2.7)

516 (2.8)516 (2.8)514 (2.8)514 (2.8)517 (2.8)516 (2.8)521 (2.8)516 (2.8)515 (2.8)516 (2.8)515 (2.7)

519 (2.8)516 (2.7)

521 (2.8)518 (2.8)515 (2.7)

514 (2.9)516 (2.7)

524 (2.9)515 (2.8)515 (4.3)

518 (4.5)

518 (4.2)

518 (4.7)515 (4.6)

514 (4.3)

524 (4.1)

515 (4.3)

526 (4.6)515 (4.4)515 (2.4)

513 (2.4)

517 (2.4)514 (2.5)513 (2.5)515 (2.4)

517 (2.6)515 (2.4)

513 (2.5)515 (2.4)512 (1.9)512 (1.9)510 (1.9)510 (1.9)512 (1.9)512 (1.9)512 (1.9)512 (1.9)509 (1.9)512 (1.9)512 (2.5)512 (2.6)513 (2.5)515 (2.6)512 (2.6)512 (2.5)516 (2.7)512 (2.5)517 (2.6)

511 (2.5)510 (3.5)

511 (3.5)508 (3.4)

513 (3.6)

514 (3.6)509 (3.5)

511 (3.8)510 (3.5)513 (3.6)510 (3.5)509 (2.2)

511 (2.2)

509 (2.1)

513 (2.2)

509 (2.1)

509 (2.2)

509 (2.2)

509 (2.2)

514 (2.2)

510 (2.2)

509 (1.4)

508 (1.5)

511 (1.4)510 (1.4)510 (1.5)508 (1.5)506 (1.7)

509 (1.5)508 (1.5)509 (1.4)

508 (3.2)

510 (3.3)

509 (3.1)

514 (3.3)

510 (3.3)

508 (3.2)512 (3.3)

508 (3.2)

515 (3.3)

508 (3.2)

502 (2.1)

502 (2.1)

504 (2.2)

501 (2.2)500 (2.2)503 (2.1)

498 (2.5)503 (2.1)

501 (2.2)503 (2.2)

498 (2.5)

498 (2.6)

501 (2.5)501 (2.6)

498 (2.6)

497 (2.6)500 (2.4)

498 (2.5)501 (2.6)

497 (2.6)487 (2.6)

488 (2.6)

485 (2.6)484 (2.7)

489 (2.7)

487 (2.6)

489 (2.9)487 (2.6)487 (2.6)

488 (2.6)

485 (3.0)484 (3.0)

486 (3.0)

485 (3.0)483 (3.0)

485 (3.0)

487 (3.0)

485 (3.0)

482 (3.0)

485 (3.0)

482 (3.7)

483 (3.7)

484 (3.6)

486 (3.7)

483 (3.6)

482 (3.6)484 (3.5)482 (3.7)

486 (3.8)

481 (3.7)

481 (1.7)

481 (1.7)

481 (1.7)478 (1.7)

480 (1.7)

482 (1.7)

482 (1.8)482 (1.7)

480 (1.7)

480 (1.7)

480 (2.6)479 (2.6)

481 (2.6)478 (2.6)478 (2.6)

480 (2.7)476 (2.7)

480 (2.6)476 (2.6)479 (2.6)

449 (3.4)

449 (3.4)

450 (3.4)

446 (3.4)

448 (3.3)

450 (3.4)

444 (3.4)

450 (3.4)

447 (3.4)

448 (3.4)

443 (3.9)442 (3.9)

448 (3.8)

437 (3.9)

440 (3.8)444 (3.8)450 (3.8)443 (3.8)440 (3.8)443 (3.8)

441 (2.7)

442 (2.7)

437 (2.8)439 (2.7)

443 (2.7)

441 (2.7)

448 (2.7)

442 (2.7)

441 (2.7)

441 (2.7)

431 (3.7)

431 (3.7)

433 (3.7)

429 (3.6)

431 (3.7)

430 (3.7)

437 (3.6)

431 (3.7)

430 (3.6)

430 (3.7)

523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)524 (0.4)523 (0.4)523 (0.4)523 (0.4)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

593 (2.2)

599 (2.3)

591 (2.2)

599 (2.3)

599 (2.4)

592 (2.2)

598 (2.6)

592 (2.2)

608 (2.5)595 (2.3)

544 (1.6)

543 (1.6)

544 (1.6)

540 (1.6)

541 (1.6)

544 (1.7)

541 (1.8)

544 (1.6)

541 (1.6)

543 (1.7)

532 (2.3)

531 (2.3)

531 (2.3)

529 (2.3)

530 (2.4)

532 (2.3)

532 (2.7)

532 (2.3)

526 (2.4)

533 (2.3)

518 (2.2)

517 (2.1)

521 (2.2)

517 (2.1)

516 (2.1)

519 (2.2)

511 (2.3)

518 (2.2)

516 (2.1)

519 (2.1)

512 (3.3)

513 (3.4)510 (3.4)

511 (3.3)

513 (3.4)512 (3.3)

513 (3.2)512 (3.3)

509 (3.3)512 (3.3)

441 (2.2)

440 (2.2)

440 (2.2)

438 (2.3)

440 (2.2)

441 (2.2)

444 (2.4)

441 (2.2)

440 (2.2)

440 (2.2)

171 (183)

171 (183)

155 (167)145 (153)

132 (143)

131 (142)

163 (174)

59 (65)169 (181)

133 (143)

162 (174)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE
Number of Items (Score Points)** The number of items and score points are based on the number of items included in scaling the fourth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

536

Exhibit C.1: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinlandDenmark
Portugal
Hungary
Turkey (5)Germany
SwedenPolandAustralia
Azerbaijan
Bulgaria
Italy
CanadaKazakhstan
Slovak Republic
Croatia
Malta
SerbiaSpain
Armenia
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
Qatar
Iran, Islamic Rep. of
Chile
Oman
International Average

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (1.9)525 (2.6)
523 (2.6)
523 (4.4)
521 (2.3)
521 (2.8)520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (1.9)512 (2.5)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)
449 (3.4)
443 (3.9)
441 (2.7)
431 (3.7)
523 (0.4)

FranceNew Zealand

Armenia

Spain

SerbiaMalta

Croatia

Slovak Republic

Kazakhstan

Country

CanadaAverage Mathematics
Scale Score based on
All Items(Continued)

618 (3.8)626 (4.0)613 (3.8)621 (3.9)623 (3.9)

626 (3.9)622 (3.9)625 (3.9)622 (3.7)

623 (3.9)603 (3.4)601 (3.4)

596 (3.4)

598 (3.4)

602 (3.4)601 (3.5)600 (3.3)

601 (3.4)601 (3.5)600 (3.3)

600 (2.2)

597 (2.2)

593 (2.2)

596 (2.2)

596 (2.2)

596 (2.3)

603 (2.2)

599 (2.2)

599 (2.1)

601 (2.2)595 (2.0)596 (2.0)589 (2.0)

598 (2.0)595 (2.0)597 (2.0)599 (1.9)

597 (1.9)

596 (2.1)

599 (1.9)593 (1.7)

589 (1.8)

587 (1.7)

590 (1.8)

588 (1.8)

589 (1.7)

596 (1.7)

592 (1.8)590 (1.8)595 (1.7)565 (3.3)

569 (3.4)

574 (3.3)

576 (3.4)

569 (3.3)

571 (3.4)

566 (3.3)

568 (3.4)

566 (3.4)

569 (3.4)

567 (2.7)

566 (2.9)565 (2.8)562 (2.9)568 (2.8)565 (2.8)565 (2.7)

566 (2.7)

567 (2.8)564 (2.7)556 (3.0)553 (3.1)

552 (2.9)

549 (3.1)

556 (3.0)554 (3.0)554 (3.0)556 (3.0)557 (3.0)554 (2.9)

548 (2.5)

549 (2.5)

544 (2.5)

544 (2.5)

548 (2.5)

547 (2.5)

548 (2.5)

548 (2.5)

547 (2.5)

547 (2.5)

546 (2.6)

548 (2.7)554 (2.7)552 (2.7)550 (2.6)

549 (2.7)

546 (2.6)

547 (2.6)

547 (2.6)

548 (2.6)

547 (2.2)

541 (2.2)

542 (2.3)

540 (2.2)

543 (2.2)

540 (2.2)

541 (2.2)

543 (2.2)

544 (2.2)

543 (2.2)

542 (2.8)

542 (2.8)547 (2.9)544 (2.9)545 (2.8)

542 (2.8)

542 (2.7)

542 (2.8)541 (2.7)

543 (2.8)

539 (2.0)541 (2.0)542 (2.1)

544 (2.0)

540 (2.0)543 (2.0)537 (2.0)539 (2.1)

540 (2.1)

540 (2.1)

542 (2.3)

535 (2.2)

543 (2.4)

534 (2.3)

539 (2.2)

536 (2.2)

538 (2.2)

537 (2.2)

537 (2.2)

538 (2.2)

534 (2.5)535 (2.6)

529 (2.4)

530 (2.6)535 (2.5)536 (2.5)533 (2.5)536 (2.5)534 (2.5)533 (2.5)533 (2.6)535 (2.5)537 (2.6)

542 (2.6)

533 (2.6)535 (2.5)533 (2.5)533 (2.5)

532 (2.6)

536 (2.6)

530 (2.0)530 (1.9)

527 (1.9)

531 (1.9)

530 (1.9)

531 (1.9)532 (1.9)

531 (1.9)532 (1.9)533 (1.9)

530 (3.0)533 (2.8)

528 (2.9)

530 (2.8)532 (2.9)532 (2.8)531 (2.9)532 (2.9)

531 (2.8)531 (2.8)534 (2.4)

530 (2.3)

531 (2.3)

528 (2.3)

532 (2.3)

529 (2.3)

531 (2.4)

531 (2.3)

532 (2.4)

532 (2.3)

529 (2.0)522 (2.0)523 (1.9)522 (2.0)524 (1.9)

520 (2.0)523 (1.9)524 (1.9)

527 (2.0)525 (2.0)524 (2.5)523 (2.6)

521 (2.6)

522 (2.7)525 (2.6)

524 (2.7)

524 (2.6)525 (2.6)

527 (2.6)525 (2.6)

521 (2.7)

526 (2.6)

528 (2.7)

532 (2.6)

524 (2.6)

527 (2.6)

523 (2.6)

524 (2.7)

523 (2.6)

526 (2.7)

517 (4.5)

524 (4.4)

516 (4.4)525 (4.3)

520 (4.4)

526 (4.4)523 (4.4)523 (4.4)523 (4.4)522 (4.5)

522 (2.3)

521 (2.3)

528 (2.4)

528 (2.3)

522 (2.3)

524 (2.3)

521 (2.3)

521 (2.3)

522 (2.4)

523 (2.3)

524 (2.8)520 (2.8)527 (2.9)

521 (2.9)523 (2.8)520 (2.8)519 (2.8)522 (2.8)522 (2.8)522 (2.8)521 (2.7)

521 (2.7)

524 (2.7)

520 (2.7)

521 (2.7)

520 (2.7)

521 (2.7)

520 (2.7)

521 (2.7)

521 (2.7)

519 (2.8)515 (2.8)516 (2.8)508 (2.8)517 (2.8)513 (2.8)515 (2.8)516 (2.8)518 (2.8)515 (2.8)511 (2.8)519 (2.8)522 (2.9)525 (2.9)518 (2.8)521 (2.9)514 (2.7)

517 (2.8)515 (2.8)517 (2.8)507 (4.5)

519 (4.2)

519 (4.5)

528 (4.3)

517 (4.2)

522 (4.3)

514 (4.3)

516 (4.4)515 (4.4)

518 (4.4)

511 (2.5)515 (2.4)509 (2.5)515 (2.5)514 (2.4)

516 (2.5)514 (2.4)515 (2.4)

518 (2.5)516 (2.5)514 (1.9)510 (1.9)510 (1.9)506 (1.9)

511 (1.9)509 (1.9)

511 (1.9)512 (1.9)513 (1.9)

511 (1.9)508 (2.6)515 (2.5)516 (2.6)

523 (2.6)512 (2.5)516 (2.6)512 (2.5)512 (2.5)509 (2.6)513 (2.6)

511 (3.5)510 (3.5)

518 (3.6)

516 (3.5)

511 (3.5)512 (3.5)509 (3.5)510 (3.5)509 (3.6)512 (3.5)502 (2.3)

511 (2.1)

511 (2.2)

520 (2.2)

508 (2.1)

514 (2.2)

510 (2.2)

509 (2.2)

508 (2.2)512 (2.2)

510 (1.5)508 (1.5)510 (1.5)506 (1.5)512 (1.5)508 (1.5)508 (1.5)509 (1.5)

511 (1.5)509 (1.4)504 (3.2)

511 (3.2)

515 (3.3)

518 (3.2)

509 (3.2)

514 (3.3)

508 (3.2)

508 (3.2)

507 (3.2)

510 (3.2)

500 (2.2)

501 (2.2)

497 (2.2)500 (2.3)

502 (2.2)503 (2.2)504 (2.2)503 (2.1)

505 (2.2)504 (2.2)

491 (2.6)503 (2.5)500 (2.5)509 (2.4)

499 (2.5)505 (2.4)495 (2.6)

498 (2.6)

496 (2.6)

499 (2.6)

491 (2.7)

485 (2.6)

488 (2.7)479 (2.7)

489 (2.6)483 (2.7)

487 (2.6)

488 (2.6)

489 (2.6)486 (2.6)484 (3.0)484 (3.0)

481 (3.0)

485 (3.0)484 (3.0)483 (3.0)

486 (3.0)

485 (3.0)

487 (3.0)

486 (3.0)477 (3.7)

487 (3.5)487 (3.7)

493 (3.6)483 (3.6)

488 (3.7)

481 (3.7)

482 (3.7)479 (3.6)

482 (3.7)

480 (1.7)

482 (1.7)478 (1.7)479 (1.7)

481 (1.7)

482 (1.7)

480 (1.7)

482 (1.7)

482 (1.7)

480 (1.7)

480 (2.6)479 (2.6)475 (2.6)476 (2.6)478 (2.7)

480 (2.6)479 (2.6)

480 (2.6)479 (2.7)477 (2.6)

449 (3.5)

449 (3.4)

446 (3.4)445 (3.3)

449 (3.4)451 (3.3)

447 (3.4)

450 (3.4)452 (3.4)

448 (3.4)

444 (3.9)445 (3.9)436 (3.8)440 (3.9)442 (3.8)443 (3.9)443 (3.8)

442 (3.8)446 (3.8)

442 (3.8)444 (2.7)

442 (2.7)

441 (2.7)

439 (2.7)

443 (2.7)

438 (2.7)

441 (2.7)

442 (2.7)

446 (2.7)

441 (2.7)

432 (3.6)

430 (3.8)

430 (3.5)428 (3.7)

431 (3.7)

429 (3.7)

431 (3.7)

431 (3.7)

432 (3.6)

430 (3.6)

522 (0.4)523 (0.4)523 (0.4)524 (0.4)523 (0.4)524 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

593 (2.3)

595 (2.3)

604 (2.4)601 (2.4)

597 (2.3)

599 (2.4)

592 (2.2)595 (2.3)

593 (2.3)

597 (2.3)

543 (1.7)

544 (1.6)

539 (1.6)

540 (1.7)

543 (1.7)

543 (1.7)

542 (1.6)

544 (1.6)

544 (1.7)

543 (1.6)

533 (2.3)

529 (2.4)

527 (2.4)

527 (2.4)

530 (2.3)

530 (2.4)

533 (2.3)

532 (2.3)

533 (2.4)

532 (2.3)

516 (2.2)

516 (2.2)

513 (2.1)

516 (2.2)

517 (2.2)

519 (2.1)

520 (2.2)

518 (2.1)

521 (2.2)

519 (2.2)515 (3.4)512 (3.3)

510 (3.3)505 (3.4)512 (3.3)

509 (3.4)

511 (3.3)

513 (3.3)

513 (3.3)

511 (3.3)

439 (2.3)

441 (2.3)

439 (2.3)

439 (2.3)

441 (2.2)

441 (2.3)

439 (2.3)

441 (2.2)

442 (2.2)

440 (2.2)

171 (183)

125 (137)

142 (153)

119 (130)

127 (136)

147 (157)

132 (141)

154 (166)

164 (176)

119 (127)

161 (172)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE
Number of Items (Score Points)** The number of items and score points are based on the number of items included in scaling the fourth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

537

Exhibit C.1: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinlandDenmark
Portugal
Hungary
Turkey (5)Germany
SwedenPolandAustralia
Azerbaijan
Bulgaria
Italy
CanadaKazakhstan
Slovak Republic
Croatia
Malta
SerbiaSpain
Armenia
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
Qatar
Iran, Islamic Rep. of
Chile
Oman
International Average

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (1.9)525 (2.6)
523 (2.6)
523 (4.4)
521 (2.3)
521 (2.8)520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (1.9)512 (2.5)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)
449 (3.4)
443 (3.9)
441 (2.7)
431 (3.7)
523 (0.4)

Oman

Chile

Iran, Islamic Rep. of

Qatar

Bahrain

United Arab Emirates

Country

Georgia

Average Mathematics
Scale Score based on
All Items(Continued)

619 (3.9)625 (3.9)

626 (3.9)

629 (3.9)

626 (3.9)

626 (3.9)624 (3.9)601 (3.4)

602 (3.3)

601 (3.3)

602 (3.3)

602 (3.4)

602 (3.4)603 (3.5)

596 (2.2)600 (2.2)600 (2.2)600 (2.2)600 (2.2)600 (2.2)

596 (2.3)

595 (2.0)599 (1.9)

599 (1.9)601 (2.0)601 (1.9)

597 (2.0)594 (2.1)

590 (1.7)

593 (1.8)593 (1.8)

591 (1.8)594 (1.8)

591 (1.7)

587 (1.8)573 (3.4)

567 (3.3)

567 (3.3)

566 (3.3)

567 (3.3)

567 (3.3)

565 (3.4)

566 (2.8)566 (2.7)

566 (2.7)

568 (2.8)565 (2.8)566 (2.7)

569 (2.7)553 (3.0)556 (3.0)556 (3.0)558 (3.0)555 (3.0)557 (3.0)557 (3.0)

546 (2.5)

548 (2.5)

548 (2.5)550 (2.5)

548 (2.5)

548 (2.5)

548 (2.5)551 (2.7)

546 (2.6)

546 (2.6)

546 (2.6)

546 (2.6)

547 (2.6)

548 (2.6)

541 (2.2)

543 (2.2)

543 (2.2)

543 (2.3)

542 (2.2)

545 (2.2)

545 (2.2)

546 (2.8)

542 (2.8)

542 (2.8)541 (2.7)

542 (2.8)

542 (2.8)

542 (2.9)543 (2.1)

539 (2.0)539 (2.0)539 (2.1)

538 (2.1)

539 (2.0)

540 (2.1)

539 (2.3)

538 (2.2)

537 (2.2)

536 (2.2)

537 (2.2)

541 (2.2)

542 (2.4)

534 (2.5)535 (2.5)535 (2.5)536 (2.6)

536 (2.5)535 (2.5)534 (2.5)534 (2.5)533 (2.5)533 (2.5)

532 (2.6)

532 (2.5)

531 (2.5)

531 (2.5)

529 (1.9)532 (1.9)532 (1.9)532 (2.0)531 (1.9)533 (1.9)532 (1.9)

530 (2.8)532 (2.9)532 (2.9)533 (2.9)

531 (2.9)532 (2.9)533 (2.9)

529 (2.3)

532 (2.3)

532 (2.3)

531 (2.4)

530 (2.4)

534 (2.4)535 (2.4)

522 (2.0)525 (1.9)524 (1.9)524 (1.9)524 (1.9)526 (1.9)

527 (1.9)523 (2.7)525 (2.6)525 (2.6)

527 (2.6)

524 (2.7)525 (2.6)

524 (2.7)

527 (2.7)

523 (2.6)

523 (2.6)

523 (2.6)

523 (2.6)

523 (2.7)

522 (2.6)

520 (4.4)523 (4.4)523 (4.4)524 (4.4)525 (4.4)

521 (4.4)

519 (4.4)524 (2.4)

521 (2.3)

521 (2.3)

520 (2.3)

519 (2.3)

521 (2.3)

523 (2.3)

522 (2.9)

521 (2.8)521 (2.8)521 (2.8)520 (2.8)523 (2.8)524 (2.7)

520 (2.8)520 (2.7)

520 (2.7)

520 (2.6)

520 (2.7)

520 (2.7)

522 (2.7)515 (2.8)516 (2.8)516 (2.8)515 (2.8)515 (2.8)518 (2.8)521 (2.8)522 (2.8)515 (2.7)515 (2.7)

517 (2.7)515 (2.8)515 (2.8)515 (2.8)522 (4.3)

515 (4.3)

515 (4.3)

516 (4.2)

514 (4.3)

514 (4.3)

512 (4.3)

514 (2.5)515 (2.4)515 (2.4)515 (2.4)514 (2.5)514 (2.4)512 (2.5)510 (1.9)512 (1.9)512 (1.9)

511 (1.9)512 (1.9)512 (1.9)513 (1.8)515 (2.6)512 (2.5)512 (2.5)512 (2.5)513 (2.5)510 (2.5)507 (2.6)512 (3.6)510 (3.5)510 (3.5)509 (3.5)508 (3.5)510 (3.5)

511 (3.5)512 (2.1)

509 (2.2)

509 (2.2)

509 (2.1)

509 (2.2)

506 (2.2)503 (2.3)

508 (1.5)509 (1.4)

509 (1.4)512 (1.5)507 (1.5)510 (1.5)514 (1.5)513 (3.2)

508 (3.2)

508 (3.2)

509 (3.2)

508 (3.2)

505 (3.2)

504 (3.3)

502 (2.2)502 (2.1)

503 (2.1)

504 (2.2)503 (2.1)

501 (2.2)

498 (2.2)

501 (2.5)

498 (2.5)

498 (2.5)500 (2.5)497 (2.6)

497 (2.5)495 (2.6)486 (2.7)

487 (2.6)487 (2.6)486 (2.7)

487 (2.6)

489 (2.6)

492 (2.7)483 (3.0)

485 (3.0)

485 (3.0)

485 (3.0)

485 (3.0)484 (3.0)

482 (3.0)

486 (3.8)482 (3.7)

482 (3.7)

481 (3.7)

482 (3.7)

480 (3.7)

478 (3.7)479 (1.7)

481 (1.7)

482 (1.7)

482 (1.7)

482 (1.7)

482 (1.7)

481 (1.7)477 (2.6)

480 (2.6)

480 (2.6)

481 (2.6)

480 (2.6)

480 (2.6)479 (2.7)

447 (3.5)

449 (3.4)

450 (3.4)451 (3.4)

450 (3.4)

449 (3.4)

449 (3.5)

440 (3.8)443 (3.9)443 (3.9)445 (3.9)445 (3.9)443 (3.8)444 (3.9)

441 (2.7)

441 (2.7)

442 (2.7)

438 (2.8)442 (2.7)

442 (2.7)

441 (2.8)429 (3.6)

431 (3.7)

431 (3.7)

433 (3.7)

432 (3.7)

431 (3.7)

434 (3.6)

523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

603 (2.4)

593 (2.2)

592 (2.2)

592 (2.3)

593 (2.2)

593 (2.3)

594 (2.4)

542 (1.6)

544 (1.6)

544 (1.6)

545 (1.7)

544 (1.6)

544 (1.7)

543 (1.7)

529 (2.4)

532 (2.3)

532 (2.3)

533 (2.3)

532 (2.3)

532 (2.3)

530 (2.4)

517 (2.2)

518 (2.2)

519 (2.1)

521 (2.2)

519 (2.1)

517 (2.1)

515 (2.2)

511 (3.3)512 (3.3)512 (3.3)

511 (3.4)512 (3.3)512 (3.3)

515 (3.2)

439 (2.3)

441 (2.2)

441 (2.2)

441 (2.2)

441 (2.2)

441 (2.2)

440 (2.3)

171 (183)

132 (141)

171 (183)

169 (181)

145 (155)

153 (163)

151 (162)

123 (133)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE
Number of Items (Score Points)** The number of items and score points are based on the number of items included in scaling the fourth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

538

Exhibit C.1: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Hong Kong SAR
Korea, Rep. ofChinese Taipei
Japan
Russian Federation
Northern Ireland
England
Ireland
LatviaNorway (5)Lithuania
Austria
Netherlands
United States
Czech Republic
Belgium (Flemish)CyprusFinlandDenmark
Portugal
Hungary
Turkey (5)Germany
SwedenPolandAustralia
Azerbaijan
Bulgaria
Italy
CanadaKazakhstan
Slovak Republic
Croatia
Malta
SerbiaSpain
Armenia
New ZealandFranceGeorgia
United Arab Emirates
Bahrain
Qatar
Iran, Islamic Rep. of
Chile
Oman
International Average

625 (3.9)602 (3.3)
600 (2.2)
599 (1.9)593 (1.8)567 (3.3)
566 (2.7)556 (3.0)
548 (2.5)
546 (2.6)
543 (2.2)
542 (2.8)
539 (2.0)538 (2.2)535 (2.5)533 (2.5)
532 (1.9)532 (2.9)532 (2.3)
525 (1.9)525 (2.6)
523 (2.6)
523 (4.4)
521 (2.3)
521 (2.8)520 (2.7)
516 (2.8)515 (2.7)515 (4.3)
515 (2.4)512 (1.9)512 (2.5)510 (3.5)509 (2.2)
509 (1.4)
508 (3.2)
502 (2.1)
498 (2.5)487 (2.6)
485 (3.0)
482 (3.7)
481 (1.7)
480 (2.6)
449 (3.4)
443 (3.9)
441 (2.7)
431 (3.7)
523 (0.4)

Abu Dhabi, UAE

Ontario, Canada

Madrid, Spain

Quebec, Canada

Dubai, UAE

Moscow City, Russian Fed.

Country

Benchmarking Participants

Average Mathematics
Scale Score based on
All Items(Continued)

623 (3.9)625 (3.9)623 (3.9)622 (3.9)620 (3.8)625 (3.9)601 (3.4)

602 (3.3)

601 (3.3)

600 (3.3)

602 (3.3)

602 (3.3)

594 (2.2)600 (2.2)

602 (2.2)

603 (2.2)

599 (2.2)600 (2.2)

596 (2.0)599 (1.9)

598 (2.0)599 (1.9)

596 (2.0)599 (1.9)

588 (1.7)

593 (1.8)593 (1.8)

596 (1.7)

593 (1.7)

593 (1.8)

571 (3.3)

567 (3.3)

566 (3.3)

566 (3.3)

566 (3.3)

567 (3.3)

568 (2.8)566 (2.7)

566 (2.7)565 (2.7)

566 (2.7)

566 (2.7)556 (3.0)556 (3.0)557 (2.9)554 (3.0)555 (3.0)556 (3.0)550 (2.5)

548 (2.5)

548 (2.5)

548 (2.5)

548 (2.5)

548 (2.5)550 (2.6)

546 (2.6)

546 (2.6)

546 (2.6)

546 (2.6)

546 (2.6)

541 (2.2)

543 (2.2)

545 (2.2)

541 (2.2)

545 (2.2)

543 (2.2)

544 (2.8)

542 (2.8)

540 (2.7)

542 (2.7)

543 (2.8)

542 (2.8)541 (2.1)

539 (2.0)539 (2.0)537 (2.0)539 (2.0)539 (2.0)537 (2.2)

538 (2.2)

537 (2.2)

538 (2.2)

542 (2.3)

538 (2.2)535 (2.6)535 (2.5)534 (2.5)533 (2.5)533 (2.5)535 (2.5)

532 (2.6)

533 (2.5)

532 (2.6)

533 (2.5)534 (2.5)533 (2.5)

528 (1.9)532 (1.9)533 (1.9)532 (1.9)

531 (1.9)532 (1.9)532 (2.9)532 (2.9)532 (2.9)532 (2.9)

531 (2.9)

530 (2.9)

530 (2.3)

532 (2.3)

532 (2.4)

531 (2.4)

534 (2.4)

532 (2.3)

523 (1.9)525 (1.9)526 (1.9)523 (1.9)

528 (2.0)525 (1.9)525 (2.7)525 (2.6)

526 (2.6)

524 (2.6)

523 (2.6)525 (2.6)525 (2.6)

523 (2.6)

523 (2.7)

523 (2.6)

521 (2.7)

523 (2.6)

521 (4.5)

523 (4.4)522 (4.4)523 (4.4)

518 (4.5)

523 (4.4)522 (2.3)

521 (2.3)

521 (2.3)

521 (2.3)

522 (2.3)

521 (2.3)

522 (2.8)521 (2.8)522 (2.8)519 (2.8)523 (2.8)521 (2.8)519 (2.7)

520 (2.7)

520 (2.7)

521 (2.7)

522 (2.6)

520 (2.7)515 (2.7)

516 (2.8)517 (2.8)515 (2.8)518 (2.8)516 (2.8)519 (2.8)515 (2.7)513 (2.8)514 (2.7)

514 (2.8)515 (2.7)

520 (4.3)

515 (4.3)

513 (4.3)

514 (4.3)

510 (4.5)515 (4.3)

515 (2.4)515 (2.4)515 (2.4)514 (2.4)

511 (2.5)515 (2.4)

511 (1.9)512 (1.9)514 (1.9)

511 (1.9)512 (1.9)512 (1.9)514 (2.6)512 (2.5)509 (2.5)512 (2.5)510 (2.5)512 (2.5)

511 (3.5)510 (3.5)509 (3.5)509 (3.5)

511 (3.5)510 (3.5)509 (2.1)

509 (2.2)

508 (2.2)

510 (2.2)503 (2.3)

509 (2.2)

510 (1.5)509 (1.4)512 (1.4)

508 (1.5)510 (1.5)509 (1.4)512 (3.2)

508 (3.2)

505 (3.2)

508 (3.2)

506 (3.2)

508 (3.2)

503 (2.1)

502 (2.1)

503 (2.2)504 (2.2)500 (2.2)502 (2.1)

501 (2.5)

498 (2.5)495 (2.6)495 (2.6)494 (2.6)

498 (2.5)487 (2.6)487 (2.6)487 (2.6)487 (2.6)

490 (2.7)

487 (2.6)483 (3.0)

485 (3.0)

486 (3.0)

486 (3.0)484 (3.0)

485 (3.0)484 (3.8)482 (3.7)479 (3.7)

481 (3.7)479 (3.7)

482 (3.7)

481 (1.7)

481 (1.7)

481 (1.7)

480 (1.7)

480 (1.8)481 (1.7)

480 (2.7)

480 (2.6)

480 (2.6)479 (2.6)

480 (2.6)

480 (2.6)

449 (3.4)

449 (3.4)

450 (3.4)

447 (3.4)

448 (3.4)

449 (3.4)

443 (3.8)443 (3.9)442 (3.9)443 (3.8)445 (3.9)443 (3.9)

441 (2.7)

441 (2.7)

442 (2.7)

441 (2.7)

443 (2.7)

441 (2.7)

431 (3.7)

431 (3.7)

433 (3.6)

431 (3.7)

431 (3.7)

431 (3.7)

523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)523 (0.4)593 (2.2)
544 (1.6)
532 (2.3)
518 (2.2)512 (3.3)
441 (2.2)

599 (2.3)

593 (2.2)

592 (2.3)

592 (2.2)

593 (2.2)

593 (2.2)

543 (1.6)

544 (1.6)

544 (1.7)

542 (1.6)

543 (1.7)

544 (1.6)

530 (2.3)

532 (2.3)

535 (2.3)

533 (2.3)

531 (2.3)

532 (2.3)

519 (2.1)

518 (2.2)

519 (2.2)

520 (2.2)

516 (2.1)

518 (2.2)

511 (3.4)512 (3.3)

514 (3.4)

511 (3.3)

513 (3.4)512 (3.3)

440 (2.2)

441 (2.2)

441 (2.2)

439 (2.3)

439 (2.3)

441 (2.2)

171 (183)

142 (152)

171 (183)

147 (159)

154 (166)

135 (147)

171 (183)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Madrid, Spain
Ontario, Canada
Abu Dhabi, UAE
Number of Items (Score Points)** The number of items and score points are based on the number of items included in scaling the fourth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

539

Exhibit C.1: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Albania
North Macedonia
Montenegro
Bosnia and Herzegovina
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average
Number of Items (Score Points)**

494 (3.4)472 (5.3)
453 (2.0)452 (2.4)
444 (3.0)
398 (3.6)383 (4.7)
383 (4.3)
374 (3.6)
328 (12.0)
297 (6.4)
407 (1.6)
177 (190)

Philippines

PakistanSouth Africa (5)Morocco

KuwaitSaudi Arabia

KosovoBosnia and Herzegovina

Montenegro

North MacedoniaCountry(Continued)

Albania

Average Mathematics
Scale Score based on
All Items

Less Difficult Mathematics

495 (3.4)

494 (3.4)

492 (3.4)

492 (3.4)

494 (3.4)

494 (3.4)

494 (3.4)

492 (3.4)

494 (3.4)

494 (3.4)

494 (3.4)472 (5.3)

472 (5.3)

472 (5.2)

471 (5.1)

471 (5.2)

471 (5.3)

472 (5.3)

471 (5.1)

472 (5.3)

472 (5.3)

472 (5.3)

453 (2.0)453 (2.0)458 (2.0)463 (2.0)456 (2.0)453 (2.0)453 (1.9)

461 (1.9)453 (2.0)453 (1.9)453 (2.0)451 (2.4)452 (2.4)455 (2.4)

462 (2.4)453 (2.4)451 (2.4)452 (2.4)

463 (2.4)451 (2.4)454 (2.4)452 (2.4)

444 (3.0)444 (3.0)445 (2.9)446 (2.9)445 (3.0)443 (3.0)445 (3.0)

447 (2.9)444 (3.0)445 (3.0)444 (3.0)

398 (3.5)

398 (3.6)

397 (3.5)395 (3.5)

397 (3.6)

399 (3.5)

398 (3.5)393 (3.5)

398 (3.5)

397 (3.5)

398 (3.6)383 (4.7)

383 (4.7)

383 (4.6)384 (4.5)383 (4.7)

384 (4.7)

383 (4.7)

384 (4.6)383 (4.7)

382 (4.7)

383 (4.7)

383 (4.3)

383 (4.3)

382 (4.3)

384 (4.2)

384 (4.3)

383 (4.3)

383 (4.3)

388 (4.1)

383 (4.2)

382 (4.3)

383 (4.3)

373 (3.6)

374 (3.6)373 (3.6)

368 (3.6)373 (3.6)373 (3.6)373 (3.6)367 (3.6)375 (3.6)

371 (3.6)

374 (3.6)

327 (11.9)

328 (12.0)

329 (11.8)

337 (11.6)

328 (11.8)

330 (12.1)

328 (12.0)

337 (11.7)

328 (11.9)

333 (12.1)

328 (12.0)

297 (6.3)

297 (6.4)

298 (6.3)

297 (6.1)

297 (6.3)

297 (6.4)

296 (6.4)

296 (6.2)

297 (6.3)

298 (6.2)

297 (6.4)

407 (1.6)

407 (1.6)

408 (1.6)

409 (1.5)407 (1.6)

407 (1.6)

407 (1.6)

409 (1.6)

407 (1.6)

407 (1.6)

407 (1.6)

173 (186)

177 (190)

140 (151)

123 (130)160 (172)156 (166)172 (184)

129 (134)

155 (167)

150 (158)

177 (190)** The number of items and score points are based on the number of items included in scaling the fourth grade less difficult mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

540

Exhibit C.2: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Number of Items (Score Points)*

Russian Federation

Japan

Chinese Taipei

Finland

LatviaNorway (5)United States

Lithuania

Singapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
EnglandSwedenCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaAustria
Denmark
Bulgaria
Slovak Republic
Germany
Netherlands
Northern Ireland
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average
Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE

Korea, Rep. ofCountry

Singapore

Average Science
Scale Score based on
All Items

Read down the column under a country name to compare achievement scores based on the items identified by that country. Scores on the diagonal are countries’ achievement scoresbased on the test items they identified.

675 (4.1)
577 (2.4)
569 (3.2)

601 (3.4)604 (2.2)
563 (3.2)

595 (3.7)
576 (2.4)
562 (3.1)

619 (3.6)595 (2.4)564 (3.0)

608 (3.6)
599 (2.3)
565 (3.1)

591 (3.5)
578 (2.2)
561 (3.0)

598 (3.4)
588 (2.1)
567 (3.0)594 (3.4)
589 (2.1)
567 (3.0)

598 (3.4)
588 (2.1)
568 (3.0)594 (3.4)
587 (2.1)
567 (3.0)595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (2.7)
537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.6)
522 (2.4)
521 (4.9)
521 (3.7)
518 (2.2)
518 (2.9)518 (2.3)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)595 (3.2)

588 (2.7)

593 (2.8)590 (3.1)

587 (2.7)590 (2.5)

594 (2.3)

595 (2.3)

595 (2.3)

594 (2.2)557 (1.9)516 (3.0)
512 (2.5)508 (3.2)
432 (3.3)

542 (1.9)
520 (3.1)
519 (2.1)
511 (2.9)414 (3.1)

542 (1.9)
521 (3.2)
521 (2.4)515 (3.0)
417 (3.2)

550 (1.9)507 (3.0)
512 (2.4)506 (3.2)
428 (3.3)

548 (2.0)
520 (3.3)512 (2.2)515 (2.9)411 (3.2)

542 (1.7)
524 (3.1)
523 (2.1)
519 (2.6)
418 (2.9)543 (1.7)
522 (3.1)
524 (2.0)521 (2.6)
417 (2.8)543 (1.8)525 (3.1)
522 (2.0)523 (2.6)
416 (2.8)

542 (1.8)526 (3.1)
522 (2.0)523 (2.6)415 (2.8)

544 (1.7)
524 (3.2)
522 (2.0)522 (2.6)
419 (2.7)

169 (174)

42 (43)64 (65)52 (53)46 (46)64 (64)97 (99)153 (158)

143 (146)

144 (149)

154 (158)

578 (2.3)

578 (1.8)552 (2.2)

592 (2.2)

578 (2.0)556 (1.9)564 (1.7)

560 (1.8)562 (1.7)

561 (1.8)

547 (2.0)
540 (3.2)
551 (2.5)558 (1.8)
549 (2.9)
542 (2.4)

542 (1.9)552 (3.0)
546 (2.6)

571 (1.9)
538 (3.2)
548 (2.5)

582 (2.0)549 (3.0)
549 (2.4)551 (1.8)555 (2.6)
540 (2.5)556 (1.8)554 (2.6)
542 (2.4)555 (1.8)555 (2.6)
541 (2.4)

559 (1.7)555 (2.6)
541 (2.3)

559 (1.7)554 (2.6)
541 (2.4)

526 (2.6)534 (2.3)

537 (2.5)516 (2.6)

528 (2.3)

536 (2.2)

539 (2.2)

541 (2.2)

540 (2.2)

540 (2.2)

527 (3.0)534 (2.9)536 (3.0)529 (3.1)

534 (3.0)

538 (2.9)537 (2.8)

539 (2.7)

541 (2.8)

539 (2.7)

534 (2.8)535 (3.2)

532 (2.4)
534 (2.7)535 (2.8)535 (3.0)

544 (2.7)
532 (3.2)

540 (2.6)
536 (3.0)536 (2.6)
538 (2.7)

539 (2.5)535 (2.7)

537 (2.4)
537 (2.7)

540 (2.5)537 (2.7)

537 (2.5)536 (2.7)525 (3.6)

531 (3.5)

543 (3.8)

527 (3.6)

531 (3.4)

538 (3.5)

537 (3.3)

538 (3.3)

537 (3.4)

537 (3.3)

520 (3.9)

532 (3.2)

535 (3.5)

529 (3.8)

529 (3.5)

532 (2.9)534 (2.6)534 (2.6)535 (2.6)

533 (2.6)

532 (2.2)
539 (4.0)523 (3.4)

527 (2.3)
529 (3.7)
534 (2.8)531 (2.3)
536 (3.9)
536 (3.1)

522 (2.3)
527 (4.2)
522 (3.2)

534 (2.4)
523 (3.9)
522 (3.0)535 (2.4)
530 (3.4)
531 (2.7)

530 (2.4)
530 (3.4)
532 (2.6)

533 (2.4)
528 (3.3)
531 (2.6)

533 (2.4)
530 (3.4)
530 (2.6)

533 (2.4)
530 (3.4)
532 (2.6)525 (3.3)

531 (2.9)

529 (3.1)

526 (3.2)

523 (3.0)529 (2.9)

529 (2.7)

531 (2.7)

531 (2.7)

529 (2.7)

524 (3.0)
540 (4.6)

528 (3.4)
528 (4.4)

528 (3.3)
528 (4.3)

516 (3.0)
540 (4.7)

526 (2.9)
540 (4.6)

529 (3.1)
529 (4.3)

527 (3.2)
525 (4.3)

528 (3.2)
527 (4.2)

528 (3.3)
527 (4.2)

529 (3.2)
527 (4.3)

526 (3.0)514 (1.8)527 (2.6)
518 (1.9)525 (2.8)519 (1.9)535 (2.9)508 (1.9)525 (2.7)
519 (1.9)

521 (2.4)
522 (1.8)525 (2.2)
522 (1.9)524 (2.2)
524 (1.9)525 (2.2)
524 (1.9)525 (2.2)
523 (1.9)512 (2.9)503 (2.8)522 (2.9)517 (2.7)513 (2.8)518 (2.8)516 (3.0)499 (2.8)521 (2.9)513 (2.5)516 (2.6)
520 (2.4)

522 (2.6)
521 (2.4)

523 (2.6)
523 (2.4)

524 (2.6)
521 (2.4)

523 (2.6)
522 (2.4)

516 (4.9)
519 (4.0)

518 (4.6)
517 (3.8)521 (4.9)516 (3.9)516 (5.4)
520 (4.1)

511 (5.1)
523 (4.0)525 (4.7)
517 (3.7)

521 (4.8)520 (3.6)

521 (4.8)521 (3.7)

519 (5.0)519 (3.7)

522 (4.9)
520 (3.7)

508 (2.4)504 (3.6)

513 (2.4)
511 (3.3)

515 (2.3)
504 (3.6)512 (2.5)502 (3.4)

522 (2.5)
519 (3.2)

515 (2.2)
514 (3.1)

518 (2.2)
516 (2.9)518 (2.1)
518 (2.9)519 (2.2)
519 (2.9)

520 (2.2)
520 (2.9)512 (3.1)
527 (3.7)513 (2.6)
523 (3.6)

518 (3.0)513 (3.7)

501 (3.1)
524 (3.9)509 (2.9)511 (3.6)

520 (2.6)515 (3.5)

517 (2.3)
520 (3.6)

519 (2.3)
517 (3.5)

519 (2.3)
519 (3.5)

517 (2.3)
517 (3.5)515 (3.3)
498 (2.3)

514 (3.0)508 (2.1)

510 (3.2)
511 (2.1)

519 (3.5)502 (2.3)

521 (3.4)
501 (2.1)

512 (3.0)
512 (2.1)

512 (3.0)513 (2.0)512 (3.0)
511 (2.0)512 (3.0)510 (2.0)513 (3.0)
511 (2.0)498 (3.4)
496 (3.4)

511 (3.3)
502 (3.0)510 (3.5)
511 (3.2)

505 (3.8)505 (3.4)

497 (3.6)503 (3.1)

511 (3.2)
505 (2.8)510 (3.0)505 (2.6)509 (3.0)504 (2.6)510 (3.1)
504 (2.6)

508 (3.0)506 (2.6)494 (2.5)
491 (2.5)

498 (2.4)
498 (2.3)

504 (2.5)
491 (2.6)

491 (2.5)494 (2.5)501 (2.4)504 (2.3)505 (2.3)
498 (2.2)502 (2.3)
499 (2.1)

503 (2.3)
499 (2.1)

503 (2.3)
501 (2.1)

502 (2.3)503 (2.1)

498 (1.5)503 (3.4)

492 (1.3)
492 (3.3)

497 (1.3)
489 (3.4)

493 (1.4)
508 (3.3)

502 (1.3)500 (3.3)

498 (1.3)
490 (3.0)496 (1.3)
493 (3.1)

495 (1.3)
494 (3.1)

494 (1.3)
496 (3.1)

496 (1.3)
493 (3.1)

505 (3.8)502 (3.7)

490 (3.6)
494 (3.4)

494 (3.8)487 (3.5)

497 (3.6)
496 (3.5)

497 (3.8)494 (3.6)

491 (3.5)486 (3.4)

492 (3.4)
491 (3.5)493 (3.5)490 (3.5)490 (3.5)488 (3.5)493 (3.5)488 (3.5)470 (3.1)
485 (2.2)

480 (3.0)469 (2.2)484 (3.1)
472 (2.2)473 (3.1)
480 (2.3)

476 (3.2)
469 (2.3)

490 (3.0)471 (2.1)

488 (3.0)472 (2.1)

487 (2.9)471 (2.1)

487 (2.9)470 (2.1)

488 (3.0)473 (2.0)464 (2.8)477 (3.7)
463 (3.0)

470 (2.5)
467 (3.6)465 (3.0)

467 (2.6)474 (3.6)
470 (2.7)

464 (2.8)
461 (4.0)454 (2.9)

460 (2.7)455 (3.8)453 (2.9)470 (2.5)470 (3.5)
464 (2.8)

469 (2.5)
466 (3.5)
462 (2.9)472 (2.6)471 (3.4)
460 (3.0)

470 (2.6)
466 (3.4)
462 (2.9)

468 (2.6)
466 (3.5)459 (3.0)

448 (4.3)
461 (3.4)451 (4.2)
462 (2.9)453 (4.3)
462 (3.2)

448 (4.7)457 (3.4)

450 (4.1)
446 (3.2)

456 (4.2)
462 (2.6)454 (4.0)456 (2.5)455 (4.0)455 (2.5)456 (3.9)456 (2.5)454 (4.0)454 (2.5)459 (4.0)
448 (4.4)

447 (4.1)
441 (4.2)455 (4.3)
440 (4.1)

452 (3.9)442 (4.6)

449 (4.3)
446 (4.5)451 (3.9)437 (4.0)

450 (3.9)
441 (4.1)

449 (4.0)
441 (4.2)

449 (3.9)
440 (4.1)

450 (3.9)
440 (4.1)

452 (4.0)

434 (3.9)

440 (3.9)

450 (4.0)

441 (4.2)

434 (4.0)

437 (4.0)

433 (4.1)

433 (4.1)

435 (4.1)

445 (3.2)
434 (6.8)
414 (4.4)

432 (3.3)
433 (6.0)
412 (4.0)444 (3.2)
423 (6.0)
414 (4.1)

427 (3.4)
439 (6.3)
415 (4.3)

424 (3.3)
432 (6.7)
416 (4.1)

434 (3.2)
423 (6.0)
408 (3.9)428 (3.3)
426 (6.1)
413 (3.7)

428 (3.3)
426 (6.3)
413 (3.7)

427 (3.3)
426 (6.2)
414 (3.7)

427 (3.3)425 (6.3)
412 (3.7)

406 (4.5)402 (4.3)

395 (4.3)

405 (4.4)405 (4.4)402 (4.1)

400 (4.1)

402 (4.1)

401 (4.0)

402 (4.0)

387 (6.7)

389 (6.1)

393 (6.4)

397 (6.4)

389 (6.5)

396 (6.3)

391 (6.1)

389 (6.2)

392 (6.1)

392 (6.0)

384 (5.6)
323 (4.9)369 (6.0)
316 (5.0)372 (5.6)
329 (5.0)383 (6.1)
325 (4.7)

368 (6.2)
324 (4.9)369 (5.8)333 (4.8)377 (5.8)
325 (4.9)371 (5.9)319 (5.0)373 (5.9)319 (5.0)374 (5.9)322 (5.0)

311 (13.6)
267 (7.9)299 (12.4)
244 (7.6)

297 (13.3)
242 (8.0)

303 (13.6)
269 (7.7)

290 (14.7)
247 (7.9)296 (13.7)
252 (7.7)

291 (13.3)
253 (7.4)

289 (13.2)
237 (7.8)284 (13.1)
242 (7.6)

291 (13.6)
246 (7.6)

492 (0.5)490 (0.5)490 (0.5)490 (0.5)490 (0.5)490 (0.5)491 (0.5)491 (0.5)491 (0.5)491 (0.5)* The number of items and score points are based on the number of items included in scaling the fourth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

541

Exhibit C.2: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Australia

Hong Kong SAR

PolandHungary

IrelandTurkey (5)Croatia

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (2.7)
537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.6)
522 (2.4)
521 (4.9)
521 (3.7)
518 (2.2)
518 (2.9)518 (2.3)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)

Czech RepublicSingapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
EnglandSwedenCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaAustria
Denmark
Bulgaria
Slovak Republic
Germany
Netherlands
Northern Ireland
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average

SwedenCountry

England

Average Science
Scale Score based on
All Items(Continued)

595 (3.4)
588 (2.1)
567 (3.0)

598 (3.4)
588 (2.1)
566 (3.1)

591 (3.6)
584 (2.2)
566 (3.0)

608 (3.4)
581 (2.2)
569 (3.0)604 (3.7)
589 (2.3)
566 (3.2)

598 (3.7)
583 (2.2)
568 (2.9)595 (3.4)
586 (2.1)
568 (3.0)

596 (3.4)
586 (2.1)
567 (3.0)

599 (3.6)
589 (2.2)
567 (3.0)

591 (3.7)
589 (2.2)
562 (2.9)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)563 (1.8)559 (1.8)555 (2.6)
544 (2.3)

554 (1.9)554 (1.8)556 (2.7)535 (2.4)

567 (1.9)557 (1.8)553 (2.8)541 (2.3)

559 (1.9)547 (1.8)555 (2.7)535 (2.5)559 (1.9)551 (1.8)556 (2.7)
538 (2.5)562 (1.8)557 (1.7)555 (2.6)
542 (2.3)

561 (1.8)558 (1.8)554 (2.6)
542 (2.3)

559 (1.8)560 (1.9)552 (2.7)
542 (2.4)

559 (2.0)557 (1.8)558 (2.7)
537 (2.5)

539 (2.2)

538 (2.2)

541 (2.2)

540 (2.3)

542 (2.2)

537 (2.3)

540 (2.2)

536 (2.2)

536 (2.2)

540 (2.2)

539 (2.7)
538 (2.5)537 (2.7)

538 (2.8)537 (2.5)
538 (2.8)541 (2.8)535 (2.5)537 (2.8)

540 (2.9)
539 (2.4)
538 (2.9)536 (2.9)
529 (2.6)534 (2.9)

539 (2.8)536 (2.6)
538 (2.8)

539 (2.8)
538 (2.5)
538 (2.7)

537 (2.8)
538 (2.5)537 (2.8)537 (2.8)
538 (2.5)536 (2.9)536 (2.9)536 (2.6)
537 (2.8)537 (3.3)

539 (3.3)

542 (3.5)

539 (3.4)

537 (3.6)

539 (3.5)

537 (3.3)

535 (3.3)

536 (3.4)

542 (3.5)

534 (2.6)
533 (2.4)
531 (3.4)

533 (2.8)534 (2.5)536 (3.4)

536 (2.9)533 (2.4)
531 (3.5)

537 (2.9)533 (2.5)
528 (3.7)

530 (3.1)
532 (2.4)
537 (3.8)

532 (3.0)533 (2.4)
527 (3.7)

534 (2.6)
533 (2.4)
530 (3.3)

534 (2.7)
533 (2.5)530 (3.4)

533 (2.8)530 (2.4)
526 (3.5)530 (3.1)
533 (2.5)
531 (3.6)

531 (2.6)

530 (2.7)535 (2.7)

533 (2.8)533 (2.9)535 (2.8)531 (2.6)

531 (2.6)

532 (2.7)

529 (2.8)

529 (2.7)
528 (3.2)

530 (2.7)
526 (3.1)

536 (2.7)
527 (3.3)

530 (2.8)526 (3.0)

530 (2.7)
526 (3.1)

534 (2.8)526 (3.2)

532 (2.7)
528 (3.2)

528 (2.7)
527 (3.2)

530 (2.8)
528 (3.1)

533 (2.8)
529 (3.1)

526 (4.2)
524 (2.2)

530 (4.3)
524 (2.3)

524 (4.2)
526 (2.3)

533 (4.2)
523 (2.4)

530 (4.3)
525 (2.5)527 (4.3)
527 (2.4)

526 (4.2)
523 (2.2)525 (4.2)
526 (2.2)

539 (4.4)525 (2.3)

526 (4.3)
525 (2.5)523 (1.9)522 (2.6)

523 (1.9)522 (2.7)525 (1.9)523 (2.7)525 (1.9)523 (2.7)

521 (1.9)
519 (2.7)

526 (1.9)
519 (2.7)

523 (1.9)524 (2.6)

522 (1.9)524 (2.6)

523 (1.9)
521 (2.7)

524 (1.9)515 (2.7)

522 (2.4)
521 (4.9)

521 (2.4)
522 (4.8)526 (2.5)525 (4.9)517 (2.6)
521 (4.9)

520 (2.5)524 (4.8)520 (2.5)526 (4.8)523 (2.4)
521 (4.8)521 (2.4)525 (5.0)519 (2.4)
522 (5.1)

521 (2.5)523 (4.5)

521 (3.7)
518 (2.2)

521 (3.6)
521 (2.2)

519 (3.6)
521 (2.2)525 (3.7)
517 (2.2)

514 (3.5)
522 (2.2)515 (3.7)
521 (2.2)

522 (3.7)
519 (2.2)

522 (3.8)522 (2.2)

523 (3.8)516 (2.2)

513 (3.6)
523 (2.2)

518 (2.9)518 (2.3)

519 (3.0)517 (2.4)512 (3.0)
518 (2.5)517 (3.1)
516 (2.6)514 (3.1)
517 (2.7)

516 (3.2)
517 (2.6)

518 (2.9)519 (2.3)

520 (3.0)
518 (2.4)515 (3.0)515 (2.5)516 (3.2)
518 (2.7)

517 (3.5)
511 (3.0)516 (3.4)
514 (3.1)

519 (3.6)
513 (3.1)

520 (3.5)512 (3.1)

521 (3.6)
508 (3.1)

521 (3.5)
517 (3.0)519 (3.5)513 (3.1)

521 (3.6)
511 (3.1)

518 (3.5)
517 (3.1)

515 (3.6)515 (3.0)

511 (2.0)510 (3.0)510 (2.0)511 (3.1)

515 (2.0)519 (3.2)

509 (2.2)
509 (3.2)512 (2.1)
512 (3.2)512 (2.0)516 (3.2)

511 (2.0)509 (3.0)509 (2.0)510 (3.1)

513 (2.1)
511 (3.1)

511 (2.1)
517 (3.2)

504 (2.6)503 (2.3)

504 (2.6)
501 (2.3)

511 (2.7)503 (2.3)

501 (2.9)500 (2.4)504 (2.9)503 (2.3)

507 (2.8)501 (2.3)

504 (2.6)503 (2.3)

506 (2.6)
501 (2.3)

507 (2.7)
501 (2.3)

508 (2.8)503 (2.4)

501 (2.1)
496 (1.3)
494 (3.1)

500 (2.2)
498 (1.2)
492 (3.1)

495 (2.3)
496 (1.3)
484 (3.2)

500 (2.2)
494 (1.2)
499 (3.1)

498 (2.4)
497 (1.2)
491 (3.2)

497 (2.3)
496 (1.3)
489 (3.1)

501 (2.1)
496 (1.3)
494 (3.1)

503 (2.1)
494 (1.3)
493 (3.0)

498 (2.2)
497 (1.3)
494 (3.1)

499 (2.3)
496 (1.2)
484 (3.2)

493 (3.4)
489 (3.5)

494 (3.5)489 (3.5)493 (3.5)489 (3.4)

493 (3.5)488 (3.6)

496 (3.6)
492 (3.4)495 (3.5)489 (3.4)

492 (3.5)490 (3.5)

491 (3.5)487 (3.4)

499 (3.6)
490 (3.5)

492 (3.6)
493 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)486 (3.0)476 (2.1)
470 (2.6)
467 (3.5)457 (3.0)454 (3.9)

492 (3.0)
470 (2.1)
477 (2.5)
468 (3.6)
464 (2.9)456 (4.0)483 (3.1)
476 (2.1)
471 (2.6)473 (3.6)
461 (3.0)455 (4.1)

490 (2.9)472 (2.2)
467 (2.4)
470 (3.6)
467 (2.8)456 (4.2)

491 (2.9)
469 (2.1)
472 (2.6)475 (3.6)
468 (2.9)457 (4.2)

486 (2.9)470 (2.1)
471 (2.6)
467 (3.5)
460 (2.9)453 (3.9)486 (3.0)472 (2.1)
467 (2.5)
466 (3.4)
461 (3.0)453 (4.0)

488 (3.0)474 (2.1)
470 (2.6)465 (3.5)
460 (2.9)458 (4.1)

489 (3.0)
468 (2.1)
473 (2.5)474 (3.7)
465 (2.9)456 (4.2)

453 (2.5)
449 (3.9)456 (2.6)451 (3.9)

462 (2.6)
450 (3.9)455 (2.8)451 (3.9)465 (2.9)456 (4.0)463 (2.8)451 (3.9)455 (2.5)
447 (4.0)456 (2.5)
449 (3.8)453 (2.6)451 (4.1)

459 (2.9)449 (4.0)

441 (4.1)

442 (4.1)

437 (4.0)

438 (4.0)442 (3.9)

438 (3.9)

440 (4.1)

445 (4.1)

441 (4.2)

442 (3.9)435 (4.1)

437 (4.1)

434 (4.0)442 (4.0)

434 (4.0)

434 (3.9)434 (4.0)435 (4.1)

438 (4.1)

432 (3.9)427 (3.3)

431 (3.3)

429 (3.3)

429 (3.2)

435 (3.2)

426 (3.4)

429 (3.3)

429 (3.3)

431 (3.3)

431 (3.3)

426 (6.2)

425 (6.2)

422 (5.9)426 (6.4)

421 (6.1)

423 (5.9)428 (6.2)

427 (6.1)

429 (6.5)

422 (6.0)

413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)412 (3.8)401 (4.1)
391 (6.2)
377 (5.8)326 (4.8)297 (13.3)
255 (7.4)
492 (0.5)406 (3.9)
401 (4.1)
394 (6.1)
374 (5.8)
325 (4.9)288 (12.9)
248 (7.6)
491 (0.5)412 (3.9)402 (4.1)
391 (6.3)
382 (5.9)326 (4.9)297 (13.2)
254 (7.5)
492 (0.5)414 (3.9)400 (4.3)
394 (6.3)
375 (5.9)333 (4.9)
293 (13.6)
241 (7.9)
491 (0.5)408 (3.9)398 (4.0)393 (6.1)
375 (5.7)
333 (4.7)
294 (13.7)
256 (7.4)
492 (0.5)413 (3.8)402 (4.1)
389 (6.1)
373 (5.9)
321 (5.0)291 (13.2)
243 (7.7)
491 (0.5)413 (3.7)
401 (4.1)
392 (6.0)
376 (5.8)
321 (4.8)291 (13.2)
252 (7.5)
491 (0.5)410 (3.9)408 (4.2)
390 (6.3)
374 (5.9)
321 (5.0)286 (14.1)
241 (8.0)
491 (0.5)411 (3.9)393 (4.2)
392 (6.1)
372 (5.7)
339 (4.6)294 (13.0)
259 (7.3)
491 (0.5)595 (2.2)
544 (1.7)

593 (2.3)
548 (1.8)593 (2.4)
540 (1.7)

599 (2.5)
547 (1.8)590 (2.6)
544 (1.8)

592 (2.4)
539 (1.8)595 (2.3)
542 (1.7)

594 (2.3)
543 (1.7)

596 (2.4)
548 (1.8)

589 (2.4)
538 (1.8)524 (3.2)
523 (2.0)524 (3.2)
522 (2.0)527 (3.2)
525 (2.0)527 (3.2)
521 (2.2)

523 (3.2)
521 (2.2)

529 (3.2)
523 (2.1)

525 (3.1)
523 (2.0)524 (3.2)
520 (2.0)523 (3.3)
526 (2.0)525 (3.2)
521 (2.2)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
Number of Items (Score Points)*

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)522 (2.5)

521 (2.6)

523 (2.7)

522 (2.8)518 (2.8)524 (2.7)

521 (2.6)

520 (2.6)

523 (2.6)

523 (2.8)418 (2.7)421 (2.8)416 (2.8)423 (2.9)415 (3.0)416 (2.9)416 (2.7)

417 (2.7)

416 (2.9)415 (3.0)

169 (174)169 (174)

128 (131)

99 (103)91 (92)73 (76)85 (88)146 (149)

136 (139)

106 (110)

79 (81)* The number of items and score points are based on the number of items included in scaling the fourth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

542

Exhibit C.2: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Bulgaria

Slovak Republic

Germany

Netherlands

Northern Ireland

SerbiaCyprus595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (2.7)
537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.6)
522 (2.4)
521 (4.9)
521 (3.7)
518 (2.2)
518 (2.9)518 (2.3)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)

Denmark

Singapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
EnglandSwedenCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaAustria
Denmark
Bulgaria
Slovak Republic
Germany
Netherlands
Northern Ireland
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average

Austria

Country

CanadaAverage Science
Scale Score based on
All Items(Continued)593 (3.4)
589 (2.2)565 (3.0)

596 (3.4)
588 (2.1)
567 (3.0)

591 (3.4)
588 (2.2)
566 (3.0)594 (3.5)
584 (2.2)
568 (3.0)595 (3.4)
588 (2.1)
566 (3.0)594 (3.4)
587 (2.1)
566 (3.0)601 (3.4)
583 (2.1)
569 (3.0)

596 (3.4)
581 (2.1)
566 (2.9)

599 (3.5)
588 (2.2)
571 (2.9)

598 (3.4)
581 (2.2)
566 (2.9)560 (1.9)
561 (1.9)555 (2.8)
544 (2.3)

562 (1.7)
558 (1.7)554 (2.6)
541 (2.3)

563 (1.8)559 (1.8)554 (2.6)
541 (2.4)557 (1.8)555 (1.8)554 (2.6)
541 (2.4)

561 (1.8)559 (1.8)554 (2.5)
543 (2.4)

566 (1.7)
558 (1.7)555 (2.6)
543 (2.4)564 (1.8)557 (1.8)552 (2.6)
542 (2.4)

558 (1.8)560 (1.8)554 (2.6)
539 (2.4)

562 (1.8)557 (1.8)551 (2.6)
543 (2.4)

561 (1.9)555 (1.9)551 (2.7)
546 (2.4)

536 (2.3)

539 (2.2)

541 (2.2)

541 (2.2)

539 (2.2)

539 (2.2)

536 (2.3)

536 (2.2)

536 (2.3)

531 (2.2)

538 (2.8)
542 (2.5)537 (2.8)

539 (2.8)
538 (2.5)
538 (2.7)

539 (2.7)
536 (2.5)537 (2.7)

539 (2.8)537 (2.5)537 (2.7)

538 (2.8)
538 (2.5)
538 (2.7)

538 (2.8)
540 (2.5)537 (2.7)

537 (2.8)
542 (2.6)535 (2.8)541 (2.8)
539 (2.5)
539 (2.7)

536 (2.8)541 (2.5)535 (2.8)534 (2.8)
539 (2.5)535 (2.8)537 (3.5)

537 (3.3)

537 (3.3)

536 (3.3)

537 (3.3)

539 (3.3)

536 (3.4)

536 (3.4)535 (3.4)

537 (3.5)

536 (2.9)533 (2.5)
529 (3.4)

534 (2.6)534 (2.5)
531 (3.4)535 (2.6)
532 (2.4)
530 (3.3)

534 (2.6)
533 (2.4)
529 (3.4)

532 (2.6)534 (2.4)
531 (3.3)

535 (2.6)
532 (2.4)
532 (3.3)

535 (2.7)
531 (2.4)
530 (3.4)

534 (2.7)535 (2.5)
531 (3.4)535 (2.7)
530 (2.5)
528 (3.4)535 (2.7)
531 (2.4)
530 (3.4)

530 (2.7)

530 (2.6)

532 (2.6)

533 (2.6)

530 (2.6)

532 (2.6)

532 (2.7)

532 (2.7)

531 (2.7)

530 (2.7)

532 (2.8)526 (3.4)

529 (2.7)
528 (3.2)

530 (2.7)
528 (3.2)

531 (2.6)
527 (3.2)

528 (2.7)
528 (3.1)

530 (2.7)
529 (3.2)

531 (2.7)
526 (3.2)

528 (2.7)
528 (3.2)

528 (2.7)525 (3.2)

528 (2.8)524 (3.3)

528 (4.3)
525 (2.4)

526 (4.2)
525 (2.2)525 (4.2)
523 (2.2)525 (4.3)
526 (2.2)

527 (4.2)
523 (2.2)525 (4.3)
525 (2.2)

524 (4.3)
527 (2.2)

526 (4.3)
525 (2.3)

529 (4.2)
524 (2.2)

527 (4.4)523 (2.3)

524 (1.9)517 (2.6)

523 (1.9)523 (2.6)

523 (1.9)523 (2.6)

524 (1.9)523 (2.6)

522 (1.9)
521 (2.6)

523 (1.9)523 (2.6)

522 (1.9)522 (2.7)

524 (1.9)
521 (2.6)

522 (2.0)521 (2.6)

518 (1.9)518 (2.7)

520 (2.5)526 (4.9)

522 (2.3)
521 (5.0)524 (2.4)
520 (4.8)521 (2.4)
528 (5.1)

521 (2.4)
521 (5.0)522 (2.4)
521 (4.8)518 (2.5)523 (4.9)

519 (2.4)
524 (5.1)

519 (2.4)
522 (5.1)

518 (2.5)523 (4.9)523 (3.7)515 (2.3)

520 (3.7)
521 (2.3)

522 (3.7)
518 (2.2)

523 (3.7)
519 (2.2)

520 (3.7)
519 (2.2)

520 (3.7)
519 (2.2)

521 (3.7)
519 (2.2)

520 (3.7)
521 (2.2)

519 (3.6)
520 (2.3)

521 (3.7)
518 (2.2)

514 (3.0)
518 (2.5)

519 (2.9)519 (2.3)

521 (2.9)518 (2.3)

517 (2.9)
520 (2.4)

518 (2.9)519 (2.4)

518 (3.0)519 (2.3)

515 (3.0)516 (2.4)

518 (2.9)
521 (2.4)

518 (2.9)516 (2.4)

513 (2.9)515 (2.5)

521 (3.4)515 (3.2)

519 (3.5)
511 (3.0)515 (3.5)512 (3.0)

520 (3.6)
511 (3.1)

517 (3.5)
511 (3.1)

519 (3.5)
511 (3.0)525 (3.5)
511 (3.2)

520 (3.6)
513 (3.1)

522 (3.6)512 (3.1)

521 (3.6)
513 (3.2)

511 (2.0)514 (3.3)

510 (2.0)511 (3.0)

511 (2.0)508 (3.0)

512 (2.0)514 (3.1)

511 (2.0)511 (3.0)

511 (2.0)509 (3.0)

511 (2.1)
512 (3.1)

511 (2.0)511 (3.1)

510 (2.0)512 (3.1)

511 (2.1)
512 (3.1)

508 (2.7)504 (2.4)503 (2.6)503 (2.3)505 (2.6)503 (2.3)

506 (2.6)504 (2.3)505 (2.6)502 (2.3)505 (2.6)503 (2.3)

507 (2.7)500 (2.4)505 (2.7)504 (2.3)

504 (2.6)500 (2.3)505 (2.7)
499 (2.4)

499 (2.2)495 (1.3)
490 (3.0)502 (2.1)
496 (1.3)
493 (3.1)

503 (2.1)
496 (1.2)
492 (3.1)

501 (2.1)
495 (1.3)
493 (3.1)

500 (2.1)
497 (1.3)
495 (3.1)

502 (2.1)
496 (1.3)
493 (3.1)

499 (2.2)
494 (1.3)
494 (3.2)

501 (2.2)
497 (1.3)
492 (3.0)

501 (2.2)495 (1.3)
497 (3.1)

497 (2.2)
493 (1.3)
495 (3.2)

493 (3.5)
491 (3.6)

492 (3.4)
490 (3.5)

491 (3.4)
489 (3.5)

494 (3.5)489 (3.4)

494 (3.4)
490 (3.5)490 (3.4)
489 (3.5)

494 (3.5)
491 (3.4)

494 (3.5)486 (3.4)

496 (3.5)490 (3.4)

494 (3.6)
491 (3.6)

486 (3.0)
468 (2.1)
469 (2.7)471 (3.4)
464 (2.8)456 (4.0)

488 (3.0)471 (2.1)
469 (2.6)465 (3.4)
460 (2.9)455 (3.9)487 (3.0)
470 (2.1)
470 (2.5)
466 (3.4)459 (2.9)456 (3.9)489 (2.9)473 (2.1)
471 (2.5)
467 (3.5)
462 (3.0)455 (4.0)

487 (2.9)474 (2.0)469 (2.6)
467 (3.4)457 (3.0)454 (3.9)490 (2.9)470 (2.1)
468 (2.5)
466 (3.4)
460 (2.9)454 (3.9)487 (2.9)472 (2.1)
469 (2.5)
467 (3.5)
464 (2.9)454 (4.0)

489 (3.0)473 (2.1)
469 (2.6)
462 (3.5)
460 (2.9)455 (4.0)

486 (2.9)472 (2.1)
467 (2.6)
467 (3.5)
462 (2.9)455 (4.0)

480 (3.0)472 (2.1)
470 (2.6)
467 (3.5)459 (2.9)452 (3.9)459 (2.6)445 (4.0)455 (2.5)
449 (3.9)453 (2.5)
448 (4.0)457 (2.6)
450 (3.9)454 (2.5)451 (3.9)455 (2.5)
448 (3.9)

460 (2.6)
450 (3.8)457 (2.6)451 (3.9)455 (2.6)
450 (3.8)457 (2.6)
447 (3.9)

440 (4.2)

441 (4.1)

437 (4.1)

440 (4.1)

442 (4.2)

443 (4.1)

445 (4.2)

441 (4.2)

443 (4.2)

444 (4.2)

438 (4.0)435 (4.1)

435 (4.0)

434 (4.2)

436 (4.1)

434 (4.1)

438 (4.0)

437 (4.2)

437 (4.1)

439 (4.1)

434 (3.2)

427 (3.2)

426 (3.3)

428 (3.3)

428 (3.3)

429 (3.3)

429 (3.3)

428 (3.3)

429 (3.3)

431 (3.3)

430 (6.0)

426 (6.2)

426 (6.2)

425 (6.3)

426 (6.3)

427 (6.1)

430 (6.2)

424 (6.1)

427 (6.2)

429 (6.3)

408 (3.8)399 (4.1)
392 (6.1)
373 (5.7)
322 (4.8)295 (13.0)
249 (7.6)
491 (0.5)413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)289 (13.4)
249 (7.5)
491 (0.5)412 (3.7)400 (4.1)
392 (6.0)
372 (5.8)
321 (4.9)289 (13.4)
245 (7.6)
490 (0.5)413 (3.7)
403 (4.1)
393 (6.1)
374 (5.9)323 (5.0)
287 (13.6)
249 (7.6)
491 (0.5)414 (3.7)
403 (4.1)
393 (6.2)
376 (5.8)326 (4.9)
293 (13.5)
252 (7.6)
491 (0.5)413 (3.7)
398 (4.1)
389 (6.1)
375 (5.8)324 (4.9)291 (13.1)
248 (7.5)
491 (0.5)413 (3.8)400 (4.1)
394 (6.0)375 (5.8)326 (4.9)291 (13.2)
256 (7.4)
491 (0.5)411 (3.7)
404 (4.1)
394 (6.1)
375 (5.8)
325 (5.0)286 (13.3)
250 (7.5)
491 (0.5)413 (3.7)
403 (4.1)
392 (6.1)
377 (5.9)
325 (4.9)289 (13.6)
247 (7.6)
491 (0.5)408 (3.9)404 (4.2)
396 (6.2)
375 (5.9)
320 (4.9)292 (13.3)
254 (7.6)
490 (0.5)595 (2.4)
540 (1.8)593 (2.3)
543 (1.7)

594 (2.2)
542 (1.7)

596 (2.3)
545 (1.7)

593 (2.3)
545 (1.7)595 (2.3)
542 (1.7)

597 (2.4)
543 (1.8)

592 (2.3)
545 (1.8)

597 (2.3)
543 (1.8)595 (2.4)
543 (1.8)526 (3.2)
522 (2.0)525 (3.2)
521 (2.0)524 (3.1)
523 (2.0)525 (3.2)
523 (2.0)523 (3.2)
523 (2.0)523 (3.1)
522 (1.9)523 (3.1)
522 (2.1)

526 (3.2)
521 (2.0)524 (3.3)
521 (2.0)519 (3.2)
522 (2.1)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
Number of Items (Score Points)*

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)521 (2.7)

522 (2.6)

522 (2.5)523 (2.6)

521 (2.6)

522 (2.5)

521 (2.6)

522 (2.5)520 (2.6)

516 (2.7)

413 (2.9)417 (2.8)415 (2.8)418 (2.8)419 (2.7)

417 (2.8)418 (2.8)418 (2.8)417 (2.8)417 (2.8)

169 (174)

102 (104)

159 (164)

155 (159)

140 (145)

159 (163)157 (161)

128 (133)

135 (139)

125 (130)111 (113)* The number of items and score points are based on the number of items included in scaling the fourth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

543

Exhibit C.2: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

New Zealand

Belgium (Flemish)

Malta

Kazakhstan

Bahrain

Albania

France595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (2.7)
537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.6)
522 (2.4)
521 (4.9)
521 (3.7)
518 (2.2)
518 (2.9)518 (2.3)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)

Portugal

Singapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
EnglandSwedenCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaAustria
Denmark
Bulgaria
Slovak Republic
Germany
Netherlands
Northern Ireland
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average

Italy

Country

Spain

Average Science
Scale Score based on
All Items(Continued)

589 (3.5)
584 (2.1)
567 (3.0)595 (3.4)
586 (2.2)
568 (3.0)595 (3.4)
588 (2.1)
567 (3.0)

600 (3.5)
586 (2.2)
568 (2.9)597 (3.6)
583 (2.3)
569 (3.0)

600 (3.4)
576 (2.2)
569 (3.0)

597 (3.5)
587 (2.2)
569 (3.0)595 (3.4)
588 (2.1)
567 (3.0)

599 (3.5)
587 (2.1)
569 (3.0)595 (3.4)
581 (2.1)
566 (3.0)553 (1.8)554 (1.8)555 (2.6)
540 (2.5)561 (1.8)554 (1.8)555 (2.6)
539 (2.4)

562 (1.8)558 (1.8)555 (2.6)
542 (2.4)564 (1.8)556 (1.8)552 (2.8)545 (2.5)561 (2.0)549 (1.9)559 (2.8)541 (2.4)

560 (1.8)553 (1.9)552 (2.7)
547 (2.5)557 (1.9)554 (1.8)556 (2.6)
539 (2.4)

562 (1.8)558 (1.8)555 (2.6)
542 (2.4)

560 (1.8)557 (1.8)554 (2.6)
541 (2.4)

558 (1.9)555 (1.7)556 (2.6)
542 (2.4)

540 (2.2)

540 (2.2)

539 (2.2)

536 (2.2)

539 (2.3)

539 (2.3)

540 (2.2)

539 (2.2)

539 (2.2)

536 (2.2)

541 (2.8)536 (2.5)
539 (2.7)

539 (2.8)535 (2.4)
537 (2.7)

539 (2.7)
538 (2.5)537 (2.7)

539 (2.9)537 (2.5)535 (2.8)

538 (2.9)
541 (2.5)533 (2.8)

539 (2.8)
542 (2.6)
540 (2.7)

540 (2.8)537 (2.5)
538 (2.8)

539 (2.7)
538 (2.5)537 (2.7)

538 (2.8)
538 (2.5)537 (2.7)

536 (2.8)541 (2.5)537 (2.7)

540 (3.4)

538 (3.4)

537 (3.3)

534 (3.4)

537 (3.4)

539 (3.6)

542 (3.3)

537 (3.3)

535 (3.3)

540 (3.3)

535 (2.7)
536 (2.4)
531 (3.4)

536 (2.7)
532 (2.4)
529 (3.4)

534 (2.6)
533 (2.4)
531 (3.3)

534 (2.8)533 (2.5)524 (3.4)

532 (3.1)
534 (2.3)
528 (3.8)

539 (2.9)532 (2.4)
530 (3.5)535 (2.7)535 (2.4)
530 (3.5)

534 (2.6)
533 (2.4)
531 (3.3)

532 (2.6)
533 (2.4)
529 (3.4)

534 (2.7)
533 (2.4)
530 (3.4)

534 (2.6)534 (2.6)

531 (2.6)

529 (2.7)

533 (2.8)535 (2.8)531 (2.7)

531 (2.6)

532 (2.6)

531 (2.6)

533 (2.7)
529 (3.3)

532 (2.7)
528 (3.3)

529 (2.7)
528 (3.2)

528 (2.7)
527 (3.3)

537 (2.9)527 (3.4)

526 (2.8)
528 (3.1)

531 (2.7)
528 (3.2)

529 (2.7)
528 (3.2)

530 (2.6)
527 (3.2)

531 (2.7)
526 (3.1)

525 (4.2)
523 (2.3)

523 (4.2)
526 (2.2)

526 (4.2)
524 (2.2)

527 (4.4)
526 (2.4)

523 (4.3)
529 (2.4)

526 (4.5)
520 (2.5)

522 (4.2)
524 (2.3)

526 (4.2)
524 (2.2)525 (4.2)
525 (2.2)

524 (4.3)
523 (2.3)

526 (1.8)522 (2.6)

524 (1.9)523 (2.6)

523 (1.9)522 (2.6)

523 (1.9)
519 (2.7)

523 (1.8)521 (2.7)525 (1.9)
520 (2.6)525 (1.8)520 (2.6)

523 (1.9)522 (2.6)

524 (1.9)522 (2.6)

523 (1.9)
521 (2.6)

523 (2.4)
523 (5.0)523 (2.4)525 (4.8)522 (2.4)
521 (4.9)

519 (2.5)
519 (4.9)

521 (2.6)
531 (4.7)

519 (2.5)
521 (5.1)

524 (2.4)
521 (4.7)

522 (2.4)
521 (4.9)

521 (2.4)
522 (5.0)522 (2.4)
524 (4.9)

521 (3.8)518 (2.2)

521 (3.7)
520 (2.2)

521 (3.7)
518 (2.2)

522 (3.7)
518 (2.2)

520 (3.7)
522 (2.4)

527 (3.8)517 (2.3)

519 (3.7)
520 (2.2)

521 (3.7)
518 (2.2)

520 (3.6)
522 (2.2)

518 (3.7)
521 (2.2)

517 (2.9)522 (2.4)

516 (2.9)519 (2.3)

518 (2.9)518 (2.3)

516 (3.0)517 (2.5)512 (3.2)
521 (2.6)

519 (2.9)519 (2.5)513 (2.9)519 (2.4)

518 (2.9)518 (2.3)

518 (2.9)519 (2.3)

517 (3.0)
518 (2.4)514 (3.4)
511 (3.0)522 (3.6)510 (3.1)

517 (3.5)
511 (3.0)

520 (3.7)
514 (3.2)

523 (3.4)
514 (3.2)

520 (3.6)
508 (3.3)

517 (3.5)
511 (3.1)

517 (3.5)
511 (3.0)

521 (3.6)512 (3.1)

519 (3.5)
511 (3.1)

514 (2.0)514 (3.1)

511 (2.0)513 (3.0)

511 (2.0)510 (3.0)508 (2.1)
508 (3.1)

507 (2.1)
515 (3.2)

511 (2.0)510 (3.2)512 (2.0)514 (3.1)

511 (2.0)510 (3.0)510 (2.0)512 (3.0)515 (2.0)514 (3.0)506 (2.6)506 (2.3)

504 (2.6)503 (2.3)

504 (2.6)503 (2.3)505 (2.7)502 (2.4)509 (2.8)505 (2.3)505 (2.8)505 (2.4)508 (2.6)506 (2.3)

504 (2.6)503 (2.3)

504 (2.6)502 (2.3)

507 (2.6)503 (2.3)500 (2.2)
496 (1.3)
489 (3.1)

500 (2.1)
494 (1.3)
492 (3.1)

501 (2.1)
496 (1.3)
494 (3.1)

499 (2.2)495 (1.3)
497 (3.1)

498 (2.3)
493 (1.2)
492 (3.2)

502 (2.2)500 (1.3)
495 (3.0)496 (2.2)495 (1.3)
492 (3.2)

501 (2.1)
496 (1.3)
494 (3.1)

501 (2.1)
496 (1.3)
492 (3.1)

500 (2.1)
496 (1.3)
493 (3.1)

492 (3.4)487 (3.4)

491 (3.5)
492 (3.4)

493 (3.4)
489 (3.5)

494 (3.6)
490 (3.4)

493 (3.5)
491 (3.4)

494 (3.6)
490 (3.5)

492 (3.4)
492 (3.4)

493 (3.4)
489 (3.5)493 (3.4)
489 (3.4)

493 (3.4)
491 (3.5)

491 (3.0)471 (2.0)475 (2.6)
467 (3.5)
462 (2.8)458 (4.0)

486 (2.9)471 (2.1)
473 (2.5)
467 (3.5)463 (2.9)454 (4.0)

488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)482 (2.9)
469 (2.1)
468 (2.6)
466 (3.6)
460 (3.0)453 (4.0)

486 (3.0)
470 (2.1)
475 (2.5)474 (3.6)
466 (2.9)459 (4.2)

486 (3.0)472 (2.1)
472 (2.5)465 (3.6)
460 (3.0)450 (4.1)

489 (3.0)471 (2.1)
475 (2.5)473 (3.5)465 (2.9)457 (4.0)

488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)488 (2.9)471 (2.1)
469 (2.6)
466 (3.5)
461 (2.9)455 (3.9)

492 (3.0)472 (2.0)471 (2.6)
468 (3.6)
461 (2.9)455 (4.0)458 (2.5)451 (4.0)459 (2.6)
450 (3.9)453 (2.5)
449 (3.9)458 (2.6)
447 (4.0)465 (2.9)446 (3.9)

450 (2.8)
449 (3.9)

460 (2.5)
449 (4.1)

453 (2.5)
449 (3.9)457 (2.5)
449 (3.9)

460 (2.5)
449 (3.8)

437 (4.0)

439 (4.0)

441 (4.1)

441 (4.3)

435 (4.1)

442 (4.2)

439 (4.0)

441 (4.1)

442 (4.1)

440 (4.1)

432 (4.0)435 (4.0)435 (4.1)

437 (4.0)

433 (4.0)

437 (4.1)

432 (4.0)435 (4.1)

436 (4.1)

435 (4.0)429 (3.3)

429 (3.3)

427 (3.3)

431 (3.2)

433 (3.4)

430 (3.4)

431 (3.2)

427 (3.3)

426 (3.3)

428 (3.3)

423 (6.1)

425 (6.0)

426 (6.2)

428 (6.5)

431 (5.7)

427 (6.5)

423 (6.0)

426 (6.2)

427 (6.2)

426 (6.2)

412 (3.7)
404 (4.0)394 (6.1)
370 (5.8)
325 (5.0)
289 (13.4)
246 (7.7)
491 (0.5)411 (3.7)
402 (4.0)
391 (6.0)
372 (5.9)322 (4.9)288 (12.9)
250 (7.5)
491 (0.5)413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)416 (3.9)
401 (4.1)
391 (6.2)
375 (6.0)
320 (5.1)
287 (13.3)
243 (7.6)
490 (0.5)415 (4.0)
404 (4.1)
389 (6.3)
375 (6.0)
321 (5.0)
288 (13.9)
251 (7.5)
492 (0.5)408 (4.0)
401 (4.2)
393 (6.1)
367 (5.7)
324 (5.0)286 (13.8)
258 (7.6)
491 (0.5)413 (3.8)401 (4.1)
392 (6.1)
369 (5.8)327 (5.0)291 (13.3)
252 (7.5)
491 (0.5)413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)412 (3.7)
402 (4.1)
392 (6.0)375 (5.9)
325 (4.9)289 (13.5)
250 (7.5)
491 (0.5)414 (3.8)399 (4.1)
392 (6.2)
376 (5.8)330 (4.9)291 (13.3)
257 (7.4)
491 (0.5)595 (2.3)
542 (1.7)

593 (2.3)
542 (1.7)595 (2.2)
545 (1.7)595 (2.5)
542 (1.8)

592 (2.6)
538 (1.8)600 (2.5)
547 (1.8)595 (2.4)
542 (1.7)595 (2.2)
544 (1.7)595 (2.3)
543 (1.7)

594 (2.3)
542 (1.7)

528 (3.0)525 (2.0)526 (3.2)
522 (2.0)524 (3.2)
523 (2.0)524 (3.2)
520 (2.2)

524 (3.0)517 (2.2)

526 (3.1)
524 (2.1)

526 (3.0)523 (2.0)524 (3.2)
523 (2.0)525 (3.2)
521 (2.0)522 (3.1)
526 (2.0)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
Number of Items (Score Points)*

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)524 (2.6)

521 (2.6)

522 (2.5)520 (2.7)

521 (2.8)523 (2.7)

523 (2.6)

522 (2.5)

522 (2.6)

524 (2.5)417 (2.8)417 (2.8)418 (2.8)414 (2.9)416 (3.0)

417 (2.9)417 (2.8)418 (2.7)

417 (2.8)418 (2.8)

169 (174)

136 (140)131 (135)169 (174)

105 (109)

69 (72)100 (104)120 (124)

168 (173)

146 (151)

135 (139)* The number of items and score points are based on the number of items included in scaling the fourth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

544

Exhibit C.2: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Bosnia and Herzegovina

Georgia

Montenegro

Qatar

Iran, Islamic Rep. of

Oman

Azerbaijan

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (2.7)
537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.6)
522 (2.4)
521 (4.9)
521 (3.7)
518 (2.2)
518 (2.9)518 (2.3)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)

Armenia

Singapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
EnglandSwedenCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaAustria
Denmark
Bulgaria
Slovak Republic
Germany
Netherlands
Northern Ireland
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average

ChileCountry

United Arab Emirates

Average Science
Scale Score based on
All Items(Continued)

595 (3.4)
588 (2.1)
567 (3.0)

597 (3.4)
586 (2.2)
568 (3.0)

597 (3.4)
588 (2.1)
568 (3.0)

591 (3.5)
581 (2.2)
570 (3.0)

599 (3.4)
588 (2.1)
567 (3.0)595 (3.4)
584 (2.2)
568 (3.0)

618 (3.5)
582 (2.2)
568 (3.1)

601 (3.4)
583 (2.2)
569 (3.1)

607 (3.5)
587 (2.1)
568 (3.0)

590 (3.5)
578 (2.2)
564 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)

560 (1.8)556 (1.8)555 (2.6)
543 (2.4)

562 (1.8)557 (1.8)554 (2.6)
542 (2.4)554 (1.9)
549 (1.8)558 (2.7)
538 (2.5)566 (1.8)559 (1.8)554 (2.7)
543 (2.3)

556 (1.8)553 (1.8)557 (2.6)
539 (2.5)567 (1.8)543 (1.8)555 (2.7)
547 (2.5)560 (1.9)558 (1.8)552 (2.7)
544 (2.4)

567 (1.7)554 (1.8)552 (2.6)
543 (2.4)553 (1.9)551 (1.8)558 (2.7)
539 (2.5)

539 (2.2)

539 (2.2)

539 (2.2)

544 (2.2)

542 (2.3)

539 (2.2)

541 (2.3)

533 (2.3)

536 (2.2)

544 (2.3)

539 (2.7)
538 (2.5)537 (2.7)

540 (2.7)
537 (2.5)
541 (2.7)

540 (2.7)
537 (2.5)
538 (2.7)

542 (2.8)534 (2.5)536 (2.8)

538 (2.8)
538 (2.5)536 (2.8)

538 (2.8)537 (2.5)535 (2.7)

541 (2.8)535 (2.5)
539 (2.8)536 (2.9)
540 (2.7)535 (2.8)536 (2.7)
540 (2.6)
537 (2.7)

543 (2.8)535 (2.5)
538 (2.7)

537 (3.3)

538 (3.3)

538 (3.3)

538 (3.5)

538 (3.4)

539 (3.3)

536 (3.4)

536 (3.5)

534 (3.3)

544 (3.5)

534 (2.6)
533 (2.4)
531 (3.3)

536 (2.6)535 (2.4)
530 (3.4)

534 (2.6)
533 (2.4)
532 (3.4)

538 (2.8)533 (2.3)
527 (3.5)

534 (2.9)535 (2.5)535 (3.5)

533 (2.7)
534 (2.4)
532 (3.4)

528 (3.0)
538 (2.4)
532 (3.6)

533 (2.8)531 (2.4)
531 (3.4)

531 (2.7)
533 (2.4)525 (3.6)

534 (2.9)537 (2.4)
534 (3.4)

531 (2.6)

533 (2.6)

532 (2.6)535 (2.6)

529 (2.7)

531 (2.7)

532 (2.9)

530 (2.7)

529 (2.7)

532 (2.6)

529 (2.7)
528 (3.2)

531 (2.7)
529 (3.2)

531 (2.7)
528 (3.1)

534 (2.8)
529 (3.2)

532 (2.7)
527 (3.3)

532 (2.7)
527 (3.2)

529 (2.8)531 (3.2)

529 (2.8)525 (3.1)

528 (2.7)
527 (3.1)

532 (2.8)530 (3.3)

526 (4.2)
524 (2.2)525 (4.2)
523 (2.2)

527 (4.2)
524 (2.2)525 (4.3)
524 (2.4)

529 (4.4)
528 (2.2)

524 (4.2)
525 (2.3)

528 (4.3)
525 (2.4)

534 (4.4)
521 (2.4)

531 (4.3)
524 (2.2)

522 (4.2)
521 (2.4)

523 (1.9)522 (2.6)

524 (1.9)522 (2.6)

524 (1.9)522 (2.6)

526 (1.8)521 (2.6)

521 (1.8)522 (2.7)

523 (1.8)521 (2.6)525 (1.8)522 (2.7)

520 (1.9)518 (2.7)

522 (1.9)
521 (2.6)

526 (1.9)522 (2.6)

522 (2.4)
521 (4.9)

522 (2.4)
521 (4.8)522 (2.4)
520 (4.9)

527 (2.5)525 (4.6)

521 (2.5)
519 (4.7)

523 (2.4)
522 (4.8)520 (2.6)
518 (4.8)518 (2.5)520 (5.0)

518 (2.4)
517 (5.0)527 (2.5)524 (4.8)521 (3.7)
518 (2.2)

524 (3.7)
519 (2.2)

521 (3.7)
518 (2.2)

521 (3.7)
518 (2.2)

522 (3.7)
520 (2.3)

517 (3.7)
521 (2.2)515 (3.6)
518 (2.2)

522 (3.7)
517 (2.4)

520 (3.7)
521 (2.2)

519 (3.7)
520 (2.2)

518 (2.9)518 (2.3)

516 (2.9)
520 (2.3)

517 (2.9)519 (2.3)

518 (3.1)
517 (2.5)517 (3.0)517 (2.5)514 (3.0)519 (2.4)

518 (3.1)
521 (2.5)514 (3.0)514 (2.5)516 (2.9)517 (2.4)515 (3.0)522 (2.5)517 (3.5)
511 (3.0)517 (3.5)
511 (3.0)517 (3.5)512 (3.1)

516 (3.5)513 (3.1)

519 (3.5)512 (3.0)

521 (3.6)512 (3.0)519 (3.5)514 (3.0)514 (3.6)512 (3.2)

519 (3.6)515 (3.1)

515 (3.5)512 (3.1)

511 (2.0)510 (3.0)

511 (2.0)511 (3.0)

512 (2.0)509 (3.0)

512 (2.0)510 (3.2)

511 (2.0)510 (3.2)

511 (2.0)512 (3.1)

508 (2.0)507 (3.2)

511 (2.1)
507 (3.1)

506 (2.0)509 (3.1)

516 (2.0)514 (3.2)

504 (2.6)503 (2.3)503 (2.6)505 (2.3)503 (2.6)503 (2.3)

508 (2.7)
506 (2.3)

509 (2.8)503 (2.4)505 (2.6)504 (2.3)

504 (2.8)505 (2.3)505 (2.7)
499 (2.4)503 (2.6)503 (2.3)

508 (2.8)507 (2.3)

501 (2.1)
496 (1.3)
494 (3.1)

498 (2.1)
496 (1.2)
493 (3.1)

499 (2.1)
496 (1.3)
493 (3.1)

499 (2.2)
497 (1.3)
492 (3.1)

502 (2.2)495 (1.3)
497 (3.1)

498 (2.2)495 (1.3)
491 (3.1)

501 (2.2)500 (1.3)
492 (3.1)

498 (2.2)
497 (1.3)
497 (3.2)

501 (2.2)
498 (1.3)
496 (3.1)

499 (2.2)
498 (1.2)
486 (3.1)

493 (3.4)
489 (3.5)493 (3.5)489 (3.5)

494 (3.4)
490 (3.5)493 (3.6)
490 (3.4)

493 (3.5)490 (3.4)

493 (3.5)
492 (3.4)

494 (3.6)
490 (3.5)

499 (3.5)489 (3.5)493 (3.6)
491 (3.4)

492 (3.5)487 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)486 (3.0)471 (2.1)
472 (2.6)
467 (3.4)
462 (2.9)453 (3.9)488 (2.9)473 (2.0)
470 (2.6)465 (3.5)459 (2.9)455 (4.0)490 (3.0)471 (2.1)
474 (2.5)473 (3.5)465 (2.8)457 (4.1)

486 (3.0)471 (2.1)
471 (2.5)
469 (3.6)
462 (2.9)459 (4.0)490 (2.9)471 (2.0)472 (2.5)472 (3.5)
464 (2.9)456 (4.0)

486 (2.9)472 (2.1)
472 (2.6)472 (3.5)465 (3.0)452 (4.0)479 (3.0)477 (2.0)469 (2.6)
466 (3.5)457 (2.9)452 (4.0)

487 (2.9)471 (2.2)
467 (2.6)
467 (3.5)
461 (3.0)456 (4.0)

491 (3.0)472 (2.0)474 (2.5)472 (3.5)
464 (2.9)455 (4.0)453 (2.5)
449 (3.9)453 (2.5)
449 (3.9)454 (2.5)450 (4.0)

461 (2.7)
449 (4.1)

458 (2.7)
449 (4.1)

462 (2.6)451 (3.9)459 (2.8)453 (4.0)452 (2.6)452 (3.9)456 (2.6)
450 (4.0)459 (2.6)451 (4.0)

441 (4.1)

439 (4.1)

441 (4.1)

438 (4.0)444 (4.1)

439 (4.0)

438 (4.1)

446 (4.3)

441 (4.3)

433 (3.9)435 (4.1)

434 (4.1)

435 (4.0)435 (3.9)437 (4.0)

434 (4.0)

436 (3.9)442 (4.1)

435 (4.0)435 (3.9)427 (3.3)

428 (3.3)

426 (3.3)

432 (3.3)

436 (3.3)

432 (3.3)

432 (3.3)

428 (3.3)

430 (3.3)

428 (3.2)

426 (6.2)

427 (6.2)

425 (6.2)

421 (6.0)

428 (6.1)

424 (5.9)427 (6.1)

425 (6.5)

429 (6.2)

423 (5.9)413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)411 (3.8)403 (4.1)
391 (6.1)
371 (5.8)322 (5.0)292 (13.4)
249 (7.6)
491 (0.5)413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)
325 (4.9)289 (13.4)
251 (7.5)
491 (0.5)411 (3.8)401 (4.1)
395 (6.1)
370 (5.8)326 (5.0)291 (13.5)
246 (7.6)
491 (0.5)417 (3.8)
398 (4.2)
389 (6.2)
368 (6.0)
319 (5.1)
293 (12.7)
241 (7.8)
492 (0.5)414 (3.7)
399 (4.1)
392 (6.1)
373 (5.7)
329 (4.9)292 (13.2)
254 (7.4)
491 (0.5)411 (3.9)396 (4.1)
388 (6.2)
369 (5.7)
323 (5.1)
289 (13.8)
247 (7.8)
491 (0.5)411 (3.8)405 (4.1)
397 (6.1)
377 (5.9)326 (5.0)291 (13.7)
258 (7.7)
491 (0.5)414 (3.9)404 (4.1)
388 (6.2)
372 (5.9)
321 (5.1)
286 (14.1)
246 (7.6)
491 (0.5)408 (3.9)398 (4.1)
396 (6.1)
370 (5.7)
328 (4.9)
293 (13.1)
250 (7.6)
491 (0.5)595 (2.2)
545 (1.7)

596 (2.3)
544 (1.7)

596 (2.3)
545 (1.7)595 (2.4)
541 (1.7)

592 (2.4)
544 (1.7)

593 (2.3)
541 (1.7)

594 (2.6)
544 (1.8)601 (2.4)
548 (1.8)594 (2.3)
546 (1.8)593 (2.4)
541 (1.7)

524 (3.2)
523 (2.0)526 (3.1)
524 (2.0)526 (3.1)
524 (2.0)529 (3.1)
523 (2.0)522 (3.0)523 (2.1)

525 (3.0)522 (2.0)527 (3.0)
520 (2.2)

521 (3.2)
523 (2.1)

522 (3.1)
518 (2.0)528 (3.1)
527 (2.1)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
Number of Items (Score Points)*

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)522 (2.5)

521 (2.5)

522 (2.5)

522 (2.6)

521 (2.6)

521 (2.6)

520 (2.7)

517 (2.6)

521 (2.6)

526 (2.6)

418 (2.8)417 (2.8)418 (2.8)417 (2.9)415 (2.9)418 (2.8)418 (2.9)423 (2.8)414 (2.9)419 (2.8)

169 (174)169 (174)

147 (151)

157 (162)

100 (104)

99 (102)124 (128)

91 (94)118 (122)

129 (133)

105 (109)* The number of items and score points are based on the number of items included in scaling the fourth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

545

Exhibit C.2: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

KuwaitMoroccoSouth Africa (5)Pakistan

Philippines

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (2.7)
537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.6)
522 (2.4)
521 (4.9)
521 (3.7)
518 (2.2)
518 (2.9)518 (2.3)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)

Saudi Arabia

Singapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
EnglandSwedenCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaAustria
Denmark
Bulgaria
Slovak Republic
Germany
Netherlands
Northern Ireland
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average

KosovoCountry

North Macedonia

Average Science
Scale Score based on
All Items(Continued)

595 (3.4)
588 (2.1)
567 (3.0)595 (3.4)
588 (2.1)
567 (3.0)595 (3.4)
587 (2.1)
565 (3.1)

598 (3.5)
589 (2.2)
567 (3.1)

602 (3.5)
581 (2.1)
567 (3.0)

591 (3.4)
584 (2.2)565 (3.1)

598 (3.4)
589 (2.1)
567 (3.1)

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)

562 (1.8)558 (1.8)555 (2.6)
542 (2.4)

558 (1.8)556 (1.8)550 (2.6)
541 (2.3)

559 (1.9)
560 (1.8)553 (2.7)
540 (2.4)

561 (1.8)
549 (1.8)554 (2.7)
539 (2.3)

560 (1.9)553 (1.8)553 (2.7)
537 (2.4)564 (1.8)558 (1.8)554 (2.7)
545 (2.3)

562 (1.8)558 (1.8)555 (2.6)
542 (2.4)

539 (2.2)

539 (2.2)535 (2.1)

537 (2.3)

536 (2.2)

536 (2.3)

538 (2.2)

539 (2.2)

539 (2.7)
538 (2.5)537 (2.7)

539 (2.7)
538 (2.5)537 (2.7)

538 (2.8)536 (2.5)
538 (2.7)

540 (2.7)
537 (2.6)
533 (2.7)

541 (2.8)
539 (2.5)536 (2.7)

539 (2.8)541 (2.6)
531 (2.9)536 (2.7)
538 (2.5)537 (2.7)

539 (2.7)
538 (2.5)537 (2.7)

537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)

537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)

533 (3.3)
534 (2.7)
533 (2.4)
530 (3.4)

538 (3.4)
534 (2.7)
534 (2.4)
530 (3.5)

537 (3.4)
534 (2.8)536 (2.4)
529 (3.5)

540 (3.5)
537 (2.8)530 (2.4)
532 (3.5)

536 (3.3)
532 (2.6)
532 (2.4)
530 (3.4)

537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)

531 (2.6)
529 (2.7)
528 (3.2)

531 (2.6)
529 (2.7)
528 (3.2)

531 (2.7)
526 (2.7)
526 (3.1)

532 (2.7)
527 (2.7)
528 (3.2)

533 (2.7)
528 (2.7)
523 (3.2)

533 (2.7)
527 (2.8)523 (3.1)

529 (2.6)
530 (2.7)
529 (3.1)

531 (2.6)
529 (2.7)
528 (3.2)

526 (4.2)
524 (2.2)

526 (4.2)
524 (2.2)

526 (4.3)
524 (2.3)

526 (4.3)
522 (2.3)

525 (4.4)
526 (2.3)

526 (4.3)
527 (2.4)

531 (4.3)
526 (2.2)

526 (4.2)
524 (2.2)

523 (1.9)522 (2.6)

523 (1.9)522 (2.6)

521 (1.9)
521 (2.6)

522 (1.9)
520 (2.6)

524 (1.8)523 (2.6)

521 (1.8)519 (2.7)

522 (1.9)522 (2.6)

523 (1.9)522 (2.6)

522 (2.4)
521 (4.9)

522 (2.4)
521 (4.9)

519 (2.4)
523 (5.0)521 (2.4)
520 (5.1)

520 (2.4)525 (5.0)

520 (2.5)
529 (5.0)

520 (2.4)
519 (5.0)522 (2.4)
521 (4.9)

521 (3.7)
518 (2.2)

521 (3.7)
518 (2.2)

522 (3.7)
517 (2.2)

519 (3.7)
518 (2.3)

518 (3.8)522 (2.2)

519 (3.8)517 (2.2)

520 (3.7)
518 (2.2)

521 (3.7)
518 (2.2)

518 (2.9)518 (2.3)

518 (2.9)518 (2.3)

516 (2.9)517 (2.4)

518 (2.9)518 (2.4)

513 (3.0)516 (2.4)510 (3.0)
512 (2.5)

519 (2.9)518 (2.3)

518 (2.9)518 (2.3)

517 (3.5)
511 (3.0)517 (3.5)
511 (3.0)516 (3.6)512 (3.2)

516 (3.5)
511 (3.1)

523 (3.7)
516 (3.1)

521 (3.5)510 (3.3)

518 (3.5)512 (3.0)517 (3.5)
511 (3.0)

511 (2.0)510 (3.0)

511 (2.0)510 (3.0)510 (2.0)512 (3.1)

514 (2.0)510 (3.1)

513 (2.0)511 (3.2)

515 (2.1)
514 (3.1)

511 (2.0)508 (3.0)

511 (2.0)510 (3.0)504 (2.6)503 (2.3)

504 (2.6)503 (2.3)503 (2.7)502 (2.3)505 (2.7)502 (2.3)

508 (2.7)503 (2.3)

511 (2.7)500 (2.4)503 (2.6)502 (2.3)

504 (2.6)503 (2.3)

501 (2.1)
496 (1.3)
494 (3.1)

501 (2.1)
496 (1.3)
494 (3.1)

499 (2.1)
496 (1.3)
494 (3.1)

500 (2.2)
496 (1.3)
490 (3.1)

498 (2.2)
498 (1.3)
495 (3.1)

491 (2.3)
496 (1.2)
499 (3.1)

501 (2.1)
496 (1.3)
497 (3.1)

501 (2.1)
496 (1.3)
494 (3.1)

493 (3.4)
489 (3.5)493 (3.4)
489 (3.5)495 (3.4)
490 (3.5)

496 (3.4)
490 (3.6)

493 (3.5)488 (3.3)

500 (3.4)
496 (3.5)

491 (3.5)490 (3.5)493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)487 (3.0)475 (2.1)
469 (2.6)463 (3.5)458 (3.0)453 (4.0)

486 (3.0)475 (2.0)472 (2.5)463 (3.4)459 (2.9)453 (3.9)493 (2.9)471 (2.1)
472 (2.5)470 (3.5)465 (2.9)458 (4.1)

490 (3.0)
480 (2.0)473 (2.5)474 (3.6)
462 (3.0)455 (4.1)

487 (2.9)472 (2.1)
466 (2.6)
467 (3.5)459 (3.0)455 (3.9)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)453 (2.5)
449 (3.9)455 (2.6)451 (4.0)455 (2.6)452 (3.9)465 (2.7)450 (3.9)464 (2.7)455 (3.7)454 (2.5)450 (4.1)

453 (2.5)
449 (3.9)

441 (4.1)

441 (4.1)

440 (4.2)

440 (4.1)

440 (4.2)

447 (4.0)442 (4.2)

441 (4.1)

435 (4.1)

435 (4.1)

438 (4.2)

439 (4.0)

437 (4.0)

446 (4.1)

434 (4.0)435 (4.1)

427 (3.3)

427 (3.3)

428 (3.2)

425 (3.3)

429 (3.3)

432 (3.2)

429 (3.3)

427 (3.3)

426 (6.2)

426 (6.2)

427 (6.4)

423 (6.2)

427 (5.9)429 (6.1)

427 (6.2)

426 (6.2)

413 (3.7)
402 (4.1)
392 (6.1)

413 (3.7)
402 (4.1)
392 (6.1)

413 (3.8)405 (4.2)
394 (6.2)

408 (3.8)406 (4.1)
397 (6.1)

411 (3.9)
401 (4.2)
393 (6.2)

413 (4.0)
407 (4.3)
402 (6.3)

415 (3.7)400 (4.1)
390 (6.2)

413 (3.7)
402 (4.1)
392 (6.1)

374 (5.8)374 (5.8)373 (6.0)

371 (5.8)379 (5.9)383 (5.8)

371 (5.9)374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)323 (5.0)
290 (13.5)
249 (7.6)
490 (0.5)325 (5.0)
288 (13.4)
251 (7.6)
491 (0.5)325 (5.0)
290 (13.3)
250 (7.8)
492 (0.5)332 (4.9)295 (13.8)
262 (7.5)
493 (0.5)318 (5.0)291 (13.2)
244 (7.6)
491 (0.5)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)595 (2.2)
545 (1.7)595 (2.2)
545 (1.7)

593 (2.3)
549 (1.8)595 (2.3)
546 (1.7)

593 (2.5)
541 (1.8)

597 (2.4)
548 (1.7)

592 (2.3)
546 (1.7)595 (2.2)
545 (1.7)

524 (3.2)
523 (2.0)524 (3.2)
523 (2.0)522 (3.2)
520 (2.0)523 (3.1)
524 (2.0)525 (3.0)522 (2.1)

521 (3.1)
523 (2.1)

522 (3.1)
523 (2.0)524 (3.2)
523 (2.0)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
Number of Items (Score Points)*

595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)522 (2.5)

522 (2.5)520 (2.6)

519 (2.6)

524 (2.6)

521 (2.7)

521 (2.5)

522 (2.5)418 (2.8)418 (2.8)418 (2.8)421 (2.8)418 (2.8)427 (2.9)416 (2.8)418 (2.8)

169 (174)

168 (173)

168 (173)132 (136)

126 (131)107 (110)105 (108)150 (154)

168 (173)* The number of items and score points are based on the number of items included in scaling the fourth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

546

Exhibit C.2: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Dubai, UAE

Ontario, Canada

Madrid, Spain

Quebec, Canada

Abu Dhabi, UAE

Singapore
Korea, Rep. of
Russian Federation
Japan
Chinese Taipei
Finland
LatviaNorway (5)United States
Lithuania
EnglandSwedenCzech Republic
Australia
Hong Kong SAR
PolandHungary
IrelandTurkey (5)Croatia
CanadaAustria
Denmark
Bulgaria
Slovak Republic
Germany
Netherlands
Northern Ireland
SerbiaCyprusSpain
Italy
Portugal
New Zealand
Belgium (Flemish)
Malta
Kazakhstan
Bahrain
Albania
FranceUnited Arab Emirates
Chile
Armenia
Bosnia and Herzegovina
Georgia
Montenegro
Qatar
Iran, Islamic Rep. of
Oman
Azerbaijan
North Macedonia
KosovoSaudi Arabia
KuwaitMoroccoSouth Africa (5)Pakistan
Philippines
International Average

Moscow City, Russian Fed.

Country

Benchmarking Participants

Average Science
Scale Score based on
All Items(Continued)

595 (3.4)
588 (2.1)
567 (3.0)562 (1.8)558 (1.8)555 (2.6)
542 (2.4)
539 (2.2)
539 (2.7)
538 (2.5)537 (2.7)
537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)
531 (2.6)
529 (2.7)
528 (3.2)
526 (4.2)
524 (2.2)
523 (1.9)522 (2.6)
522 (2.4)
521 (4.9)
521 (3.7)
518 (2.2)
518 (2.9)518 (2.3)
517 (3.5)
511 (3.0)
511 (2.0)510 (3.0)504 (2.6)503 (2.3)
501 (2.1)
496 (1.3)
494 (3.1)
493 (3.4)
489 (3.5)488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)453 (2.5)
449 (3.9)
441 (4.1)
435 (4.1)
427 (3.3)
426 (6.2)
413 (3.7)
402 (4.1)
392 (6.1)
374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)590 (3.5)
584 (2.2)
567 (3.0)595 (3.4)
588 (2.1)
567 (3.0)593 (3.4)
589 (2.2)565 (3.0)

589 (3.5)
584 (2.1)
567 (3.0)

591 (3.4)585 (2.2)
567 (3.0)595 (3.4)
588 (2.1)
567 (3.0)556 (1.9)556 (1.8)557 (2.7)
540 (2.4)

562 (1.8)558 (1.8)555 (2.6)
542 (2.4)

559 (1.8)559 (1.9)556 (2.7)
542 (2.4)553 (1.8)554 (1.8)555 (2.6)
540 (2.5)561 (1.9)556 (1.8)553 (2.7)
544 (2.3)

562 (1.8)558 (1.8)555 (2.6)
542 (2.4)

541 (2.2)

539 (2.2)

539 (2.2)

540 (2.2)

536 (2.3)

539 (2.2)

541 (2.8)532 (2.5)
540 (2.8)

539 (2.7)
538 (2.5)537 (2.7)

542 (2.8)
538 (2.5)
538 (2.7)

541 (2.8)536 (2.5)
539 (2.7)535 (2.8)
540 (2.5)537 (2.8)

539 (2.7)
538 (2.5)537 (2.7)

542 (3.4)535 (2.8)535 (2.4)
533 (3.4)

537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)

537 (3.4)535 (2.8)534 (2.4)
531 (3.4)

540 (3.4)535 (2.7)
536 (2.4)
531 (3.4)

539 (3.4)
539 (2.8)531 (2.4)
530 (3.5)

537 (3.3)
534 (2.6)
533 (2.4)
531 (3.3)

535 (2.7)

531 (2.6)

532 (2.7)

534 (2.6)

533 (2.7)

531 (2.6)

533 (2.7)
528 (3.2)

529 (2.7)
528 (3.2)

530 (2.8)
529 (3.3)

533 (2.7)
529 (3.3)

535 (2.8)524 (3.2)

529 (2.7)
528 (3.2)

524 (4.2)
523 (2.2)

526 (4.2)
524 (2.2)

526 (4.2)
523 (2.3)

525 (4.2)
523 (2.3)

531 (4.3)
524 (2.4)

526 (4.2)
524 (2.2)525 (1.9)
521 (2.6)

523 (1.9)522 (2.6)525 (1.9)
520 (2.6)

526 (1.8)522 (2.6)

523 (1.9)
519 (2.6)

523 (1.9)522 (2.6)525 (2.4)
524 (4.7)

522 (2.4)
521 (4.9)524 (2.4)
524 (5.0)523 (2.4)
523 (5.0)519 (2.5)523 (4.9)

522 (2.4)
521 (4.9)

521 (3.6)
519 (2.2)

521 (3.7)
518 (2.2)

521 (3.7)515 (2.2)

521 (3.8)518 (2.2)525 (3.7)
516 (2.3)

521 (3.7)
518 (2.2)

514 (3.0)
520 (2.4)

518 (2.9)518 (2.3)

516 (2.9)
520 (2.4)

517 (2.9)522 (2.4)514 (3.1)
515 (2.5)

518 (2.9)518 (2.3)

515 (3.5)
511 (3.0)517 (3.5)
511 (3.0)517 (3.5)
516 (3.1)

514 (3.4)
511 (3.0)

520 (3.4)
511 (3.0)517 (3.5)
511 (3.0)514 (2.0)513 (3.1)

511 (2.0)510 (3.0)

511 (2.0)512 (3.1)

514 (2.0)514 (3.1)

511 (2.0)513 (3.2)

511 (2.0)510 (3.0)507 (2.7)505 (2.3)

504 (2.6)503 (2.3)505 (2.7)505 (2.3)

506 (2.6)506 (2.3)

506 (2.7)
501 (2.4)504 (2.6)503 (2.3)

497 (2.2)
496 (1.2)

501 (2.1)
496 (1.3)500 (2.2)
497 (1.3)500 (2.2)
496 (1.3)

499 (2.2)
492 (1.3)

501 (2.1)
496 (1.3)

489 (3.1)
492 (3.5)488 (3.5)

494 (3.1)
493 (3.4)
489 (3.5)489 (3.1)
492 (3.5)488 (3.6)

489 (3.1)
492 (3.4)487 (3.4)495 (3.0)493 (3.5)490 (3.5)

494 (3.1)
493 (3.4)
489 (3.5)490 (3.0)473 (2.0)474 (2.5)471 (3.4)
461 (2.9)454 (4.0)

488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)488 (3.0)472 (2.1)
472 (2.6)
467 (3.4)
461 (2.9)453 (4.0)

491 (3.0)471 (2.0)475 (2.6)
467 (3.5)
462 (2.8)458 (4.0)484 (3.0)469 (2.1)
470 (2.6)476 (3.4)
463 (2.9)
460 (4.0)

488 (3.0)473 (2.1)
469 (2.6)
466 (3.4)459 (2.9)454 (3.9)456 (2.6)
450 (4.0)453 (2.5)
449 (3.9)456 (2.6)
450 (3.9)458 (2.5)451 (4.0)457 (2.6)445 (4.0)453 (2.5)
449 (3.9)435 (3.9)

441 (4.1)

437 (4.1)

437 (4.0)442 (4.2)

441 (4.1)

435 (4.0)429 (3.2)

435 (4.1)
427 (3.3)

437 (4.0)428 (3.2)

432 (4.0)429 (3.3)

436 (4.0)
436 (3.3)

435 (4.1)
427 (3.3)

424 (6.0)
408 (3.8)426 (6.2)
413 (3.7)

427 (6.1)
409 (3.8)423 (6.1)
412 (3.7)

428 (5.9)
410 (3.8)426 (6.2)
413 (3.7)

401 (4.0)395 (6.1)

402 (4.1)
392 (6.1)

405 (4.1)
396 (6.1)

404 (4.0)394 (6.1)

398 (4.1)
389 (6.1)

402 (4.1)
392 (6.1)

374 (5.7)
327 (4.9)295 (12.9)
256 (7.5)
491 (0.5)374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)371 (5.7)
326 (4.9)291 (13.4)
249 (7.5)
491 (0.5)370 (5.8)
325 (5.0)
289 (13.4)
246 (7.7)
491 (0.5)375 (5.6)
323 (4.9)296 (13.0)
252 (7.7)
491 (0.5)374 (5.8)324 (4.9)
290 (13.4)
249 (7.5)
491 (0.5)595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)418 (2.8)594 (2.4)
543 (1.7)
526 (3.1)
526 (2.0)523 (2.6)595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)

594 (2.3)
543 (1.8)
528 (3.2)
521 (2.0)
520 (2.7)595 (2.3)
542 (1.7)
528 (3.0)525 (2.0)524 (2.6)

597 (2.4)
540 (1.8)524 (3.2)
523 (2.0)522 (2.6)595 (2.2)
545 (1.7)
524 (3.2)
523 (2.0)522 (2.5)420 (2.8)418 (2.8)417 (2.8)417 (2.8)414 (2.9)418 (2.8)

169 (174)

125 (129)

169 (174)

126 (129)136 (140)

107 (110)169 (174)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Ontario, Canada
Madrid, Spain
Quebec, Canada
Abu Dhabi, UAE
Number of Items (Score Points)** The number of items and score points are based on the number of items included in scaling the fourth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

547

Exhibit C.3: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IrelandLithuania
IsraelAustralia
Hungary
EnglandUnited States
Finland
Norway (9)SwedenCyprusPortugal
Italy
TurkeyKazakhstan
FranceNew ZealandBahrainRomania
United Arab Emirates
Georgia
Malaysia
Iran, Islamic Rep. of
Qatar
Chile
LebanonJordanEgypt
Oman
KuwaitSaudi Arabia
South Africa (9)MoroccoInternational Average

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (5.3)
515 (4.8)509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)
489 (0.6)

Australia

IsraelLithuania

Ireland

Russian Federation

Hong Kong SAR

Japan

Korea, Rep. ofChinese Taipei

Country

Singapore

Average Mathematics
Scale Score based on
All Items

Read down the column under a country name to compare achievement scores based on the items identified by that country. Scores on the diagonal are countries’ achievement scoresbased on the test items they identified.

617 (4.0)

616 (4.0)615 (3.9)615 (3.9)

617 (4.0)

617 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)613 (2.7)

617 (2.8)613 (2.7)

611 (2.7)615 (2.8)615 (2.8)613 (2.7)615 (2.8)613 (2.7)

612 (2.7)

608 (2.8)606 (2.8)610 (2.8)

607 (2.8)606 (2.8)

607 (2.8)605 (2.8)603 (2.8)

607 (2.8)605 (2.8)593 (2.7)

593 (2.7)595 (2.7)

599 (2.8)593 (2.7)

592 (2.7)595 (2.8)

591 (2.7)

594 (2.7)

594 (2.8)

578 (4.0)

581 (4.1)

578 (4.0)

577 (4.0)583 (4.1)

579 (4.0)

578 (4.1)

580 (4.1)

578 (4.0)

578 (4.1)

544 (4.5)

546 (4.5)

543 (4.5)

540 (4.5)

546 (4.5)

548 (4.6)

543 (4.5)

545 (4.5)

544 (4.5)

542 (4.5)

524 (2.6)

523 (2.7)

526 (2.6)

526 (2.6)

524 (2.7)525 (2.7)

524 (2.7)

524 (2.7)

524 (2.6)525 (2.7)

520 (2.9)522 (3.0)

520 (2.9)

521 (2.9)522 (3.0)522 (3.0)

521 (3.0)523 (3.0)

520 (2.9)

521 (3.0)

520 (4.3)

519 (4.3)

520 (4.2)

520 (4.2)

519 (4.2)

520 (4.3)

519 (4.2)

518 (4.3)

520 (4.3)

519 (4.2)

516 (3.8)515 (3.8)517 (3.7)

519 (3.7)

516 (3.8)515 (3.8)518 (3.8)517 (3.8)517 (3.8)518 (3.8)515 (2.9)517 (3.0)516 (2.9)518 (2.9)517 (2.9)517 (3.0)517 (2.9)518 (3.0)516 (2.9)517 (2.9)514 (5.3)512 (5.3)

515 (5.2)

518 (5.2)

515 (5.3)

513 (5.3)

516 (5.3)

515 (5.3)

515 (5.3)

516 (5.3)

515 (4.7)

514 (4.7)515 (4.7)515 (4.7)

514 (4.6)515 (4.9)515 (4.8)514 (4.7)

516 (4.8)515 (4.8)509 (2.6)509 (2.6)510 (2.6)

511 (2.6)510 (2.6)509 (2.6)509 (2.6)509 (2.6)509 (2.6)509 (2.6)503 (2.4)

501 (2.4)504 (2.4)506 (2.4)503 (2.4)502 (2.4)503 (2.4)502 (2.5)503 (2.4)504 (2.4)503 (2.5)502 (2.5)504 (2.6)506 (2.6)504 (2.6)502 (2.5)503 (2.6)502 (2.5)503 (2.6)504 (2.6)

501 (1.6)

501 (1.6)500 (1.6)

501 (1.6)

501 (1.6)503 (1.6)

502 (1.6)

501 (1.6)

501 (1.6)

502 (1.6)500 (3.2)

500 (3.2)

501 (3.2)

500 (3.2)

500 (3.1)

502 (3.2)

500 (3.2)

500 (3.2)

501 (3.2)

500 (3.2)

498 (2.7)

498 (2.7)

496 (2.7)

497 (2.7)

498 (2.8)

497 (2.8)

498 (2.7)

498 (2.8)

497 (2.7)

498 (2.7)

496 (4.3)

495 (4.3)

496 (4.2)

495 (4.3)

495 (4.3)

495 (4.3)

496 (4.3)

494 (4.3)

496 (4.3)

496 (4.3)

488 (3.3)

491 (3.4)487 (3.2)

485 (3.3)

490 (3.3)

491 (3.4)487 (3.3)

489 (3.3)

488 (3.3)

486 (3.2)

481 (2.5)482 (2.5)482 (2.5)484 (2.4)483 (2.5)

480 (2.5)483 (2.5)481 (2.5)483 (2.5)482 (2.5)

480 (3.4)

480 (3.4)

481 (3.4)484 (3.4)

480 (3.4)

479 (3.4)482 (3.4)

481 (3.4)482 (3.4)482 (3.4)

479 (1.8)479 (1.7)

480 (1.7)

482 (1.7)

481 (1.7)478 (1.7)

481 (1.7)

480 (1.7)

481 (1.7)

480 (1.7)

480 (4.3)

482 (4.3)

479 (4.2)

477 (4.1)

481 (4.3)

482 (4.3)

479 (4.2)

479 (4.3)

479 (4.3)

478 (4.2)

474 (1.9)474 (1.9)473 (1.8)473 (1.8)474 (1.9)474 (1.9)474 (1.8)473 (1.9)474 (1.9)473 (1.8)

462 (4.3)

465 (4.3)

463 (4.3)

460 (4.3)

464 (4.3)

466 (4.3)

462 (4.3)

463 (4.3)

462 (4.4)

461 (4.3)

461 (3.1)

461 (3.2)

461 (3.1)

462 (3.1)

461 (3.1)

461 (3.2)

461 (3.2)

461 (3.2)

460 (3.2)

461 (3.2)

445 (3.7)

446 (3.8)445 (3.7)

446 (3.7)

446 (3.8)446 (3.7)

447 (3.7)

446 (3.8)

447 (3.7)

447 (3.8)445 (3.9)443 (3.9)443 (4.0)443 (4.1)

445 (3.9)443 (4.0)443 (4.0)443 (4.0)443 (4.1)

443 (4.0)

441 (2.8)441 (2.9)440 (2.8)442 (2.8)442 (2.8)440 (2.9)441 (2.8)441 (2.9)441 (2.8)442 (2.8)430 (2.9)434 (2.9)

430 (2.9)428 (2.9)434 (2.9)434 (2.9)429 (2.9)431 (2.9)428 (3.0)428 (2.9)421 (4.3)

422 (4.3)

419 (4.2)

417 (4.2)

420 (4.2)

421 (4.3)

421 (4.2)

420 (4.2)

420 (4.3)

420 (4.2)

414 (5.2)

414 (5.2)

414 (5.2)

411 (5.1)

415 (5.1)

414 (5.2)

412 (5.2)

412 (5.2)

414 (5.2)

412 (5.2)

410 (2.8)412 (2.8)410 (2.7)

410 (2.7)

411 (2.8)409 (2.8)410 (2.7)

410 (2.8)410 (2.7)

409 (2.8)402 (5.0)400 (5.1)

400 (5.0)

402 (4.9)

401 (5.0)400 (5.0)

402 (4.9)402 (5.0)403 (5.0)

402 (5.0)395 (2.5)

390 (2.6)

393 (2.6)395 (2.6)

391 (2.6)

392 (2.6)

394 (2.5)391 (2.6)395 (2.5)

392 (2.6)

391 (2.3)

391 (2.3)

391 (2.2)

390 (2.2)

392 (2.2)

391 (2.3)

389 (2.3)

391 (2.3)

390 (2.3)

389 (2.3)

387 (2.3)

390 (2.3)

390 (2.2)

388 (2.3)

391 (2.3)

387 (2.4)

387 (2.3)

389 (2.3)

387 (2.3)

387 (2.3)

489 (0.6)489 (0.6)489 (0.5)489 (0.5)490 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)Number of Items (Score Points)*

575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)
206 (217)

576 (4.2)

577 (4.2)

574 (4.1)

572 (4.1)

576 (4.2)

580 (4.3)

575 (4.1)

577 (4.1)

575 (4.2)

574 (4.1)

543 (3.6)

542 (3.7)

544 (3.7)

545 (3.7)

544 (3.7)

542 (3.7)

543 (3.7)

543 (3.7)

543 (3.7)

544 (3.7)

537 (2.0)536 (2.0)536 (2.0)536 (2.1)

536 (2.1)

536 (2.1)

537 (2.0)536 (2.1)

537 (2.0)536 (2.0)529 (4.3)

528 (4.3)

528 (4.2)

532 (4.2)

529 (4.3)

526 (4.3)

530 (4.3)

530 (4.3)

530 (4.2)

531 (4.2)

442 (4.4)443 (4.4)

442 (4.4)

441 (4.4)443 (4.4)

442 (4.5)

441 (4.4)443 (4.4)

441 (4.4)

441 (4.4)

437 (2.9)436 (2.9)436 (2.9)436 (2.9)437 (2.9)436 (2.9)436 (2.9)435 (2.9)436 (2.9)436 (2.9)421 (3.0)422 (3.0)421 (2.9)421 (2.9)422 (3.0)421 (3.0)420 (3.0)422 (3.0)421 (3.0)421 (3.0)

198 (209)

185 (195)

185 (194)

177 (186)

177 (187)

170 (180)

200 (211)

183 (194)

200 (211)

188 (198)* The number of items and score points are based on the number of items included in scaling the eighth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

548

Exhibit C.3: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IrelandLithuania
IsraelAustralia
Hungary
EnglandUnited States
Finland
Norway (9)SwedenCyprusPortugal
Italy
TurkeyKazakhstan
FranceNew ZealandBahrainRomania
United Arab Emirates
Georgia
Malaysia
Iran, Islamic Rep. of
Qatar
Chile
LebanonJordanEgypt
Oman
KuwaitSaudi Arabia
South Africa (9)MoroccoInternational Average

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (5.3)
515 (4.8)509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)
489 (0.6)

TurkeyItaly

Portugal

CyprusSwedenNorway (9)FinlandUnited States

England

Country

Hungary

Average Mathematics
Scale Score based on
All Items(Continued)

616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)614 (3.9)614 (4.0)

618 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

612 (2.7)

612 (2.7)

612 (2.7)

612 (2.7)

611 (2.7)

611 (2.7)

613 (2.8)614 (2.8)611 (2.7)

612 (2.7)

607 (2.8)606 (2.8)

607 (2.8)

607 (2.8)605 (2.8)604 (2.8)609 (2.8)605 (2.8)605 (2.8)606 (2.8)594 (2.7)

593 (2.7)

594 (2.7)

593 (2.7)

592 (2.7)

592 (2.8)

591 (2.8)593 (2.7)

593 (2.7)

593 (2.7)

578 (4.1)

578 (4.1)

578 (4.1)

578 (4.1)

577 (4.1)

578 (4.1)

577 (4.1)

580 (4.1)

579 (4.1)

578 (4.1)

543 (4.5)

543 (4.5)

544 (4.6)

543 (4.6)

541 (4.5)

541 (4.4)

544 (4.6)

545 (4.5)

543 (4.5)

543 (4.6)

524 (2.6)

524 (2.7)

524 (2.6)

524 (2.7)525 (2.7)525 (2.7)525 (2.7)

523 (2.7)525 (2.7)

524 (2.7)

520 (2.9)

521 (2.9)

520 (2.9)

521 (2.9)

521 (3.0)522 (3.0)519 (3.0)522 (3.0)

521 (3.0)

521 (3.0)519 (4.3)

519 (4.3)

519 (4.3)

520 (4.3)

519 (4.3)

518 (4.2)

523 (4.3)

518 (4.2)

518 (4.2)

520 (4.3)

517 (3.8)518 (3.8)517 (3.8)518 (3.8)519 (3.8)519 (3.8)517 (3.8)516 (3.8)518 (3.8)518 (3.8)517 (2.9)517 (2.9)517 (2.9)517 (2.9)517 (2.9)516 (2.9)515 (3.0)

518 (3.0)

518 (2.9)517 (2.9)515 (5.3)

515 (5.3)

515 (5.3)

515 (5.3)

516 (5.3)

515 (5.3)

515 (5.2)

514 (5.3)

516 (5.3)

516 (5.2)

515 (4.8)515 (4.8)515 (4.8)516 (4.8)516 (4.8)514 (4.7)

516 (4.8)514 (4.7)515 (4.8)515 (4.7)509 (2.6)509 (2.6)509 (2.6)509 (2.6)510 (2.6)510 (2.6)509 (2.6)509 (2.6)509 (2.6)509 (2.6)503 (2.4)503 (2.4)503 (2.4)504 (2.5)504 (2.5)504 (2.4)502 (2.4)503 (2.4)504 (2.4)504 (2.4)503 (2.5)502 (2.6)503 (2.6)503 (2.6)504 (2.6)504 (2.6)503 (2.6)503 (2.6)503 (2.6)503 (2.6)

501 (1.6)

501 (1.6)

501 (1.6)

501 (1.7)

501 (1.6)500 (1.6)

507 (1.6)

501 (1.6)

501 (1.6)

501 (1.6)500 (3.2)

500 (3.2)

500 (3.2)

500 (3.2)

500 (3.2)

500 (3.2)

497 (3.3)

501 (3.2)

501 (3.2)

501 (3.2)

497 (2.7)

498 (2.7)

498 (2.7)

498 (2.8)

498 (2.7)

496 (2.8)500 (2.8)

498 (2.8)

498 (2.8)

498 (2.8)496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

495 (4.3)

494 (4.3)

498 (4.4)494 (4.3)

494 (4.3)

496 (4.3)

488 (3.3)

488 (3.3)

488 (3.3)

487 (3.3)

486 (3.3)

486 (3.2)

488 (3.4)

490 (3.3)

487 (3.3)

488 (3.3)

483 (2.5)483 (2.5)483 (2.5)483 (2.5)483 (2.5)484 (2.5)478 (2.5)482 (2.5)483 (2.5)483 (2.5)482 (3.4)

481 (3.4)482 (3.4)482 (3.4)483 (3.4)483 (3.4)

480 (3.4)

480 (3.4)482 (3.4)

481 (3.4)

481 (1.7)

482 (1.7)

481 (1.7)

481 (1.7)

481 (1.7)

480 (1.7)

480 (1.6)

482 (1.7)

481 (1.7)

481 (1.7)479 (4.3)

479 (4.2)

479 (4.3)

478 (4.3)

478 (4.2)

476 (4.2)

483 (4.3)

480 (4.3)

477 (4.2)

479 (4.3)

473 (1.9)473 (1.8)473 (1.9)473 (1.8)473 (1.8)472 (1.8)475 (1.9)474 (1.9)472 (1.9)473 (1.9)

461 (4.3)

461 (4.3)

461 (4.3)

461 (4.4)

461 (4.3)

460 (4.3)

468 (4.3)

463 (4.4)

461 (4.3)

461 (4.3)

461 (3.2)

461 (3.2)

461 (3.2)

461 (3.2)

461 (3.2)

462 (3.2)

460 (3.2)

461 (3.2)

461 (3.2)

461 (3.2)

446 (3.7)

446 (3.7)

446 (3.7)

447 (3.8)

447 (3.7)

447 (3.8)

447 (3.7)

446 (3.8)

447 (3.8)

447 (3.8)443 (4.0)443 (4.0)443 (4.0)443 (4.0)443 (4.0)443 (4.0)445 (4.1)

443 (4.0)442 (4.0)444 (4.0)

441 (2.8)441 (2.8)441 (2.8)441 (2.8)441 (2.8)441 (2.8)442 (2.9)440 (2.9)441 (2.8)441 (2.8)429 (2.9)

430 (2.9)429 (2.9)429 (2.9)428 (2.9)426 (2.9)433 (3.0)433 (2.9)

430 (2.9)

430 (2.9)420 (4.3)

419 (4.3)

420 (4.3)

420 (4.2)

420 (4.2)

419 (4.1)

419 (4.2)

421 (4.3)

419 (4.2)

419 (4.3)

413 (5.2)

413 (5.2)

413 (5.2)

412 (5.2)

412 (5.2)

411 (5.2)

417 (5.3)

414 (5.2)

412 (5.2)

412 (5.2)

411 (2.8)411 (2.8)411 (2.8)410 (2.8)410 (2.8)410 (2.8)410 (2.9)412 (2.8)410 (2.8)411 (2.8)403 (5.0)403 (5.0)403 (5.0)403 (5.0)403 (5.0)403 (4.9)399 (5.2)

403 (5.0)

402 (5.0)

402 (5.0)394 (2.5)393 (2.6)

394 (2.5)393 (2.5)394 (2.6)

394 (2.6)

393 (2.7)

393 (2.6)

391 (2.6)

393 (2.5)389 (2.3)

389 (2.3)

389 (2.3)

389 (2.3)

389 (2.3)

389 (2.2)

389 (2.4)

391 (2.3)

389 (2.3)

390 (2.3)

388 (2.3)

388 (2.3)

388 (2.3)

388 (2.3)

387 (2.2)

389 (2.3)

385 (2.3)

390 (2.3)

388 (2.3)

388 (2.3)

489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)Number of Items (Score Points)*

575 (4.2)

575 (4.1)

575 (4.2)

575 (4.2)

574 (4.1)

574 (4.1)

576 (4.3)

576 (4.2)

575 (4.1)

575 (4.2)

543 (3.7)

544 (3.7)

543 (3.7)

544 (3.7)

544 (3.7)

545 (3.8)

542 (3.7)

543 (3.8)545 (3.7)

544 (3.7)

575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)

537 (2.0)536 (2.0)537 (2.0)537 (2.0)536 (2.0)535 (2.0)538 (2.1)

536 (2.0)536 (2.0)536 (2.0)530 (4.3)

530 (4.3)

530 (4.3)

530 (4.2)

531 (4.3)

531 (4.2)

526 (4.3)

530 (4.3)

531 (4.3)

530 (4.3)

441 (4.4)

441 (4.4)

441 (4.4)

441 (4.4)

441 (4.4)

441 (4.4)

442 (4.6)

442 (4.4)

441 (4.4)

442 (4.4)

436 (2.9)436 (2.9)436 (2.9)436 (2.9)436 (2.9)435 (2.9)439 (3.0)

436 (2.9)435 (2.9)436 (2.9)421 (3.0)421 (3.0)421 (3.0)421 (3.0)421 (3.0)420 (2.9)422 (3.0)422 (3.0)420 (3.0)421 (3.0)

206 (217)

206 (217)

202 (213)

206 (217)

198 (209)

193 (204)177 (187)

140 (148)

187 (198)

194 (204)

197 (208)* The number of items and score points are based on the number of items included in scaling the eighth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

549

Exhibit C.3: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IrelandLithuania
IsraelAustralia
Hungary
EnglandUnited States
Finland
Norway (9)SwedenCyprusPortugal
Italy
TurkeyKazakhstan
FranceNew ZealandBahrainRomania
United Arab Emirates
Georgia
Malaysia
Iran, Islamic Rep. of
Qatar
Chile
LebanonJordanEgypt
Oman
KuwaitSaudi Arabia
South Africa (9)MoroccoInternational Average

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (5.3)
515 (4.8)509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)
489 (0.6)

Qatar

Iran, Islamic Rep. of

Malaysia

Georgia

United Arab Emirates

Romania

Bahrain

New ZealandFranceCountry

Kazakhstan

Average Mathematics
Scale Score based on
All Items(Continued)

616 (4.0)

616 (4.0)613 (3.9)616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

617 (4.0)

612 (2.7)

613 (2.7)

611 (2.7)

612 (2.7)

612 (2.7)

612 (2.7)615 (2.8)613 (2.7)615 (2.8)613 (2.8)

607 (2.8)604 (2.8)603 (2.8)

607 (2.8)

607 (2.8)

607 (2.8)

607 (2.8)

607 (2.8)604 (2.7)

607 (2.8)594 (2.7)

593 (2.8)

592 (2.8)594 (2.7)

594 (2.7)

594 (2.7)

594 (2.8)594 (2.7)

591 (2.7)

593 (2.8)

578 (4.1)

579 (4.1)

575 (4.1)

578 (4.1)

578 (4.1)

578 (4.1)

578 (4.0)

578 (4.1)

580 (4.2)

579 (4.1)

543 (4.5)

543 (4.5)

540 (4.4)

543 (4.5)

543 (4.5)

543 (4.5)

545 (4.5)

543 (4.5)

544 (4.4)545 (4.6)

524 (2.6)

524 (2.7)

526 (2.7)

524 (2.6)

524 (2.6)

524 (2.6)525 (2.7)

524 (2.6)525 (2.7)

526 (2.7)

520 (2.9)

521 (3.0)

521 (3.0)

520 (2.9)

520 (2.9)

520 (2.9)

521 (3.0)

520 (2.9)522 (3.0)522 (3.0)519 (4.3)

518 (4.2)

517 (4.2)

519 (4.3)

519 (4.3)

519 (4.3)

519 (4.3)

519 (4.3)

518 (4.2)

519 (4.3)

517 (3.8)518 (3.8)520 (3.8)517 (3.8)517 (3.8)517 (3.8)517 (3.8)517 (3.8)518 (3.8)518 (3.8)517 (2.9)517 (2.9)517 (2.9)517 (2.9)517 (2.9)517 (2.9)518 (2.9)517 (2.9)516 (2.9)518 (2.9)515 (5.3)

515 (5.2)

517 (5.3)

515 (5.3)

515 (5.3)

515 (5.3)

514 (5.2)

515 (5.3)

515 (5.3)

516 (5.2)

515 (4.8)514 (4.7)

514 (4.8)515 (4.8)515 (4.8)515 (4.8)516 (4.8)515 (4.8)513 (4.7)

517 (4.8)509 (2.6)509 (2.6)510 (2.6)509 (2.6)509 (2.6)509 (2.6)510 (2.6)509 (2.6)509 (2.6)510 (2.6)503 (2.4)503 (2.4)505 (2.4)503 (2.4)503 (2.4)503 (2.4)503 (2.4)503 (2.4)503 (2.4)504 (2.4)503 (2.5)503 (2.5)504 (2.6)503 (2.5)503 (2.5)503 (2.5)502 (2.5)503 (2.5)504 (2.5)502 (2.5)501 (1.6)

502 (1.6)

499 (1.7)

501 (1.6)

501 (1.6)

501 (1.6)

502 (1.6)

501 (1.6)

502 (1.6)

502 (1.6)500 (3.2)

501 (3.2)

501 (3.2)

500 (3.2)

500 (3.2)

500 (3.2)

501 (3.2)

500 (3.2)

501 (3.2)

500 (3.2)

497 (2.7)

498 (2.7)

498 (2.8)

497 (2.7)

497 (2.7)

497 (2.7)

497 (2.7)

498 (2.7)

499 (2.8)

498 (2.8)496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

495 (4.3)

488 (3.3)

487 (3.3)

484 (3.3)

488 (3.3)

488 (3.3)

488 (3.3)

490 (3.4)

488 (3.3)

486 (3.3)

488 (3.3)

483 (2.5)483 (2.5)483 (2.5)483 (2.5)483 (2.5)483 (2.5)482 (2.5)483 (2.5)483 (2.5)483 (2.5)482 (3.4)482 (3.4)484 (3.4)482 (3.4)482 (3.4)482 (3.4)

481 (3.4)482 (3.4)482 (3.3)

481 (3.4)

481 (1.7)

481 (1.7)

481 (1.6)

481 (1.7)

481 (1.7)

481 (1.7)479 (1.7)

481 (1.7)

480 (1.7)

480 (1.7)479 (4.3)

479 (4.3)

476 (4.2)

479 (4.3)

479 (4.3)

479 (4.3)

481 (4.3)

479 (4.3)

479 (4.2)

480 (4.3)

473 (1.9)473 (1.9)472 (1.8)473 (1.9)473 (1.9)473 (1.9)474 (1.8)473 (1.9)473 (1.9)474 (1.8)

461 (4.3)

462 (4.3)

460 (4.3)

461 (4.3)

461 (4.3)

461 (4.3)

463 (4.3)

461 (4.3)

463 (4.3)

462 (4.4)

461 (3.2)

461 (3.2)

462 (3.2)

461 (3.2)

461 (3.2)

461 (3.2)

462 (3.1)

461 (3.2)

461 (3.2)

461 (3.2)

446 (3.7)

447 (3.8)

448 (3.8)446 (3.7)

446 (3.7)

446 (3.7)

443 (3.7)

446 (3.7)

448 (3.8)

441 (3.8)443 (4.0)444 (4.0)443 (4.0)443 (4.0)443 (4.0)443 (4.0)443 (3.9)443 (4.0)443 (4.0)443 (4.0)

441 (2.8)441 (2.8)442 (2.8)441 (2.8)441 (2.8)441 (2.8)440 (2.9)441 (2.8)442 (2.8)440 (2.9)429 (2.9)

430 (2.9)423 (3.0)429 (2.9)429 (2.9)429 (2.9)431 (2.9)429 (2.9)431 (2.9)432 (2.9)420 (4.3)

420 (4.2)

418 (4.1)

420 (4.3)

420 (4.3)

420 (4.3)

419 (4.3)

420 (4.3)

419 (4.2)

417 (4.2)

413 (5.2)

413 (5.2)

409 (5.2)

413 (5.2)

413 (5.2)

413 (5.2)

414 (5.2)

413 (5.2)

412 (5.2)

414 (5.2)

411 (2.8)410 (2.7)

410 (2.8)411 (2.8)411 (2.8)411 (2.8)410 (2.8)411 (2.8)410 (2.8)411 (2.8)403 (5.0)

402 (5.0)

402 (4.9)403 (5.0)403 (5.0)403 (5.0)

402 (5.0)403 (5.0)400 (5.0)403 (5.1)

394 (2.5)394 (2.6)

394 (2.5)394 (2.5)394 (2.5)394 (2.5)393 (2.5)394 (2.5)391 (2.6)395 (2.5)389 (2.3)

389 (2.3)

389 (2.3)

389 (2.3)

389 (2.3)

389 (2.3)

390 (2.3)

389 (2.3)

388 (2.3)

387 (2.3)

388 (2.3)

388 (2.3)

387 (2.3)

388 (2.3)

388 (2.3)

388 (2.3)

389 (2.3)

388 (2.3)

389 (2.3)

390 (2.3)

489 (0.6)489 (0.6)488 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)Number of Items (Score Points)*

575 (4.2)

576 (4.1)

573 (4.1)

575 (4.2)

575 (4.2)

575 (4.2)

577 (4.2)

575 (4.2)

575 (4.1)

577 (4.2)

543 (3.7)

544 (3.7)

545 (3.8)

543 (3.7)

543 (3.7)

543 (3.7)

542 (3.6)

543 (3.7)

545 (3.7)

545 (3.7)

575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)

537 (2.0)536 (2.0)536 (2.1)

537 (2.0)537 (2.0)537 (2.0)536 (2.0)536 (2.0)536 (2.0)537 (2.0)530 (4.3)

530 (4.3)

533 (4.3)

530 (4.3)

530 (4.3)

530 (4.3)

528 (4.2)

530 (4.3)

530 (4.3)

529 (4.3)

441 (4.4)

441 (4.4)

442 (4.4)

441 (4.4)

441 (4.4)

441 (4.4)

442 (4.4)

441 (4.4)

441 (4.4)

439 (4.5)

436 (2.9)436 (2.9)434 (2.9)436 (2.9)436 (2.9)436 (2.9)437 (2.9)436 (2.9)435 (2.9)437 (2.9)421 (3.0)420 (3.0)421 (3.0)421 (3.0)421 (3.0)421 (3.0)421 (3.0)421 (3.0)420 (3.0)419 (3.0)

206 (217)

206 (217)

196 (207)

177 (187)

206 (217)

206 (217)

206 (217)

186 (195)

205 (216)

184 (194)

186 (197)* The number of items and score points are based on the number of items included in scaling the eighth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

550

Exhibit C.3: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IrelandLithuania
IsraelAustralia
Hungary
EnglandUnited States
Finland
Norway (9)SwedenCyprusPortugal
Italy
TurkeyKazakhstan
FranceNew ZealandBahrainRomania
United Arab Emirates
Georgia
Malaysia
Iran, Islamic Rep. of
Qatar
Chile
LebanonJordanEgypt
Oman
KuwaitSaudi Arabia
South Africa (9)MoroccoInternational Average

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (5.3)
515 (4.8)509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)
489 (0.6)

MoroccoSouth Africa (9)Saudi Arabia

Kuwait

Oman

Egypt

JordanLebanonCountry

Chile

Average Mathematics
Scale Score based on
All Items(Continued)

618 (4.0)

618 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)

617 (4.0)613 (2.8)

617 (2.8)613 (2.7)

613 (2.7)

614 (2.8)614 (2.8)612 (2.7)

613 (2.7)

618 (2.8)604 (2.7)

608 (2.8)

607 (2.8)

607 (2.8)606 (2.8)606 (2.8)

607 (2.8)605 (2.8)609 (2.8)594 (2.7)590 (2.7)

594 (2.7)

594 (2.7)

592 (2.7)

591 (2.7)

594 (2.7)

592 (2.7)

593 (2.7)

580 (4.1)

582 (4.1)

579 (4.1)

578 (4.1)

580 (4.1)

580 (4.2)

578 (4.1)

579 (4.1)

582 (4.0)

544 (4.5)

549 (4.6)

544 (4.6)

543 (4.6)

544 (4.5)

543 (4.6)

543 (4.5)

543 (4.5)

548 (4.6)525 (2.7)525 (2.7)

524 (2.7)

524 (2.7)

523 (2.7)

526 (2.7)

524 (2.6)

524 (2.7)

523 (2.7)

522 (3.0)523 (3.0)

520 (2.9)

520 (2.9)

521 (3.0)522 (3.0)

521 (2.9)

521 (3.0)522 (3.0)

520 (4.2)

519 (4.2)

519 (4.3)

519 (4.2)

518 (4.2)

518 (4.2)

519 (4.3)

519 (4.2)

520 (4.2)

517 (3.8)515 (3.8)517 (3.8)517 (3.8)517 (3.8)518 (3.7)

518 (3.8)518 (3.8)515 (3.8)518 (3.0)

518 (3.0)517 (2.9)517 (2.9)517 (2.9)517 (2.9)517 (2.9)516 (3.0)

518 (3.0)515 (5.3)

514 (5.2)

515 (5.3)

515 (5.2)

515 (5.3)

515 (5.2)

515 (5.2)

515 (5.3)

514 (5.2)

515 (4.8)516 (4.7)515 (4.8)515 (4.8)514 (4.7)515 (4.7)

516 (4.8)514 (4.7)

516 (4.7)509 (2.6)

511 (2.6)509 (2.6)509 (2.6)509 (2.6)510 (2.6)509 (2.6)509 (2.6)510 (2.6)504 (2.5)503 (2.3)503 (2.4)503 (2.4)503 (2.4)504 (2.4)503 (2.4)504 (2.4)503 (2.4)503 (2.5)502 (2.5)503 (2.6)503 (2.5)502 (2.6)502 (2.6)502 (2.6)503 (2.6)

501 (2.5)501 (1.6)

502 (1.6)

501 (1.6)

501 (1.6)

501 (1.6)

502 (1.6)

501 (1.6)

501 (1.6)

502 (1.6)

501 (3.2)

500 (3.3)

500 (3.2)

500 (3.2)

501 (3.2)

500 (3.2)

500 (3.2)

500 (3.2)

500 (3.2)

497 (2.8)

499 (2.8)

497 (2.7)

497 (2.7)

498 (2.7)

499 (2.8)

497 (2.7)

498 (2.8)

498 (2.8)494 (4.4)494 (4.4)495 (4.3)

496 (4.3)

495 (4.3)

497 (4.3)

496 (4.3)

496 (4.3)

495 (4.3)

487 (3.3)

492 (3.4)

488 (3.3)

488 (3.3)

488 (3.3)

488 (3.2)

487 (3.3)

487 (3.3)

491 (3.4)482 (2.5)481 (2.6)483 (2.5)483 (2.5)483 (2.5)483 (2.5)483 (2.5)482 (2.5)

480 (2.5)481 (3.5)478 (3.5)482 (3.4)482 (3.4)482 (3.4)

481 (3.4)482 (3.4)482 (3.4)

478 (3.4)

480 (1.7)

480 (1.6)

481 (1.7)

481 (1.7)

481 (1.7)

480 (1.7)

481 (1.7)

481 (1.7)483 (1.7)478 (4.2)

483 (4.3)

479 (4.3)

479 (4.3)

479 (4.3)

481 (4.3)

479 (4.3)

478 (4.2)

482 (4.3)

474 (1.9)474 (1.9)473 (1.9)474 (1.9)473 (1.8)473 (1.8)474 (1.9)473 (1.8)476 (1.8)

461 (4.4)

466 (4.4)

461 (4.3)

461 (4.3)

461 (4.3)

462 (4.3)

461 (4.3)

461 (4.3)

467 (4.4)464 (3.2)

462 (3.2)

461 (3.2)

461 (3.2)

461 (3.2)

460 (3.2)

461 (3.2)

461 (3.2)

462 (3.1)

448 (3.8)

441 (4.0)

446 (3.7)

446 (3.7)

446 (3.8)443 (3.9)446 (3.7)

447 (3.8)443 (3.9)445 (4.0)444 (3.9)443 (4.0)444 (4.0)444 (4.0)444 (4.0)443 (4.0)443 (4.0)445 (3.9)

440 (2.9)440 (2.9)441 (2.8)441 (2.8)441 (2.8)440 (2.9)441 (2.8)440 (2.8)441 (2.9)433 (2.9)439 (2.9)429 (2.9)429 (2.9)

430 (2.9)431 (2.9)428 (2.9)428 (2.9)436 (2.9)419 (4.2)

418 (4.2)

420 (4.3)

420 (4.3)

420 (4.2)

417 (4.2)

420 (4.3)

419 (4.2)

420 (4.3)

413 (5.1)

418 (5.1)

413 (5.2)

413 (5.2)

412 (5.2)

414 (5.1)

412 (5.2)

413 (5.2)

417 (5.2)

410 (2.8)411 (2.8)411 (2.8)411 (2.7)

411 (2.8)410 (2.8)410 (2.8)410 (2.8)413 (2.7)

403 (4.9)402 (5.1)

403 (5.0)403 (5.0)403 (5.0)403 (5.0)403 (5.0)403 (5.0)403 (5.1)

392 (2.5)391 (2.6)

394 (2.5)394 (2.5)393 (2.5)394 (2.6)

393 (2.6)

394 (2.5)

392 (2.6)

392 (2.3)

388 (2.3)

389 (2.3)

389 (2.3)

390 (2.3)

386 (2.3)

390 (2.3)

390 (2.3)

389 (2.3)

388 (2.3)

392 (2.3)

388 (2.3)

388 (2.3)

389 (2.3)

389 (2.3)

388 (2.3)

388 (2.3)

390 (2.3)

489 (0.6)490 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)490 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)Number of Items (Score Points)*

575 (4.2)

580 (4.2)

576 (4.2)

575 (4.2)

576 (4.1)

577 (4.1)

575 (4.2)

575 (4.1)

578 (4.2)

544 (3.7)

545 (3.7)

543 (3.7)

543 (3.7)

544 (3.7)

546 (3.7)

544 (3.7)

544 (3.7)

543 (3.6)575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)536 (2.1)

536 (2.1)

537 (2.0)537 (2.0)536 (2.0)536 (2.0)537 (2.0)536 (2.0)537 (2.0)531 (4.2)

527 (4.3)

530 (4.3)

530 (4.3)

530 (4.3)

529 (4.3)

530 (4.3)

530 (4.3)

528 (4.2)

443 (4.4)

440 (4.5)

441 (4.4)

441 (4.4)

442 (4.4)

438 (4.5)

441 (4.4)

441 (4.4)

440 (4.5)

436 (2.9)438 (2.8)436 (2.9)436 (2.9)436 (2.9)436 (2.9)436 (2.9)436 (2.9)439 (2.8)422 (3.0)420 (3.0)421 (3.0)421 (3.0)421 (3.0)

418 (3.0)421 (3.0)420 (3.0)420 (3.0)

206 (217)

174 (185)

162 (172)205 (216)

206 (217)

198 (209)

186 (197)

201 (211)

194 (205)

169 (179)* The number of items and score points are based on the number of items included in scaling the eighth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

551

Exhibit C.3: Average Scale Scores for the Mathematics Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Chinese Taipei
Korea, Rep. ofJapan
Hong Kong SAR
Russian Federation
IrelandLithuania
IsraelAustralia
Hungary
EnglandUnited States
Finland
Norway (9)SwedenCyprusPortugal
Italy
TurkeyKazakhstan
FranceNew ZealandBahrainRomania
United Arab Emirates
Georgia
Malaysia
Iran, Islamic Rep. of
Qatar
Chile
LebanonJordanEgypt
Oman
KuwaitSaudi Arabia
South Africa (9)MoroccoInternational Average

616 (4.0)
612 (2.7)
607 (2.8)594 (2.7)
578 (4.1)
543 (4.5)
524 (2.6)
520 (2.9)519 (4.3)
517 (3.8)517 (2.9)515 (5.3)
515 (4.8)509 (2.6)503 (2.4)503 (2.5)501 (1.6)500 (3.2)
497 (2.7)
496 (4.3)
488 (3.3)
483 (2.5)482 (3.4)
481 (1.7)479 (4.3)
473 (1.9)
461 (4.3)
461 (3.2)
446 (3.7)
443 (4.0)
441 (2.8)429 (2.9)420 (4.3)
413 (5.2)
411 (2.8)403 (5.0)394 (2.5)389 (2.3)
388 (2.3)
489 (0.6)

Gauteng, RSA (9)Abu Dhabi, UAE

Western Cape, RSA (9)Ontario, Canada

Dubai, UAE

Quebec, Canada

Moscow City, Russian Fed.

Country

Benchmarking Participants

Average Mathematics
Scale Score based on
All Items(Continued)

617 (4.0)615 (4.0)

616 (4.0)615 (4.0)

616 (4.0)

616 (4.0)

616 (4.0)613 (2.7)

613 (2.7)

612 (2.7)

613 (2.7)

613 (2.7)

612 (2.7)

613 (2.7)

607 (2.8)606 (2.8)

607 (2.8)605 (2.7)605 (2.8)

607 (2.8)605 (2.8)594 (2.7)

593 (2.7)

594 (2.7)

592 (2.7)

592 (2.7)

594 (2.7)

592 (2.7)

578 (4.0)579 (4.1)

578 (4.1)

579 (4.2)

579 (4.1)

578 (4.1)

579 (4.1)

545 (4.6)

543 (4.5)

543 (4.5)

542 (4.5)

543 (4.5)

543 (4.5)

543 (4.5)

524 (2.6)525 (2.7)

524 (2.6)525 (2.7)

524 (2.7)

524 (2.6)

524 (2.7)

520 (3.0)522 (2.9)

520 (2.9)

521 (3.0)

521 (3.0)

520 (2.9)

521 (3.0)

520 (4.3)

519 (4.2)

519 (4.3)

518 (4.2)

519 (4.2)

519 (4.3)

519 (4.2)

516 (3.8)518 (3.8)517 (3.8)518 (3.8)518 (3.8)517 (3.8)518 (3.8)517 (2.9)518 (2.9)517 (2.9)516 (2.9)516 (3.0)517 (2.9)516 (3.0)514 (5.3)

516 (5.2)

515 (5.3)

516 (5.3)

515 (5.3)

515 (5.3)

515 (5.3)

515 (4.8)514 (4.7)515 (4.8)514 (4.7)

514 (4.7)515 (4.8)514 (4.7)509 (2.6)

511 (2.6)509 (2.6)510 (2.6)509 (2.6)509 (2.6)509 (2.6)502 (2.4)505 (2.4)503 (2.4)504 (2.4)504 (2.4)503 (2.4)504 (2.4)503 (2.5)505 (2.6)503 (2.5)503 (2.6)503 (2.6)503 (2.5)503 (2.6)

501 (1.6)

501 (1.6)

501 (1.6)500 (1.6)

501 (1.6)

501 (1.6)

501 (1.6)500 (3.2)

501 (3.2)

500 (3.2)

501 (3.2)

500 (3.2)

500 (3.2)

500 (3.2)

498 (2.7)

498 (2.7)

497 (2.7)

498 (2.8)

498 (2.8)

497 (2.7)

498 (2.8)495 (4.3)

495 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

496 (4.3)

489 (3.3)

486 (3.2)

488 (3.3)

486 (3.2)

487 (3.3)

488 (3.3)

487 (3.3)

482 (2.5)484 (2.5)483 (2.5)483 (2.5)482 (2.5)483 (2.5)482 (2.5)481 (3.4)482 (3.4)482 (3.4)483 (3.4)482 (3.4)482 (3.4)482 (3.4)

480 (1.7)

480 (1.7)

481 (1.7)

481 (1.7)

481 (1.7)

481 (1.7)

481 (1.7)

480 (4.3)

477 (4.2)

479 (4.3)

478 (4.2)

478 (4.2)

479 (4.3)

478 (4.2)

474 (1.9)473 (1.8)473 (1.9)473 (1.9)473 (1.8)473 (1.9)473 (1.8)

462 (4.3)

461 (4.3)

461 (4.3)

461 (4.3)

461 (4.3)

461 (4.3)

461 (4.3)

461 (3.2)

461 (3.1)

461 (3.2)

461 (3.2)

461 (3.2)

461 (3.2)

461 (3.2)

446 (3.7)

447 (3.8)446 (3.7)

447 (3.8)

447 (3.8)446 (3.7)

447 (3.8)444 (4.0)445 (4.0)443 (4.0)443 (4.0)443 (4.0)443 (4.0)443 (4.0)440 (2.9)442 (2.8)441 (2.8)441 (2.8)440 (2.8)441 (2.8)440 (2.8)431 (2.9)

430 (2.9)429 (2.9)427 (2.9)428 (2.9)429 (2.9)428 (2.9)421 (4.3)

419 (4.1)

420 (4.3)

420 (4.2)

419 (4.2)

420 (4.3)

419 (4.2)

414 (5.2)

414 (5.1)

413 (5.2)

412 (5.2)

413 (5.2)

413 (5.2)

413 (5.2)

410 (2.8)411 (2.8)411 (2.8)410 (2.8)410 (2.8)411 (2.8)410 (2.8)402 (5.0)

401 (5.0)403 (5.0)403 (5.0)403 (5.0)403 (5.0)403 (5.0)394 (2.5)391 (2.6)

394 (2.5)394 (2.5)394 (2.5)394 (2.5)394 (2.5)

390 (2.3)

388 (2.3)

389 (2.3)

389 (2.3)

390 (2.3)

389 (2.3)

390 (2.3)

388 (2.3)

389 (2.3)

388 (2.3)

388 (2.3)

388 (2.3)

388 (2.3)

388 (2.3)

489 (0.6)489 (0.5)489 (0.6)489 (0.6)489 (0.6)489 (0.6)489 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Quebec, Canada
Dubai, UAE
Ontario, Canada
Western Cape, RSA (9)Abu Dhabi, UAE
Gauteng, RSA (9)Number of Items (Score Points)*

577 (4.2)

575 (4.1)

575 (4.2)

574 (4.1)

575 (4.1)

575 (4.2)

575 (4.1)

543 (3.7)

546 (3.7)

543 (3.7)

544 (3.7)

544 (3.7)

543 (3.7)

544 (3.7)

575 (4.2)
543 (3.7)
537 (2.0)530 (4.3)
441 (4.4)
436 (2.9)421 (3.0)

537 (2.0)536 (2.1)

537 (2.0)536 (2.0)536 (2.0)537 (2.0)536 (2.0)529 (4.2)

530 (4.2)

530 (4.3)

531 (4.3)

530 (4.3)

530 (4.3)

530 (4.3)

442 (4.4)

440 (4.4)

441 (4.4)

441 (4.4)

441 (4.4)

441 (4.4)

441 (4.4)

436 (2.9)437 (2.8)436 (2.9)435 (2.9)436 (2.9)436 (2.9)436 (2.9)421 (3.0)419 (3.0)421 (3.0)420 (3.0)420 (3.0)421 (3.0)420 (3.0)

206 (217)

195 (206)

177 (186)

206 (217)

191 (202)

194 (205)

206 (217)

194 (205)* The number of items and score points are based on the number of items included in scaling the eighth grade mathematics achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

552

Exhibit C.4: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Korea, Rep. of

Finland

Russian Federation

Lithuania

Hungary

Australia

Ireland608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (3.1)
543 (4.2)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)
490 (0.6)

Japan

Singapore
Chinese Taipei
Japan
Korea, Rep. of
Finland
Russian Federation
Lithuania
Hungary
Australia
IrelandUnited States
SwedenPortugal
EnglandTurkeyIsraelHong Kong SAR
Italy
New Zealand
Norway (9)FranceBahrain
CyprusKazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. ofGeorgia
KuwaitSaudi Arabia
MoroccoEgypt
LebanonSouth Africa (9)International Average

Chinese Taipei

Country

Singapore

Average Science
Scale Score based on
All Items

Read down the column under a country name to compare achievement scores based on the items identified by that country. Scores on the diagonal are countries’ achievement scoresbased on the test items they identified.

621 (4.1)

612 (4.0)614 (4.0)613 (4.0)

607 (3.9)

606 (3.9)

606 (3.9)

608 (3.9)

611 (3.9)

607 (4.0)

571 (2.0)578 (2.0)574 (2.0)575 (2.0)572 (1.9)

571 (1.9)

572 (1.9)574 (1.9)

569 (1.9)

572 (2.0)568 (2.2)

570 (2.2)

584 (2.1)

571 (2.2)

568 (2.1)

571 (2.1)

571 (2.1)

570 (2.1)

569 (2.1)

571 (2.2)557 (2.2)

558 (2.1)

558 (2.2)

562 (2.2)

560 (2.1)

562 (2.1)

562 (2.1)

561 (2.1)

562 (2.2)

561 (2.2)

538 (3.3)

542 (3.2)

538 (3.1)

542 (3.2)

543 (3.2)

541 (3.1)

542 (3.1)

543 (3.2)

539 (3.2)

542 (3.2)

541 (4.2)

543 (4.4)

541 (4.6)

542 (4.2)

542 (4.2)

543 (4.3)

544 (4.3)

542 (4.2)

544 (4.2)

539 (4.3)

530 (3.1)

534 (3.0)

532 (3.1)

533 (3.0)533 (3.0)534 (3.0)535 (3.0)534 (3.0)533 (3.0)534 (3.1)

527 (2.6)

530 (2.7)

528 (2.6)

530 (2.6)

528 (2.6)

529 (2.6)

530 (2.6)

530 (2.6)

530 (2.5)525 (2.7)

524 (3.2)

527 (3.2)

524 (3.3)

526 (3.2)

530 (3.2)

530 (3.2)

530 (3.2)

528 (3.2)

533 (3.2)

527 (3.3)

517 (3.1)

522 (2.9)517 (3.0)523 (2.9)524 (3.0)524 (3.0)524 (3.0)523 (2.9)523 (2.9)526 (2.9)518 (4.5)

522 (4.6)

516 (4.4)

520 (4.6)

524 (4.6)

524 (4.7)

524 (4.7)

522 (4.7)

525 (4.7)

518 (4.8)517 (3.3)

520 (3.2)

517 (3.1)

523 (3.2)

522 (3.2)

520 (3.2)

520 (3.2)

522 (3.2)

519 (3.2)

522 (3.2)

518 (3.0)

518 (2.9)513 (2.9)519 (2.9)

520 (2.9)519 (2.9)519 (2.9)518 (2.9)519 (2.9)518 (3.0)514 (4.8)517 (4.8)515 (4.8)516 (4.8)517 (4.8)516 (4.8)517 (4.9)517 (4.8)515 (4.8)518 (5.0)

517 (3.9)516 (3.7)510 (3.7)512 (3.8)517 (3.7)515 (3.7)

514 (3.7)515 (3.7)

516 (3.6)

519 (4.0)

517 (4.3)

513 (4.2)

514 (4.2)

514 (4.3)

514 (4.2)

514 (4.3)

514 (4.2)

513 (4.2)

515 (4.3)

514 (4.3)

502 (5.2)

503 (5.3)

507 (4.9)505 (5.2)

504 (5.2)

501 (5.2)

501 (5.2)

504 (5.2)

503 (5.2)

501 (5.1)

494 (2.5)501 (2.5)497 (2.5)

499 (2.6)

499 (2.6)

501 (2.6)

501 (2.6)500 (2.6)502 (2.6)495 (2.5)494 (3.5)

497 (3.5)489 (3.5)

498 (3.5)502 (3.5)500 (3.5)500 (3.5)

499 (3.5)500 (3.5)

497 (3.5)490 (3.2)

495 (3.1)

492 (3.1)

496 (3.1)

496 (3.2)

495 (3.1)

494 (3.1)

495 (3.1)

495 (3.1)

497 (3.2)

486 (2.7)

485 (2.7)484 (2.8)489 (2.7)

489 (2.7)

489 (2.7)

490 (2.7)

489 (2.7)

493 (2.7)484 (2.8)489 (2.0)487 (1.9)486 (2.1)

487 (1.9)487 (1.9)487 (1.9)486 (2.0)486 (1.9)487 (1.9)486 (2.0)486 (1.9)483 (2.0)489 (1.9)486 (1.9)483 (1.9)484 (1.9)486 (1.9)484 (1.9)486 (1.9)487 (1.9)

480 (3.1)

480 (3.1)

473 (3.3)

480 (3.1)

478 (3.1)

478 (3.1)

478 (3.1)

478 (3.1)

477 (3.0)479 (3.0)

481 (4.4)476 (4.3)

482 (4.3)

478 (4.4)473 (4.4)474 (4.4)474 (4.3)

475 (4.4)476 (4.4)475 (4.4)475 (2.3)475 (2.2)

480 (2.2)475 (2.2)473 (2.2)474 (2.2)472 (2.2)473 (2.2)474 (2.2)473 (2.2)

466 (4.4)471 (4.2)

469 (4.2)

472 (4.2)

469 (4.2)

470 (4.2)

471 (4.2)

470 (4.2)

468 (4.2)

466 (4.2)

458 (2.9)

461 (2.8)455 (2.8)

460 (2.9)

461 (2.9)463 (2.9)464 (2.9)462 (2.9)462 (2.9)

460 (3.0)464 (3.6)459 (3.5)459 (3.5)

464 (3.5)463 (3.5)

460 (3.5)459 (3.5)

460 (3.5)

461 (3.5)458 (3.5)

460 (2.9)458 (2.9)463 (2.9)459 (2.9)458 (2.9)457 (2.9)456 (2.9)457 (2.9)459 (2.9)457 (2.8)457 (4.8)453 (4.7)453 (4.6)

450 (4.7)452 (4.6)451 (4.6)452 (4.6)452 (4.6)452 (4.6)

446 (4.8)

449 (3.7)

449 (3.6)

447 (3.7)

445 (3.6)

450 (3.5)

448 (3.6)

448 (3.5)

449 (3.6)451 (3.6)

446 (3.6)

447 (4.1)

446 (3.9)

450 (4.1)

449 (4.0)444 (4.0)

446 (3.9)

448 (3.9)

447 (3.9)

450 (3.9)443 (3.9)

447 (5.6)445 (5.6)

447 (5.5)444 (5.6)

443 (5.6)

444 (5.6)

444 (5.6)

444 (5.6)

444 (5.4)

444 (5.6)

432 (2.7)

430 (2.7)

430 (2.9)

430 (2.7)

431 (2.6)

431 (2.6)

432 (2.6)

432 (2.6)

432 (2.7)

432 (2.6)

398 (2.8)396 (2.6)

400 (2.7)

396 (2.6)

394 (2.7)

394 (2.7)

394 (2.7)

394 (2.6)

397 (2.6)

390 (2.7)

393 (5.5)389 (5.5)

401 (5.2)

394 (5.5)388 (5.5)

390 (5.4)

390 (5.4)

389 (5.5)391 (5.2)

393 (5.4)385 (4.8)382 (4.6)

390 (4.6)

382 (4.6)375 (4.8)378 (4.6)

377 (4.7)

377 (4.6)

377 (4.8)385 (4.6)

374 (3.1)

370 (3.1)

380 (3.1)

372 (3.1)

373 (3.1)

370 (3.1)

369 (3.1)

370 (3.1)

367 (3.2)

377 (3.1)

490 (0.6)490 (0.6)490 (0.6)

491 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)489 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Number of Items (Score Points)*

567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)
211 (233)

564 (2.9)565 (2.9)562 (3.0)566 (2.9)566 (3.0)566 (3.0)569 (3.0)566 (2.9)568 (3.0)564 (3.0)550 (2.1)

550 (2.0)550 (2.1)

548 (2.0)

548 (2.0)

548 (2.0)547 (2.0)

548 (2.0)547 (2.1)

549 (2.1)

533 (3.6)

536 (3.6)

533 (3.4)535 (3.5)

539 (3.7)

537 (3.6)

537 (3.6)

537 (3.6)

540 (3.5)

537 (3.7)

518 (3.1)

523 (3.1)

515 (3.3)

520 (3.0)523 (3.0)523 (3.0)523 (3.0)522 (3.0)526 (3.0)

520 (3.0)

441 (5.2)

439 (5.1)

442 (5.3)

438 (5.2)

442 (5.1)

438 (5.2)

438 (5.1)

439 (5.1)

437 (5.3)

443 (5.2)

425 (3.9)422 (3.9)428 (4.0)424 (3.9)425 (3.8)422 (3.9)421 (3.9)422 (3.9)420 (3.9)428 (3.8)421 (3.7)

422 (3.6)

428 (3.6)

422 (3.6)

420 (3.6)

421 (3.6)

420 (3.6)

420 (3.6)423 (3.6)

421 (3.7)

138 (154)

174 (195)

95 (109)

159 (177)

198 (216)

193 (215)

197 (219)

208 (230)

157 (175)

148 (163)* The number of items and score points are based on the number of items included in scaling the eighth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

553

Exhibit C.4: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

EnglandTurkeyIsraelHong Kong SAR

Italy

New Zealand

Norway (9)608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (3.1)
543 (4.2)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)
490 (0.6)

Portugal

Singapore
Chinese Taipei
Japan
Korea, Rep. of
Finland
Russian Federation
Lithuania
Hungary
Australia
IrelandUnited States
SwedenPortugal
EnglandTurkeyIsraelHong Kong SAR
Italy
New Zealand
Norway (9)FranceBahrain
CyprusKazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. ofGeorgia
KuwaitSaudi Arabia
MoroccoEgypt
LebanonSouth Africa (9)International Average

SwedenCountry

United States

Average Science
Scale Score based on
All Items(Continued)

605 (3.8)606 (3.9)

607 (3.9)

609 (3.9)

611 (4.0)

609 (4.0)615 (4.0)

607 (3.9)

608 (3.9)

607 (4.0)

571 (1.9)574 (1.9)575 (2.0)574 (1.9)

571 (1.9)

572 (2.0)570 (1.9)574 (2.0)571 (1.9)574 (1.9)

571 (2.1)

570 (2.1)

569 (2.1)

569 (2.1)

571 (2.2)565 (2.2)

570 (2.1)

569 (2.1)

566 (2.2)

570 (2.1)

562 (2.2)

562 (2.1)

560 (2.1)

560 (2.1)

561 (2.2)

562 (2.3)

563 (2.2)

561 (2.1)

559 (2.2)

559 (2.1)

542 (3.1)

544 (3.2)

542 (3.2)

541 (3.1)

541 (3.2)

537 (3.2)

542 (3.2)

542 (3.1)

543 (3.2)

543 (3.2)

541 (4.3)

543 (4.2)

544 (4.3)

542 (4.3)

541 (4.3)

543 (4.4)

538 (4.2)

543 (4.2)

541 (4.3)

541 (4.2)

534 (3.0)534 (3.0)534 (3.0)534 (3.0)534 (3.0)533 (3.2)

533 (3.0)534 (3.0)534 (3.0)536 (3.0)529 (2.6)

529 (2.6)

530 (2.6)

530 (2.6)

528 (2.7)

526 (2.7)

529 (2.6)

530 (2.6)

531 (2.6)

529 (2.6)

530 (3.2)

528 (3.1)

528 (3.1)

528 (3.2)

528 (3.2)

528 (3.4)

529 (3.1)

528 (3.2)

529 (3.2)

530 (3.1)

523 (3.0)522 (2.9)523 (3.0)523 (3.0)523 (3.0)519 (3.1)

524 (3.0)523 (2.9)523 (3.0)525 (3.0)524 (4.7)

522 (4.7)

524 (4.6)

522 (4.6)

521 (4.6)

521 (4.7)

519 (4.6)

522 (4.6)

522 (4.7)

524 (4.7)

521 (3.2)

522 (3.2)

522 (3.2)

521 (3.2)

521 (3.2)

513 (3.3)

525 (3.2)

521 (3.2)

522 (3.2)

523 (3.2)

519 (2.9)

520 (2.9)526 (3.0)517 (2.9)518 (2.9)516 (3.0)

520 (2.9)519 (2.9)518 (2.9)523 (2.9)517 (4.8)516 (4.9)517 (4.8)518 (4.9)516 (4.9)516 (4.8)516 (4.9)516 (4.8)516 (4.9)518 (4.8)513 (3.6)515 (3.7)

516 (3.7)

517 (3.8)519 (3.8)516 (3.7)

517 (3.7)

516 (3.7)

517 (3.8)514 (3.7)

514 (4.2)

513 (4.2)

513 (4.1)

513 (4.2)

516 (4.3)

517 (4.4)515 (4.2)

513 (4.2)

516 (4.2)

514 (4.2)

502 (5.2)

505 (5.2)

501 (5.3)

505 (5.1)

504 (5.1)

499 (5.2)

508 (5.3)

503 (5.2)

504 (5.2)

503 (5.2)

501 (2.6)

501 (2.6)502 (2.5)500 (2.6)

499 (2.6)

497 (2.6)500 (2.6)500 (2.6)

501 (2.5)503 (2.6)500 (3.5)

499 (3.5)500 (3.4)

499 (3.5)

498 (3.5)493 (3.6)

501 (3.5)

498 (3.5)501 (3.5)501 (3.4)495 (3.1)

497 (3.1)

495 (3.1)

496 (3.1)

496 (3.2)

489 (3.2)

494 (3.1)

495 (3.1)

497 (3.2)

499 (3.1)

491 (2.7)

489 (2.7)

488 (2.7)

488 (2.7)

487 (2.7)

482 (2.8)

492 (2.7)

488 (2.7)

489 (2.7)

491 (2.7)

486 (1.9)

485 (2.0)487 (2.0)486 (1.9)488 (2.0)493 (2.0)486 (2.0)486 (1.9)486 (1.9)487 (1.9)484 (1.9)484 (1.9)

485 (1.9)

485 (1.9)487 (1.9)483 (1.9)488 (1.9)483 (1.9)

485 (1.9)484 (2.0)475 (3.0)478 (3.1)

478 (3.1)

477 (3.1)

478 (3.1)

476 (3.1)

475 (3.1)

478 (3.1)

478 (3.0)476 (3.1)

475 (4.4)474 (4.4)476 (4.4)475 (4.4)476 (4.3)

480 (4.5)476 (4.4)475 (4.3)

474 (4.4)476 (4.4)473 (2.2)472 (2.2)473 (2.2)474 (2.2)475 (2.2)

477 (2.3)

471 (2.2)473 (2.2)473 (2.2)474 (2.2)

470 (4.1)

470 (4.1)

471 (4.2)

469 (4.2)

468 (4.2)

465 (4.2)

469 (4.2)

470 (4.2)

469 (4.2)

469 (4.2)

462 (2.9)462 (2.9)463 (2.9)

461 (2.9)

461 (2.9)464 (3.0)

460 (2.8)

462 (2.9)459 (2.8)464 (2.9)

461 (3.5)

462 (3.5)459 (3.6)

460 (3.5)

460 (3.6)453 (3.5)

462 (3.5)

460 (3.5)

461 (3.5)457 (3.5)459 (2.9)457 (2.9)

461 (2.9)456 (2.9)458 (2.9)462 (2.9)459 (2.9)458 (2.9)457 (2.9)459 (2.9)454 (4.6)452 (4.6)453 (4.7)

451 (4.7)

451 (4.7)455 (4.7)452 (4.6)453 (4.7)453 (4.7)

450 (4.7)

449 (3.5)450 (3.5)

448 (3.5)

448 (3.6)

448 (3.6)452 (3.6)

447 (3.6)

449 (3.6)

450 (3.7)

446 (3.6)

446 (3.9)

447 (3.9)446 (4.0)

447 (3.9)446 (3.9)444 (4.2)

446 (3.9)

447 (3.9)446 (4.0)445 (3.9)444 (5.5)443 (5.6)445 (5.6)445 (5.6)

446 (5.5)447 (5.7)

445 (5.4)

444 (5.7)

446 (5.6)445 (5.6)

434 (2.6)

432 (2.6)

434 (2.6)

430 (2.6)

431 (2.6)

439 (2.8)430 (2.6)

432 (2.6)

432 (2.6)

433 (2.6)395 (2.6)

396 (2.6)

391 (2.6)

396 (2.6)

393 (2.7)

392 (2.8)394 (2.7)

394 (2.7)

393 (2.7)

395 (2.6)

390 (5.4)

388 (5.4)

388 (5.4)

391 (5.4)

391 (5.5)395 (5.4)

392 (5.3)

390 (5.4)

391 (5.4)

387 (5.4)

373 (4.7)375 (4.7)

377 (4.7)

381 (4.6)384 (4.6)

381 (4.7)

374 (4.8)376 (4.7)

379 (4.6)

377 (4.7)

367 (3.1)

369 (3.1)

369 (3.1)

372 (3.1)

373 (3.1)

376 (3.2)

371 (3.1)

370 (3.1)

371 (3.1)

369 (3.1)

490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)489 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Number of Items (Score Points)*

568 (3.0)

567 (2.9)566 (3.0)

567 (2.9)564 (3.0)565 (3.1)

563 (2.9)566 (3.0)566 (2.9)565 (2.9)

548 (2.0)547 (2.0)549 (2.0)

548 (2.0)550 (2.0)553 (2.0)545 (2.1)

548 (2.0)

548 (2.1)

549 (2.0)567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)535 (3.6)

537 (3.6)

539 (3.7)

536 (3.6)

536 (3.6)535 (3.6)

536 (3.5)

536 (3.6)

537 (3.6)

539 (3.6)

523 (3.0)522 (3.0)524 (3.0)

520 (3.0)

521 (3.0)519 (3.3)

524 (3.0)

521 (3.0)

521 (3.0)524 (3.0)

438 (5.1)

439 (5.1)

438 (5.2)

440 (5.1)

440 (5.2)

440 (5.3)

440 (5.2)

439 (5.1)

441 (5.2)

439 (5.2)

420 (3.9)421 (3.9)422 (3.9)423 (3.9)424 (3.9)427 (4.0)423 (3.9)422 (3.9)423 (3.9)422 (3.9)420 (3.6)

419 (3.6)

419 (3.7)

421 (3.6)423 (3.6)423 (3.7)

419 (3.6)

420 (3.6)

420 (3.6)

421 (3.6)

211 (233)

186 (206)

201 (221)

175 (195)

194 (215)

171 (189)

131 (149)

150 (166)204 (226)

171 (189)

181 (202)* The number of items and score points are based on the number of items included in scaling the eighth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

554

Exhibit C.4: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Kazakhstan

Qatar

United Arab Emirates

Romania

Chile

MalaysiaOman

608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (3.1)
543 (4.2)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)
490 (0.6)

CyprusSingapore
Chinese Taipei
Japan
Korea, Rep. of
Finland
Russian Federation
Lithuania
Hungary
Australia
IrelandUnited States
SwedenPortugal
EnglandTurkeyIsraelHong Kong SAR
Italy
New Zealand
Norway (9)FranceBahrain
CyprusKazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. ofGeorgia
KuwaitSaudi Arabia
MoroccoEgypt
LebanonSouth Africa (9)International Average

BahrainCountry

FranceAverage Science
Scale Score based on
All Items(Continued)

613 (4.1)

608 (3.9)

610 (3.9)

608 (3.9)

610 (3.9)

608 (3.9)

608 (3.9)

607 (3.9)

608 (3.9)

606 (3.9)

577 (2.1)

574 (1.9)

576 (2.0)574 (1.9)575 (1.9)574 (1.9)574 (1.9)573 (1.9)574 (1.9)573 (1.9)565 (2.2)

570 (2.1)

574 (2.2)

570 (2.1)

570 (2.2)

570 (2.1)

570 (2.1)

570 (2.1)

569 (2.1)

570 (2.2)

560 (2.2)

561 (2.1)

558 (2.1)

561 (2.1)

561 (2.2)

561 (2.1)

561 (2.1)

560 (2.1)

561 (2.1)

561 (2.1)

541 (3.2)

543 (3.1)

547 (3.2)

543 (3.1)

541 (3.2)

543 (3.1)

543 (3.1)

542 (3.1)

542 (3.1)

543 (3.1)

538 (4.4)

543 (4.2)

539 (4.4)

543 (4.2)

541 (4.3)

543 (4.2)

543 (4.2)

542 (4.3)

543 (4.2)

542 (4.2)

537 (3.0)534 (3.0)536 (3.2)

534 (3.0)533 (3.0)534 (3.0)534 (3.0)534 (3.0)534 (3.0)533 (3.0)

530 (2.7)

530 (2.6)

531 (2.7)

530 (2.6)

530 (2.6)

530 (2.6)

530 (2.6)

529 (2.6)

530 (2.6)

529 (2.6)

526 (3.2)

528 (3.2)

528 (3.3)

528 (3.2)

527 (3.3)

528 (3.2)

528 (3.2)

529 (3.2)

528 (3.2)

529 (3.2)

522 (3.1)

523 (2.9)522 (2.9)523 (2.9)

521 (3.0)523 (2.9)523 (2.9)522 (2.9)523 (2.9)523 (2.9)

520 (4.6)

522 (4.7)

520 (4.8)522 (4.7)

521 (4.6)

522 (4.7)

522 (4.7)

523 (4.7)

522 (4.7)

522 (4.7)

524 (3.3)

521 (3.2)

520 (3.2)

521 (3.2)

520 (3.2)

521 (3.2)

521 (3.2)

520 (3.2)

521 (3.2)

522 (3.2)

524 (3.2)

519 (2.9)

521 (3.0)519 (2.9)518 (2.9)519 (2.9)519 (2.9)518 (2.9)518 (2.9)519 (2.9)514 (4.8)517 (4.8)522 (4.9)517 (4.8)516 (4.9)517 (4.8)517 (4.8)516 (4.8)517 (4.9)516 (4.8)522 (4.0)515 (3.7)504 (3.6)515 (3.7)

517 (3.7)515 (3.7)515 (3.7)515 (3.7)

516 (3.7)

516 (3.7)

519 (4.3)

513 (4.2)

512 (4.3)

513 (4.2)

514 (4.2)

513 (4.2)

513 (4.2)

514 (4.2)

514 (4.2)

513 (4.2)

506 (5.1)

504 (5.2)

502 (5.4)504 (5.2)

503 (5.1)

504 (5.2)

504 (5.2)

502 (5.2)

503 (5.2)

504 (5.2)

497 (2.6)500 (2.6)509 (2.6)500 (2.6)

497 (2.6)500 (2.6)500 (2.6)500 (2.6)500 (2.6)

499 (2.6)494 (3.6)

499 (3.5)495 (3.4)

499 (3.5)

496 (3.5)

499 (3.5)

499 (3.5)

499 (3.5)

499 (3.5)

499 (3.5)

494 (3.3)

495 (3.1)

497 (3.2)

495 (3.1)

493 (3.1)

495 (3.1)

495 (3.1)

494 (3.1)

495 (3.1)

496 (3.1)

491 (2.8)489 (2.7)

487 (2.9)489 (2.7)

486 (2.7)

489 (2.7)

489 (2.7)

488 (2.7)

488 (2.7)

489 (2.7)

488 (2.0)486 (1.9)

491 (2.0)486 (1.9)487 (2.0)486 (1.9)486 (1.9)486 (1.9)486 (1.9)486 (1.9)486 (1.9)484 (1.9)496 (2.0)484 (1.9)484 (1.9)484 (1.9)484 (1.9)483 (1.9)484 (1.9)483 (1.9)476 (3.1)

478 (3.1)

471 (3.2)

478 (3.1)

478 (3.1)

478 (3.1)

478 (3.1)

479 (3.0)478 (3.1)

477 (3.0)478 (4.4)475 (4.4)481 (4.5)475 (4.4)476 (4.4)475 (4.4)475 (4.4)474 (4.4)475 (4.4)475 (4.4)475 (2.2)473 (2.2)

480 (2.3)473 (2.2)474 (2.2)473 (2.2)473 (2.2)473 (2.2)473 (2.2)472 (2.2)

466 (4.2)

470 (4.2)

474 (4.1)

470 (4.2)

469 (4.2)

470 (4.2)

470 (4.2)

470 (4.2)

470 (4.2)

469 (4.2)

461 (2.9)462 (2.9)467 (3.1)

462 (2.9)

460 (2.9)462 (2.9)462 (2.9)462 (2.9)462 (2.9)462 (2.9)464 (3.6)

460 (3.5)457 (3.7)

460 (3.5)459 (3.5)

460 (3.5)

460 (3.5)

460 (3.5)

460 (3.5)

461 (3.5)458 (2.8)457 (2.9)462 (3.0)457 (2.9)

461 (2.9)457 (2.9)457 (2.9)457 (2.9)457 (2.9)458 (2.9)453 (4.7)452 (4.7)

450 (4.7)452 (4.7)453 (4.6)452 (4.7)452 (4.7)453 (4.7)452 (4.7)452 (4.6)

446 (3.8)

449 (3.6)445 (3.5)

449 (3.6)

448 (3.6)

449 (3.6)

449 (3.6)

449 (3.6)

449 (3.6)

448 (3.6)

442 (4.2)

447 (3.9)444 (4.2)

447 (3.9)

448 (3.9)

447 (3.9)

447 (3.9)

447 (3.9)

447 (3.9)446 (3.9)445 (5.5)444 (5.7)

446 (5.7)

444 (5.7)

445 (5.6)

444 (5.7)

444 (5.7)

444 (5.7)

445 (5.7)

444 (5.6)

436 (2.8)431 (2.6)

436 (2.9)431 (2.6)

431 (2.6)

431 (2.6)

431 (2.6)

432 (2.6)

432 (2.6)

432 (2.6)

398 (2.7)

394 (2.7)

389 (2.6)

394 (2.7)

397 (2.6)

394 (2.7)

394 (2.7)

395 (2.6)

394 (2.7)

395 (2.6)

394 (5.4)

389 (5.4)

390 (5.4)

389 (5.4)

391 (5.5)389 (5.4)

389 (5.4)

390 (5.5)389 (5.5)

390 (5.4)

387 (4.6)

377 (4.6)384 (4.6)

377 (4.6)

380 (4.6)

377 (4.6)

377 (4.6)

377 (4.7)

377 (4.7)375 (4.7)

365 (3.3)

370 (3.1)

370 (3.2)

370 (3.1)

370 (3.1)

370 (3.1)

370 (3.1)

369 (3.1)

370 (3.1)

371 (3.1)

491 (0.6)490 (0.6)

491 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Number of Items (Score Points)*

562 (3.1)

567 (2.9)566 (3.2)

567 (2.9)564 (3.0)

567 (2.9)567 (2.9)568 (2.9)567 (2.9)566 (2.9)550 (2.1)

548 (2.0)554 (2.1)

548 (2.0)549 (2.0)

548 (2.0)

548 (2.0)

548 (2.0)

548 (2.0)547 (2.0)567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)

536 (3.7)

537 (3.6)

534 (3.6)

537 (3.6)535 (3.6)

537 (3.6)

537 (3.6)535 (3.6)

537 (3.6)

537 (3.6)

517 (3.2)

522 (3.0)

521 (3.2)

522 (3.0)

521 (3.1)

522 (3.0)522 (3.0)522 (3.0)522 (3.0)522 (3.0)433 (5.5)439 (5.1)

435 (5.5)439 (5.1)

439 (5.2)

439 (5.1)

439 (5.1)

439 (5.1)

439 (5.1)

440 (5.1)

418 (4.1)

422 (3.9)421 (4.0)422 (3.9)423 (3.9)422 (3.9)422 (3.9)421 (3.9)422 (3.9)423 (3.8)423 (3.7)

420 (3.6)425 (3.8)420 (3.6)

421 (3.6)

420 (3.6)

420 (3.6)

420 (3.6)

420 (3.6)

419 (3.6)

211 (233)

121 (131)

211 (233)

96 (110)211 (233)

181 (201)

211 (233)

211 (233)

199 (220)

209 (231)

202 (224)* The number of items and score points are based on the number of items included in scaling the eighth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

555

Exhibit C.4: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

KuwaitSaudi Arabia

MoroccoEgypt

LebanonSouth Africa (9)608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (3.1)
543 (4.2)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)
490 (0.6)

Georgia

Singapore
Chinese Taipei
Japan
Korea, Rep. of
Finland
Russian Federation
Lithuania
Hungary
Australia
IrelandUnited States
SwedenPortugal
EnglandTurkeyIsraelHong Kong SAR
Italy
New Zealand
Norway (9)FranceBahrain
CyprusKazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. ofGeorgia
KuwaitSaudi Arabia
MoroccoEgypt
LebanonSouth Africa (9)International Average

Iran, Islamic Rep. ofCountry

JordanAverage Science
Scale Score based on
All Items(Continued)

608 (3.9)612 (4.0)603 (3.9)

609 (4.0)

608 (3.9)

607 (4.0)

608 (3.9)616 (4.0)

610 (3.9)573 (1.9)573 (1.9)570 (1.9)574 (1.9)

572 (1.9)

572 (1.9)

577 (1.9)

576 (2.0)575 (1.9)

569 (2.1)

565 (2.1)

568 (2.1)

569 (2.1)

568 (2.2)

573 (2.2)

568 (2.2)

571 (2.2)

571 (2.1)

561 (2.1)

559 (2.2)

559 (2.2)

559 (2.2)

559 (2.2)

561 (2.2)

559 (2.3)

556 (2.1)

560 (2.1)

542 (3.1)

540 (3.2)

543 (3.2)

540 (3.2)

542 (3.1)

542 (3.2)

542 (3.2)

538 (3.2)

541 (3.1)

543 (4.2)

542 (4.3)

544 (4.2)

540 (4.3)

543 (4.3)

545 (4.2)

542 (4.3)

540 (4.4)

543 (4.3)

534 (3.0)534 (3.1)

535 (3.0)533 (3.0)533 (3.0)534 (3.0)

532 (3.1)

531 (3.1)

533 (3.0)

530 (2.6)

529 (2.6)

533 (2.6)

530 (2.7)

530 (2.6)

529 (2.6)

530 (2.5)

528 (2.7)

529 (2.6)

528 (3.2)

527 (3.3)

528 (3.2)

526 (3.2)

527 (3.2)

528 (3.2)

525 (3.3)

525 (3.2)

529 (3.2)

522 (3.0)523 (3.1)

523 (2.9)522 (3.0)522 (3.0)

520 (3.0)519 (3.0)

520 (3.1)

523 (3.0)522 (4.6)

521 (4.7)

520 (4.7)

519 (4.6)

520 (4.8)522 (4.7)

521 (4.7)

520 (4.6)

522 (4.6)

522 (3.2)

520 (3.2)

521 (3.3)

520 (3.2)

521 (3.2)

522 (3.1)

517 (3.2)

518 (3.2)

521 (3.2)

518 (2.9)517 (2.9)518 (2.9)517 (2.9)517 (2.9)519 (2.9)519 (2.8)522 (3.0)519 (2.9)515 (4.9)517 (4.9)513 (5.0)

518 (4.9)517 (4.8)513 (4.8)514 (4.8)518 (4.8)517 (4.9)516 (3.7)

516 (3.8)516 (3.8)517 (3.8)515 (3.8)514 (3.7)

514 (3.9)516 (3.9)517 (3.8)515 (4.2)

514 (4.3)

512 (4.3)

514 (4.3)

512 (4.3)

515 (4.3)

514 (4.2)

517 (4.3)

514 (4.2)

503 (5.2)

503 (5.3)

502 (5.2)

503 (5.2)

503 (5.1)

503 (5.1)

502 (5.1)

509 (5.2)

504 (5.1)

500 (2.6)500 (2.5)

499 (2.6)500 (2.5)500 (2.6)500 (2.6)

497 (2.5)501 (2.5)500 (2.6)

498 (3.5)

497 (3.5)

498 (3.6)495 (3.5)

496 (3.5)

498 (3.5)

491 (3.6)

494 (3.6)

498 (3.5)

494 (3.1)

493 (3.1)

499 (3.2)

493 (3.1)

494 (3.1)

497 (3.1)

493 (3.1)

491 (3.2)

494 (3.1)

489 (2.7)

485 (2.7)

489 (2.7)

485 (2.7)

488 (2.7)

489 (2.8)

485 (2.7)

486 (2.7)

487 (2.7)

487 (1.9)486 (2.0)484 (1.9)

485 (2.0)486 (1.9)487 (2.0)

488 (2.0)489 (2.0)487 (1.9)

485 (1.9)

485 (2.0)483 (1.9)484 (1.9)482 (1.9)486 (1.9)484 (1.9)487 (1.9)484 (1.9)

480 (3.0)477 (3.1)

481 (3.1)

475 (3.1)

479 (3.1)

479 (3.1)

477 (3.2)

477 (3.2)

479 (3.1)

475 (4.3)

475 (4.5)473 (4.4)477 (4.4)476 (4.4)476 (4.3)

479 (4.4)483 (4.5)476 (4.4)474 (2.2)474 (2.3)

471 (2.2)474 (2.3)

474 (2.2)475 (2.2)

477 (2.3)

479 (2.3)

474 (2.2)

469 (4.2)

469 (4.2)

469 (4.2)

469 (4.2)

471 (4.2)

470 (4.1)

469 (4.2)

468 (4.2)

471 (4.2)

462 (2.9)462 (2.9)

461 (2.9)

461 (2.9)

461 (2.9)463 (2.9)456 (2.9)457 (2.9)463 (2.9)

461 (3.5)

460 (3.6)459 (3.5)

461 (3.5)458 (3.6)

464 (3.5)

462 (3.6)

463 (3.6)

460 (3.5)458 (2.9)458 (2.9)455 (2.9)457 (2.9)457 (2.9)

461 (2.9)459 (2.9)

460 (3.0)457 (2.9)453 (4.7)452 (4.7)452 (4.6)453 (4.8)453 (4.6)453 (4.6)454 (4.7)455 (4.7)452 (4.7)

450 (3.6)452 (3.7)

450 (3.6)

448 (3.7)

449 (3.6)

448 (3.6)

448 (3.8)446 (3.7)

446 (3.6)

448 (3.9)445 (4.0)

447 (3.9)

448 (3.9)

447 (4.0)

447 (4.0)445 (4.1)

452 (3.9)

447 (3.9)445 (5.6)

446 (5.6)

444 (5.6)

447 (5.7)

445 (5.7)

445 (5.5)

448 (5.4)

447 (5.6)445 (5.7)

431 (2.6)

431 (2.6)

431 (2.6)

432 (2.6)

432 (2.7)

433 (2.6)

436 (2.7)

435 (2.8)429 (2.6)

396 (2.6)

394 (2.7)

395 (2.7)

394 (2.7)

395 (2.6)

399 (2.6)

397 (2.7)400 (2.6)395 (2.6)

392 (5.5)391 (5.5)389 (5.4)

392 (5.5)

390 (5.4)

394 (5.3)

396 (5.5)393 (5.6)

390 (5.5)379 (4.6)

378 (4.7)

379 (4.6)

379 (4.7)

381 (4.6)

381 (4.6)383 (4.7)

394 (4.6)

381 (4.6)

369 (3.1)

373 (3.1)

367 (3.1)

373 (3.1)

369 (3.2)

372 (3.1)

372 (3.2)

371 (3.2)

371 (3.1)

490 (0.6)490 (0.6)489 (0.6)490 (0.6)490 (0.6)

491 (0.6)490 (0.6)

491 (0.6)490 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Number of Items (Score Points)*

567 (2.9)564 (3.0)

567 (3.0)565 (2.9)566 (2.9)568 (3.0)564 (3.0)559 (3.1)

566 (3.0)

548 (2.0)550 (2.0)545 (2.1)

550 (2.1)

549 (2.0)

548 (2.0)552 (2.0)553 (2.1)

549 (2.0)567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)

537 (3.5)

537 (3.6)

538 (3.7)

534 (3.6)

534 (3.6)

536 (3.6)

537 (3.6)

533 (3.6)

537 (3.6)

521 (3.0)

520 (3.1)

519 (3.1)

518 (3.1)

520 (3.1)

522 (3.0)516 (3.1)

517 (3.2)

522 (3.0)

439 (5.2)

441 (5.1)

439 (5.2)

441 (5.2)

439 (5.2)

438 (5.1)

440 (5.3)

439 (5.3)

439 (5.2)

422 (3.9)424 (3.9)419 (3.9)424 (3.9)422 (3.9)424 (3.8)425 (4.0)424 (4.0)423 (3.9)421 (3.6)

420 (3.7)

419 (3.6)

421 (3.7)

422 (3.6)423 (3.6)423 (3.7)

426 (3.7)

421 (3.6)

211 (233)

199 (219)

177 (197)

177 (193)

178 (198)

191 (211)

168 (184)

138 (152)

123 (139)

193 (214)* The number of items and score points are based on the number of items included in scaling the eighth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

556

Exhibit C.4: Average Scale Scores for the Science Test-Curriculum Matching Analysis
Results based on a subset of items specifically identified by each country as addressing its curriculum

Singapore
Chinese Taipei
Japan
Korea, Rep. of
Finland
Russian Federation
Lithuania
Hungary
Australia
IrelandUnited States
SwedenPortugal
EnglandTurkeyIsraelHong Kong SAR
Italy
New Zealand
Norway (9)FranceBahrain
CyprusKazakhstan
Qatar
United Arab Emirates
Romania
Chile
Malaysia
Oman
JordanIran, Islamic Rep. ofGeorgia
KuwaitSaudi Arabia
MoroccoEgypt
LebanonSouth Africa (9)International Average608 (3.9)574 (1.9)570 (2.1)
561 (2.1)
543 (3.1)
543 (4.2)
534 (3.0)
530 (2.6)
528 (3.2)
523 (2.9)522 (4.7)
521 (3.2)
519 (2.9)517 (4.8)515 (3.7)513 (4.2)
504 (5.2)
500 (2.6)
499 (3.5)495 (3.1)
489 (2.7)
486 (1.9)484 (1.9)478 (3.1)
475 (4.4)473 (2.2)
470 (4.2)
462 (2.9)
460 (3.5)457 (2.9)452 (4.7)
449 (3.6)
447 (3.9)444 (5.7)
431 (2.6)
394 (2.7)
389 (5.4)
377 (4.6)
370 (3.1)
490 (0.6)

Abu Dhabi, UAE

Gauteng, RSA (9)Western Cape, RSA (9)Ontario, Canada

Quebec, Canada

Dubai, UAE

Moscow City, Russian Fed.

Country

Benchmarking Participants

Average Science
Scale Score based on
All Items(Continued)

607 (3.9)

608 (3.9)604 (3.7)

607 (3.8)

610 (3.9)

610 (3.9)

608 (3.9)

571 (1.9)574 (1.9)567 (1.9)

571 (1.9)575 (1.9)575 (1.9)574 (1.9)

571 (2.1)

570 (2.1)

573 (2.1)

571 (2.1)

571 (2.1)

571 (2.1)

570 (2.1)

561 (2.1)

561 (2.1)

559 (2.1)

563 (2.2)

560 (2.1)

560 (2.1)

561 (2.1)

541 (3.1)

543 (3.1)

540 (3.1)

541 (3.1)

541 (3.1)

541 (3.1)

543 (3.1)

543 (4.2)

543 (4.2)

542 (4.4)

541 (4.2)

543 (4.3)

543 (4.3)

543 (4.2)

534 (3.0)534 (3.0)534 (3.1)

533 (3.0)533 (3.0)533 (3.0)534 (3.0)529 (2.6)

530 (2.6)

524 (2.6)

529 (2.6)

529 (2.6)

529 (2.6)

530 (2.6)

529 (3.2)

528 (3.2)

533 (3.2)

531 (3.1)

529 (3.2)

529 (3.2)

528 (3.2)

523 (2.9)523 (2.9)525 (3.0)524 (2.9)523 (3.0)523 (3.0)523 (2.9)523 (4.7)

522 (4.7)

527 (4.6)525 (4.7)

522 (4.6)

522 (4.6)

522 (4.7)

521 (3.2)

521 (3.2)

519 (3.3)

521 (3.2)

521 (3.2)

521 (3.2)

521 (3.2)

518 (2.9)519 (2.9)526 (2.9)

520 (2.9)519 (2.9)519 (2.9)519 (2.9)517 (4.8)517 (4.8)518 (4.9)515 (4.7)

517 (4.9)517 (4.9)517 (4.8)515 (3.7)515 (3.7)515 (3.7)515 (3.6)

517 (3.8)517 (3.8)515 (3.7)

514 (4.2)

513 (4.2)

514 (4.3)

513 (4.2)

514 (4.2)

514 (4.2)

513 (4.2)

502 (5.2)

504 (5.2)

501 (5.1)

507 (5.2)

504 (5.1)

504 (5.1)

504 (5.2)

500 (2.6)500 (2.6)503 (2.6)500 (2.6)500 (2.6)500 (2.6)500 (2.6)

499 (3.5)

499 (3.5)501 (3.5)502 (3.5)

498 (3.5)

498 (3.5)

499 (3.5)495 (3.1)

495 (3.1)

496 (3.2)

495 (3.1)

494 (3.1)

494 (3.1)

495 (3.1)

488 (2.7)

489 (2.7)

493 (2.8)493 (2.7)

487 (2.7)

487 (2.7)

489 (2.7)

487 (1.9)486 (1.9)489 (2.0)

488 (2.0)487 (1.9)487 (1.9)486 (1.9)483 (1.9)484 (1.9)487 (2.0)484 (1.9)484 (1.9)484 (1.9)484 (1.9)478 (3.1)

478 (3.1)

471 (3.1)

476 (3.0)479 (3.1)

479 (3.1)

478 (3.1)

475 (4.4)475 (4.4)476 (4.4)474 (4.4)476 (4.4)476 (4.4)475 (4.4)473 (2.2)473 (2.2)475 (2.2)472 (2.2)474 (2.2)474 (2.2)473 (2.2)

470 (4.2)

470 (4.2)

464 (4.3)

469 (4.2)

471 (4.2)

471 (4.2)

470 (4.2)

463 (2.9)462 (2.9)

461 (2.8)463 (2.9)463 (2.9)463 (2.9)462 (2.9)

460 (3.5)

460 (3.5)456 (3.6)

464 (3.5)

460 (3.5)

460 (3.5)

460 (3.5)457 (2.9)457 (2.9)

460 (2.9)459 (2.9)457 (2.9)457 (2.9)457 (2.9)451 (4.6)452 (4.7)452 (4.6)451 (4.6)452 (4.7)452 (4.7)452 (4.7)

449 (3.6)

449 (3.6)

448 (3.6)

447 (3.6)

446 (3.6)

446 (3.6)

449 (3.6)

446 (3.9)

447 (3.9)446 (4.0)444 (4.0)

447 (3.9)

447 (3.9)

447 (3.9)444 (5.6)

444 (5.7)

445 (5.4)

443 (5.5)445 (5.7)

445 (5.7)

444 (5.7)

431 (2.6)

431 (2.6)

436 (2.7)

435 (2.6)

429 (2.6)

429 (2.6)

431 (2.6)

393 (2.7)

394 (2.7)

394 (2.7)

393 (2.7)

395 (2.6)395 (2.6)

394 (2.7)

390 (5.4)

389 (5.4)

387 (5.3)

389 (5.3)

390 (5.5)

390 (5.5)389 (5.4)

378 (4.6)

377 (4.6)

372 (5.0)366 (4.9)381 (4.6)

381 (4.6)

377 (4.6)

371 (3.1)

370 (3.1)

370 (3.2)

369 (3.1)

371 (3.1)

371 (3.1)

370 (3.1)

490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)490 (0.6)

Benchmarking Participants
Moscow City, Russian Fed.
Dubai, UAE
Quebec, Canada
Ontario, Canada
Western Cape, RSA (9)Gauteng, RSA (9)Abu Dhabi, UAE
Number of Items (Score Points)*

565 (3.0)

567 (2.9)566 (3.2)

566 (3.0)566 (3.0)566 (3.0)

567 (2.9)

548 (2.0)

548 (2.0)549 (2.1)

546 (2.0)549 (2.0)549 (2.0)

548 (2.0)567 (2.9)
548 (2.0)537 (3.6)
522 (3.0)
439 (5.1)
422 (3.9)420 (3.6)

536 (3.6)

537 (3.6)

546 (3.6)

537 (3.6)

537 (3.6)

537 (3.6)

537 (3.6)

522 (3.0)522 (3.0)525 (3.1)

527 (3.0)522 (3.0)522 (3.0)522 (3.0)440 (5.1)

439 (5.1)

441 (5.4)

439 (5.1)

439 (5.2)

439 (5.2)

439 (5.1)

423 (3.9)422 (3.9)424 (4.0)421 (3.9)423 (3.9)423 (3.9)422 (3.9)420 (3.6)

420 (3.6)

422 (3.6)

418 (3.6)

421 (3.6)

421 (3.6)

420 (3.6)

211 (233)

198 (220)

211 (233)

113 (125)

176 (196)

193 (214)

193 (214)

211 (233)* The number of items and score points are based on the number of items included in scaling the eighth grade science achievement data.
See Chapter 10 in Methods and Procedures: TIMSS 2019 Technical Report for information about items deleted or recoded for scaling.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX CTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

557

APPENDIX D

Percentiles of Achievement

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX DTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

558

Appendix D.1: Percentiles of Mathematics AchievementthCountry

5
Percentile

10thPercentile

25thPercentile

50thPercentile

75thPercentile

90thPercentile

95
PercentilethAlbania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

346 (10.3)
381 (4.0)364 (6.0)
430 (4.8)371 (4.8)331 (6.2)
419 (3.4)
320 (4.9)
360 (10.9)383 (3.0)
318 (5.1)
483 (5.6)
398 (5.6)
397 (5.7)
406 (5.8)
402 (5.5)
411 (5.5)402 (5.0)347 (6.5)
340 (6.2)
405 (4.5)479 (5.2)
388 (5.2)
278 (8.6)
414 (5.6)
403 (4.8)474 (3.7)
401 (4.4)477 (5.7)
305 (7.7)
190 (6.7)
427 (7.0)
410 (5.7)
373 (5.4)
298 (6.3)
220 (7.2)
432 (4.3)
338 (4.7)295 (11.2)
410 (8.0)
416 (5.9)263 (5.5)
156 (12.0)
121 (6.1)
386 (4.1)
398 (4.8)300 (5.3)
451 (7.7)
223 (7.6)
356 (8.1)
481 (8.0)
368 (10.9)
222 (3.6)
378 (5.7)
396 (5.4)
346 (8.0)
316 (2.8)383 (5.9)382 (6.3)
407 (4.6)
401 (5.9)455 (3.5)
412 (5.6)
363 (5.3)
445 (3.5)352 (3.7)
397 (8.8)412 (3.2)
344 (4.1)
513 (4.9)424 (4.9)428 (3.5)435 (5.0)429 (3.0)445 (5.1)
431 (4.9)379 (5.8)
371 (7.2)
431 (3.7)509 (5.8)
418 (5.4)
316 (8.1)
446 (5.2)
427 (3.6)502 (3.3)
424 (4.1)
509 (4.1)
337 (5.1)
230 (7.8)454 (4.4)
442 (4.2)
404 (2.9)340 (4.0)
254 (6.1)
457 (4.4)
368 (4.4)
339 (9.2)
449 (5.2)
446 (4.2)
299 (4.2)
189 (10.1)
156 (6.7)
418 (3.7)424 (4.5)329 (5.3)
479 (4.8)
261 (7.6)
395 (7.5)
519 (7.0)
406 (8.8)251 (3.2)
405 (4.2)
425 (5.2)
385 (8.4)
350 (3.0)421 (4.4)

441 (5.6)453 (3.5)
460 (3.6)495 (2.9)467 (3.6)
421 (3.5)487 (2.8)403 (3.0)461 (6.5)
460 (2.9)389 (4.2)
557 (2.7)
465 (3.2)
480 (4.1)
484 (3.5)474 (2.7)
499 (3.5)483 (3.4)
431 (4.3)
429 (5.3)
474 (2.9)558 (4.1)
472 (4.1)
379 (5.7)
501 (3.5)470 (3.2)
548 (2.5)
466 (2.8)556 (3.0)393 (4.1)
307 (6.1)
501 (3.4)
493 (3.4)
460 (1.9)402 (2.5)
312 (4.5)495 (2.7)425 (3.4)
411 (6.8)510 (3.6)
493 (3.5)362 (3.6)
249 (12.6)
216 (7.4)
471 (3.9)472 (3.1)
384 (4.8)524 (4.1)
331 (5.2)
456 (5.4)
578 (4.9)
466 (4.6)301 (3.2)
453 (3.8)474 (4.0)459 (6.0)
412 (2.3)
480 (3.2)

500 (3.9)
501 (2.8)519 (3.0)
541 (2.4)
521 (2.7)484 (2.7)
534 (1.8)455 (2.8)524 (4.1)
514 (2.0)441 (3.7)
603 (1.7)
511 (2.6)535 (3.3)
537 (2.7)
526 (2.1)
558 (4.4)535 (3.3)
488 (3.2)
487 (3.4)
523 (2.8)605 (3.8)
529 (3.0)
447 (3.2)
553 (2.3)
517 (2.8)595 (2.0)511 (3.0)603 (2.3)
450 (3.4)
390 (5.2)
551 (2.3)
546 (3.2)
516 (2.1)
461 (2.0)381 (4.3)
540 (3.2)
489 (3.2)
479 (6.9)
572 (3.6)
546 (2.3)
431 (3.7)
329 (15.5)
293 (7.2)
523 (2.7)
529 (3.5)450 (4.1)
569 (3.1)
403 (3.7)
514 (3.3)
633 (4.5)
517 (3.9)
365 (4.1)
505 (1.9)523 (3.0)
531 (4.9)484 (2.1)
542 (2.8)552 (4.7)
545 (2.6)575 (3.4)
584 (2.7)
574 (2.5)
540 (2.9)580 (2.0)504 (2.6)575 (3.6)
564 (2.2)
493 (3.1)
645 (3.2)
556 (2.3)
587 (3.4)585 (2.8)577 (2.4)615 (4.1)
585 (1.9)
540 (3.2)
538 (3.9)
570 (2.8)649 (3.7)
578 (2.8)512 (3.9)601 (2.1)
560 (2.8)641 (2.3)
558 (3.3)
648 (2.7)500 (3.5)463 (6.0)
594 (2.9)596 (2.8)563 (2.4)512 (2.4)452 (5.1)
581 (2.5)
549 (3.3)
540 (5.5)627 (3.4)595 (2.7)
499 (5.1)
407 (15.6)
376 (8.2)
573 (2.9)580 (3.2)
515 (4.7)
613 (4.0)469 (4.0)
566 (3.5)
682 (3.8)561 (3.2)
439 (5.0)554 (2.2)
571 (3.4)595 (4.1)
553 (1.9)594 (3.0)

597 (4.6)
584 (3.4)625 (3.7)
623 (2.1)
615 (3.1)
588 (3.3)
619 (2.4)
545 (2.9)618 (2.8)608 (2.7)
537 (3.3)
681 (2.4)595 (3.3)
632 (3.3)
626 (3.8)
618 (3.5)665 (4.8)628 (3.6)
586 (3.5)
583 (4.9)
609 (2.9)
689 (3.6)
621 (3.7)
563 (3.4)
643 (4.2)
598 (3.4)
680 (2.9)
598 (3.8)
687 (3.3)
543 (3.6)
523 (6.5)
629 (3.3)
636 (3.5)
602 (1.9)554 (3.4)
516 (8.0)615 (3.5)
602 (3.6)
591 (6.6)
672 (5.3)
636 (2.8)563 (7.9)
462 (10.2)
444 (7.7)
617 (3.5)
621 (3.4)
569 (4.7)653 (4.6)525 (4.5)
611 (4.1)
720 (3.5)600 (3.8)509 (5.0)594 (2.8)615 (4.1)
644 (5.0)
607 (1.8)
639 (2.8)

627 (3.7)
607 (4.9)654 (5.8)643 (3.5)640 (4.0)
618 (4.5)
641 (2.7)
569 (3.7)
642 (3.4)
633 (3.3)
565 (4.3)
701 (2.6)
617 (4.3)
657 (3.8)650 (3.9)644 (4.2)
693 (6.5)
653 (3.2)
611 (5.0)
608 (4.4)
630 (3.2)
710 (4.3)
645 (3.3)
592 (4.7)
665 (3.4)
619 (4.4)703 (3.1)
622 (3.3)
710 (4.0)
568 (3.1)
555 (6.5)
650 (4.0)
660 (4.9)625 (4.0)
578 (3.2)555 (11.3)
634 (3.7)
634 (4.2)
622 (7.7)
699 (5.9)660 (3.6)
602 (10.6)
493 (11.0)
480 (7.1)
642 (5.0)644 (3.9)
599 (5.1)
675 (5.2)
558 (3.9)
639 (4.4)
741 (3.8)626 (5.0)552 (5.4)
617 (3.7)640 (4.4)
671 (5.0)
638 (2.4)663 (4.0)383 (5.7)
421 (5.3)
483 (5.2)
405 (6.5)
283 (4.9)400 (4.5)

411 (5.3)
445 (3.6)512 (4.9)432 (3.6)
314 (3.5)435 (3.6)

458 (4.5)487 (3.8)554 (2.9)474 (4.1)
369 (2.6)
491 (2.7)513 (4.1)
535 (2.6)
596 (2.4)
521 (2.7)
439 (3.1)
549 (1.9)567 (4.2)
578 (3.2)
636 (2.9)565 (2.2)
510 (2.7)601 (2.6)

612 (4.6)
616 (3.8)
669 (2.6)
602 (2.6)
571 (2.5)646 (3.3)

637 (6.1)
638 (3.6)
686 (2.6)623 (4.2)
604 (2.8)
671 (4.2)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

Percentiles are defined in terms of percentages of students at or below a point on the scale.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX DTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

559

Appendix D.2: Percentiles of Science Achievement
th5
Percentile

10thPercentile

25thPercentile

50thPercentile

75thPercentilethCountry

90
Percentile

95thPercentile

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

341 (10.5)
336 (6.1)
389 (6.0)
394 (6.0)
260 (10.3)
329 (7.7)
384 (3.6)
321 (7.4)
326 (14.0)
401 (3.5)343 (5.8)444 (4.7)424 (5.2)
381 (5.3)
414 (5.1)
405 (6.6)
413 (6.8)
429 (6.9)
351 (6.1)
307 (10.0)383 (4.1)
408 (6.5)
395 (5.6)
265 (10.4)
393 (7.1)
400 (5.7)
442 (4.5)373 (4.5)474 (7.0)
260 (8.1)
181 (9.6)
432 (6.1)
414 (6.0)
344 (4.4)292 (5.4)
172 (8.8)407 (5.4)
360 (4.0)
244 (9.1)
392 (7.0)422 (5.8)
234 (6.3)
83 (13.4)
59 (7.2)
401 (6.6)
391 (3.1)
271 (7.2)
457 (7.3)
205 (7.3)
368 (11.8)
454 (6.3)
367 (13.8)
129 (4.3)
394 (4.8)409 (7.2)
350 (10.0)273 (2.5)387 (5.6)

378 (7.7)
364 (6.2)
427 (4.4)424 (4.2)
309 (6.9)
368 (6.3)
412 (3.8)355 (4.8)381 (10.8)
429 (3.0)
370 (4.4)471 (4.4)
448 (4.5)
412 (3.7)
443 (4.3)
433 (3.4)
444 (4.5)
464 (4.5)
382 (5.0)344 (7.4)
416 (4.3)
438 (5.3)
425 (5.0)306 (7.0)
427 (5.4)
424 (4.6)473 (3.8)
397 (3.4)504 (4.2)
298 (6.5)
226 (7.5)
458 (3.9)443 (4.3)
382 (5.3)
336 (5.5)
216 (6.8)
434 (4.3)
392 (4.5)287 (10.0)424 (4.1)
451 (4.5)
278 (4.8)
125 (11.7)
93 (8.1)
435 (4.6)
416 (4.2)
308 (6.5)484 (4.4)
248 (7.6)
412 (7.0)
493 (5.8)415 (10.0)
163 (4.7)
422 (4.8)
439 (5.9)
401 (8.9)314 (2.9)426 (4.8)

437 (5.2)
415 (4.3)
484 (2.8)474 (3.2)
371 (4.0)
432 (4.6)458 (2.8)408 (3.7)
460 (8.1)
476 (2.8)419 (3.7)
516 (2.7)
485 (3.3)
463 (3.4)
490 (3.4)
478 (3.1)
491 (3.3)
513 (3.1)
435 (4.6)
400 (5.0)
468 (3.4)486 (4.0)479 (3.9)377 (6.0)
481 (4.8)
467 (3.1)
519 (2.7)
441 (4.3)
545 (3.2)
358 (4.4)
307 (7.6)
501 (3.5)
492 (3.4)
443 (2.5)
401 (3.4)
291 (6.8)476 (3.9)
448 (3.2)
359 (8.1)
473 (3.3)
497 (3.4)355 (4.4)
197 (13.6)
158 (8.1)
484 (3.2)
459 (3.5)376 (5.0)526 (3.5)
327 (5.4)
471 (4.3)
548 (4.5)479 (4.4)
225 (5.0)
467 (2.8)490 (4.6)475 (5.3)
395 (2.8)486 (3.6)495 (3.7)
469 (3.3)
538 (3.2)
526 (2.9)434 (3.5)
498 (3.4)504 (2.8)463 (3.0)536 (5.2)
526 (2.1)
470 (4.1)
562 (2.0)525 (3.0)515 (3.6)
538 (3.5)525 (2.8)
540 (2.7)
559 (1.9)493 (3.6)459 (4.6)
524 (3.2)
535 (3.8)535 (2.8)450 (4.7)
534 (3.5)512 (3.1)
566 (1.9)492 (3.2)
590 (2.3)
419 (4.0)
398 (7.4)
546 (2.5)
542 (2.9)504 (2.1)
461 (3.4)375 (6.6)
522 (3.3)
507 (2.6)
432 (8.8)524 (3.0)
543 (2.6)
441 (4.0)
288 (19.3)
239 (8.1)
536 (3.3)
507 (3.3)
456 (5.6)
570 (3.1)
410 (4.5)525 (3.3)
602 (3.7)
531 (3.1)
311 (6.6)
516 (2.2)
541 (4.2)
538 (4.4)483 (2.6)
546 (3.0)

549 (3.5)
520 (3.6)
587 (2.4)575 (3.5)
492 (3.3)
557 (3.9)
548 (2.5)514 (2.9)595 (4.2)
573 (2.6)
522 (2.5)604 (1.9)565 (2.3)
563 (3.2)
582 (2.2)
569 (2.7)
587 (3.3)
602 (2.8)
544 (2.9)512 (3.6)
573 (2.7)
580 (3.2)
584 (3.2)
511 (3.9)580 (3.2)555 (3.7)
609 (2.1)
544 (4.0)
633 (2.3)
474 (3.5)482 (6.9)585 (2.1)
588 (2.2)555 (1.8)516 (2.9)458 (7.2)
564 (2.8)561 (2.5)501 (6.4)
568 (2.8)586 (2.4)
518 (4.8)385 (15.5)
333 (9.3)
582 (3.0)551 (2.7)
526 (5.0)
611 (2.9)484 (3.2)
571 (3.3)
649 (3.3)
575 (2.6)
414 (7.4)
559 (2.0)588 (3.8)
591 (3.6)557 (2.2)
598 (2.2)

592 (3.4)564 (4.5)
629 (3.6)
614 (2.5)
542 (3.3)
606 (4.0)584 (2.7)556 (3.6)
641 (3.4)
613 (2.6)564 (2.9)
639 (2.7)
599 (3.4)
606 (4.3)
619 (3.2)
607 (4.0)
626 (4.6)640 (3.0)583 (3.4)556 (4.1)
613 (2.4)
620 (4.0)624 (2.5)561 (3.4)
620 (2.8)
592 (4.1)
645 (2.7)595 (6.3)
671 (3.1)
520 (4.2)
548 (8.3)
619 (3.1)
628 (3.2)
598 (2.4)
558 (2.5)
531 (9.5)
599 (3.8)605 (3.4)554 (6.7)
606 (3.7)
622 (2.3)
582 (6.4)
457 (11.8)
418 (10.3)
620 (3.6)
587 (2.7)
581 (4.3)
646 (3.1)
540 (3.8)613 (3.7)
687 (3.2)
612 (3.8)510 (8.7)
595 (2.8)
629 (3.9)
631 (3.9)612 (1.9)641 (2.5)

619 (4.7)
590 (5.2)
653 (4.3)
636 (4.2)
569 (4.5)635 (4.6)605 (3.4)
580 (4.5)
666 (3.4)
637 (2.5)
589 (3.3)
659 (4.1)
618 (4.3)
630 (4.5)640 (3.2)
629 (3.4)
648 (4.8)662 (3.3)
608 (3.5)
582 (5.1)
634 (4.8)643 (4.1)
647 (3.2)
587 (4.4)643 (4.5)615 (7.0)
668 (3.4)625 (6.4)
693 (4.1)
545 (4.7)
582 (7.4)
639 (2.4)
651 (4.7)
623 (2.8)582 (3.4)
571 (10.7)
619 (5.7)
629 (3.7)
583 (5.3)
627 (4.7)
643 (3.5)
619 (7.7)
496 (11.4)
470 (9.3)
643 (5.1)
608 (2.9)
611 (5.2)
666 (4.6)
571 (4.7)
637 (3.8)708 (3.7)
634 (4.1)
563 (7.9)
614 (2.3)
652 (3.8)653 (4.8)641 (2.1)
664 (2.6)

397 (6.3)
413 (5.3)
484 (5.8)
417 (4.1)
230 (4.1)
389 (5.6)

426 (4.7)
437 (4.2)
514 (4.6)
442 (3.8)
265 (3.6)
429 (3.5)474 (4.7)
479 (4.4)556 (2.7)484 (2.8)329 (4.0)492 (2.8)527 (3.8)524 (3.4)
599 (2.2)
526 (2.2)
419 (3.2)
554 (2.2)

577 (3.8)566 (3.2)
638 (2.3)
565 (2.4)507 (3.3)605 (1.9)617 (4.5)604 (3.8)
671 (3.5)
599 (2.7)
570 (3.7)
646 (2.7)

641 (5.3)
627 (4.7)
689 (3.8)
618 (4.4)604 (3.3)
671 (2.9)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

Percentiles are defined in terms of percentages of students at or below a point on the scale.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX DTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

560

Appendix D.3: Percentiles of Mathematics AchievementthCountry

5
Percentile

10thPercentile

25thPercentile

50thPercentile

75thPercentile

90thPercentile

95thPercentile

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

369 (5.3)
317 (3.4)
318 (4.7)
435 (5.4)
362 (4.7)
252 (6.5)
363 (9.2)
384 (6.0)
369 (3.2)
318 (8.8)410 (11.9)
366 (6.7)
296 (7.2)
395 (7.3)
352 (6.2)
378 (5.7)
451 (4.3)
274 (7.1)
355 (4.2)
435 (6.2)
262 (6.9)
313 (4.3)
384 (5.2)
319 (4.8)277 (3.7)
333 (7.1)
370 (6.4)
246 (5.5)
380 (6.3)
293 (5.8)
317 (6.5)
409 (6.3)
268 (4.6)445 (7.8)274 (3.8)373 (5.5)322 (6.9)302 (2.5)348 (9.4)

401 (4.0)350 (3.1)
344 (3.9)475 (3.9)392 (4.0)
288 (6.9)
398 (8.3)
412 (5.4)
393 (3.9)349 (7.4)455 (7.8)
398 (5.8)329 (5.9)426 (5.8)387 (5.1)
405 (3.4)
485 (3.9)
305 (5.4)
381 (4.6)475 (5.5)
290 (5.9)337 (3.6)415 (3.7)
346 (4.9)300 (3.1)
367 (6.3)
401 (4.1)
281 (4.5)
406 (5.2)
322 (4.6)351 (5.2)
438 (7.3)
294 (4.3)
487 (10.4)
297 (3.3)
401 (4.1)
355 (7.8)
336 (2.8)385 (7.2)

456 (3.8)413 (3.3)
388 (3.7)
550 (4.0)445 (3.0)347 (6.1)
457 (6.9)
460 (3.6)
436 (3.7)400 (6.4)
524 (5.7)455 (4.4)383 (4.4)476 (3.9)
450 (4.4)
448 (3.7)
538 (2.6)
361 (5.4)
431 (4.2)
547 (3.1)
341 (5.4)
378 (2.9)466 (3.0)396 (4.7)
339 (2.5)422 (5.1)
450 (3.3)
341 (3.6)451 (4.6)
374 (4.0)410 (5.2)
488 (6.1)
339 (4.0)565 (7.5)
336 (2.3)
449 (3.6)
418 (4.9)400 (2.7)
448 (5.8)

518 (4.2)
488 (2.6)
440 (4.2)
623 (3.3)
504 (2.6)
414 (5.9)516 (5.9)512 (2.7)483 (3.3)
461 (4.6)
587 (4.1)
518 (4.6)
444 (3.3)
528 (2.7)
523 (6.3)
499 (3.7)
595 (2.3)
423 (4.6)
486 (3.7)
613 (2.7)400 (5.4)
428 (3.5)
521 (4.0)457 (3.8)384 (2.4)482 (3.5)505 (3.8)412 (3.1)
499 (3.9)439 (4.3)
481 (6.8)
545 (5.1)
393 (3.8)
628 (4.6)383 (2.4)505 (2.8)493 (4.9)475 (2.5)
518 (5.1)

578 (5.2)
550 (2.3)
493 (3.5)
682 (3.6)559 (2.6)
481 (5.5)575 (6.8)
560 (2.9)
531 (2.9)524 (5.5)641 (4.1)
580 (4.1)
509 (5.1)
574 (2.5)
591 (5.2)
548 (3.2)
653 (3.5)
481 (4.2)
544 (4.7)
674 (4.1)
462 (5.9)479 (4.0)
577 (3.8)521 (3.8)433 (2.9)
542 (3.6)
558 (2.6)482 (3.1)
551 (3.4)
511 (5.8)550 (5.2)
598 (4.6)
446 (2.8)
679 (3.1)
436 (2.8)556 (3.3)
572 (4.7)
548 (2.3)
588 (5.3)

632 (7.0)
598 (2.2)
538 (4.7)
731 (3.5)604 (3.2)
535 (6.2)
628 (7.6)
602 (3.1)
570 (3.4)
576 (6.6)
686 (7.0)
631 (4.7)
568 (7.0)
614 (3.8)647 (6.7)
589 (4.1)
700 (5.4)
530 (4.6)
597 (4.9)
727 (6.6)
521 (7.6)
525 (4.1)
624 (4.2)
580 (3.3)
482 (4.0)
598 (4.0)
601 (3.4)
537 (3.3)
596 (4.8)
571 (8.5)
604 (5.1)
647 (6.1)
495 (3.2)
718 (2.8)
491 (3.6)601 (4.3)
637 (5.4)
607 (2.5)642 (4.8)666 (9.0)628 (3.2)
568 (7.5)
759 (4.8)
631 (5.0)567 (7.3)
660 (10.2)
624 (2.9)593 (5.1)
604 (8.5)
714 (7.1)
661 (7.0)
602 (9.5)
636 (3.0)
674 (7.0)
611 (4.2)
727 (6.9)
558 (4.5)
624 (6.0)755 (6.0)552 (8.1)
551 (4.4)652 (6.3)
618 (4.6)
514 (5.2)
629 (4.3)
626 (3.3)
568 (3.6)
623 (5.6)
606 (8.2)
635 (6.5)
676 (6.5)
523 (3.4)
740 (3.3)
527 (4.2)
626 (4.3)
677 (6.9)
639 (2.8)
671 (4.9)398 (6.1)
429 (8.2)
436 (4.9)
305 (4.3)
311 (4.2)
270 (4.5)
371 (6.1)

427 (5.3)
457 (6.4)
466 (5.4)
328 (4.1)
336 (4.4)300 (4.2)
411 (4.1)

477 (4.2)
499 (4.6)
519 (3.9)367 (2.7)
376 (4.0)357 (3.9)477 (3.1)

532 (4.4)545 (4.8)
578 (4.6)415 (2.8)430 (4.6)
436 (4.1)
545 (2.7)

582 (4.4)590 (4.1)
634 (4.7)
469 (4.7)
498 (7.4)
512 (3.3)
603 (2.9)

629 (7.3)
627 (5.3)
681 (5.2)
523 (5.1)
569 (9.1)
573 (2.9)648 (3.0)658 (8.0)
648 (5.7)
709 (6.8)
558 (7.3)
606 (7.8)605 (3.9)673 (4.2)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

Percentiles are defined in terms of percentages of students at or below a point on the scale.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX DTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

561

Appendix D.4: Percentiles of Science Achievement
5th
PercentilethCountry

10
Percentile

25thPercentile

50thPercentile

75thPercentile

90thPercentile

95
PercentilethAustralia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

373 (6.5)
308 (5.6)
331 (6.3)
426 (5.6)335 (4.0)
192 (10.1)
356 (9.3)
388 (8.8)355 (4.5)302 (7.4)
337 (7.8)
388 (6.4)
299 (7.2)
376 (8.7)
343 (9.3)
373 (6.8)
444 (3.7)
277 (8.9)336 (6.5)
415 (6.5)
276 (9.7)
213 (7.0)
402 (5.5)292 (7.6)
251 (5.5)336 (8.1)
340 (7.1)
272 (5.3)
398 (7.1)
301 (7.2)
313 (6.7)
415 (7.8)280 (4.7)
439 (12.2)
211 (4.5)
349 (7.2)
351 (7.5)
247 (4.4)345 (11.0)

409 (4.6)
346 (3.7)
360 (4.9)464 (3.2)
370 (4.4)
237 (7.6)
393 (8.6)
428 (6.6)385 (4.7)
338 (5.2)
373 (8.7)
421 (5.2)
336 (5.0)413 (5.9)384 (6.9)
404 (4.5)473 (3.6)
319 (7.7)
368 (6.5)
453 (4.1)
313 (7.1)
243 (7.8)
433 (4.9)
330 (7.2)
284 (4.4)375 (6.5)
378 (7.4)
313 (5.3)
426 (4.5)
337 (5.5)350 (5.3)
442 (6.3)
314 (4.3)
485 (9.4)
243 (4.1)
391 (5.5)388 (5.1)
296 (3.4)
388 (8.8)473 (4.3)
416 (3.6)
409 (3.8)522 (2.2)
429 (4.3)
314 (6.6)
458 (6.9)
490 (4.2)
436 (3.9)392 (5.4)
440 (7.6)
476 (4.4)
391 (4.2)
470 (4.2)
450 (6.0)453 (3.7)
523 (2.1)
390 (6.3)
422 (4.2)
509 (3.4)
377 (7.1)
301 (6.7)
483 (4.2)
395 (5.6)
337 (3.6)
440 (5.1)
439 (4.8)387 (4.7)
470 (4.8)405 (5.0)410 (5.5)494 (5.3)
371 (3.5)557 (7.4)
298 (3.6)
462 (5.3)
449 (4.5)388 (3.4)
458 (6.4)

534 (3.4)
493 (2.5)465 (2.7)
581 (2.6)
490 (3.1)
398 (5.8)523 (5.0)
549 (3.1)
492 (3.4)
450 (3.1)
510 (6.8)
534 (3.6)
450 (4.0)529 (3.4)
521 (5.5)503 (3.0)573 (2.4)
462 (5.6)
478 (3.3)
563 (1.9)
448 (5.9)374 (5.9)537 (3.2)
467 (4.1)
396 (3.0)505 (3.5)500 (3.3)
465 (3.6)
520 (3.9)478 (5.6)472 (4.7)
546 (4.3)
435 (3.1)
621 (4.5)364 (3.6)
529 (3.4)
519 (4.7)
486 (2.8)531 (5.4)

589 (3.8)561 (2.5)517 (3.6)
634 (2.4)
543 (2.5)472 (5.8)580 (4.7)
602 (2.7)
543 (3.7)
506 (4.4)
571 (5.4)
586 (3.0)510 (4.2)
582 (3.4)
582 (5.8)551 (3.1)
620 (3.2)
522 (4.1)
535 (3.8)
617 (2.9)515 (6.3)
451 (6.7)
588 (3.6)
529 (3.1)
453 (2.9)563 (3.7)
558 (4.0)534 (2.9)569 (3.6)
549 (5.5)533 (5.2)
595 (3.7)
494 (3.0)
669 (2.8)435 (4.0)
588 (3.9)585 (4.4)566 (2.4)
594 (4.1)

635 (4.8)614 (3.1)
561 (4.6)
674 (2.4)
587 (3.0)
528 (5.6)
630 (6.6)
647 (4.0)585 (3.2)
551 (5.4)
622 (6.2)
632 (4.8)563 (7.0)
624 (3.1)
633 (5.5)593 (2.7)
659 (4.0)569 (4.6)590 (5.4)
666 (3.9)
570 (6.6)515 (5.2)
630 (4.2)
580 (2.9)503 (3.0)613 (3.4)
606 (3.2)
586 (3.7)
610 (3.4)
607 (5.1)
586 (6.9)
637 (5.4)
544 (2.7)
708 (3.2)
506 (4.1)
638 (5.0)
639 (5.0)
627 (2.4)
642 (4.2)

663 (6.2)
641 (3.5)
586 (4.2)
698 (3.9)612 (3.4)
558 (5.4)
659 (7.9)
673 (3.8)609 (4.7)
577 (8.1)
651 (7.2)
659 (5.2)
594 (6.5)
649 (5.2)
661 (6.3)
619 (4.6)
681 (4.7)
598 (4.4)620 (5.6)
694 (5.6)600 (8.3)
550 (6.7)
656 (4.8)608 (3.4)
531 (3.4)
643 (4.2)
632 (3.5)615 (4.2)
636 (3.9)
637 (6.4)
618 (6.3)
661 (4.8)
572 (3.3)
731 (2.6)552 (5.0)664 (3.9)
669 (5.1)
660 (2.5)670 (3.9)388 (7.2)
420 (8.0)
450 (5.0)
267 (6.3)
272 (6.0)
200 (4.8)360 (5.4)

419 (4.6)
447 (6.3)
477 (3.7)
299 (5.1)
303 (4.8)
236 (5.5)408 (4.6)

470 (4.1)
491 (4.5)
521 (3.4)353 (4.1)
360 (4.6)313 (6.1)
486 (2.5)525 (3.8)
539 (4.1)
570 (3.5)
418 (4.5)428 (5.0)426 (6.7)
560 (2.2)

575 (3.7)
585 (4.5)615 (4.1)
489 (5.1)
513 (8.2)
528 (4.1)
619 (2.6)

621 (5.5)623 (4.7)653 (3.4)554 (6.2)
596 (10.1)
595 (3.8)
668 (3.9)648 (5.2)
646 (5.2)
674 (5.1)
591 (7.1)
638 (9.5)
629 (3.9)695 (6.0)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE

Percentiles are defined in terms of percentages of students at or below a point on the scale.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX DTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

562

APPENDIX E

Standard Deviations of Achievement

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX E
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

563

Appendix E.1: Average Mathematics Achievement and Standard Deviations by Gender
OverallCountry
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Girls

Boys

Mean

Standard
Deviation

MeanStandard
Deviation

MeanStandard
Deviation

494 (3.4)
498 (2.5)516 (2.8)
539 (2.0)515 (2.7)
480 (2.6)
532 (1.9)452 (2.4)515 (4.3)
512 (1.9)
441 (2.7)
599 (1.9)509 (2.2)
532 (2.9)533 (2.5)525 (1.9)556 (3.0)
532 (2.3)
485 (3.0)
482 (3.7)
521 (2.3)
602 (3.3)
523 (2.6)
443 (3.9)
548 (2.5)515 (2.4)
593 (1.8)512 (2.5)600 (2.2)
444 (3.0)383 (4.7)
546 (2.6)
542 (2.8)509 (1.4)453 (2.0)383 (4.3)
538 (2.2)
487 (2.6)472 (5.3)
566 (2.7)
543 (2.2)
431 (3.7)
328 (12.0)
297 (6.4)
520 (2.7)525 (2.6)
449 (3.4)
567 (3.3)
398 (3.6)
508 (3.2)
625 (3.9)510 (3.5)374 (3.6)502 (2.1)
521 (2.8)523 (4.4)481 (1.7)
535 (2.5)

86 (2.4)
68 (1.5)
87 (1.9)65 (1.1)
84 (1.7)
87 (1.6)
68 (1.2)
75 (1.2)
86 (3.0)76 (1.2)
75 (1.6)
66 (1.3)
67 (1.8)
79 (1.5)
74 (1.8)
73 (1.1)
86 (2.0)76 (1.4)
80 (1.4)
81 (1.7)70 (1.4)
69 (1.5)
78 (1.4)
95 (2.3)
76 (1.3)
66 (1.0)70 (1.0)68 (1.4)
71 (1.2)
80 (1.5)
111 (2.4)
68 (1.8)
76 (1.4)
76 (0.9)85 (1.5)
102 (4.0)
62 (1.1)
90 (1.3)
98 (2.7)
88 (2.0)74 (1.4)
102 (2.4)
105 (2.6)
110 (2.3)
77 (1.5)
76 (1.3)
92 (2.0)68 (1.6)
101 (2.0)
84 (2.2)
79 (2.3)
77 (2.3)
100 (1.8)
73 (1.6)
73 (1.5)
100 (2.3)
99 (0.9)85 (1.3)

493 (3.8)
499 (2.6)
511 (2.9)535 (2.8)517 (3.1)
482 (3.2)
527 (2.1)
447 (2.7)
514 (4.7)502 (2.5)437 (3.4)
597 (2.4)504 (2.6)
523 (3.0)527 (2.7)
521 (2.2)552 (4.0)
531 (2.9)478 (3.3)
478 (3.9)516 (2.8)
599 (3.5)
518 (3.0)
439 (6.4)
545 (3.2)
509 (2.7)
593 (2.2)512 (3.0)
597 (2.3)
442 (3.1)
387 (6.0)
544 (2.9)
540 (2.9)505 (2.1)
450 (2.6)385 (4.8)533 (2.2)484 (3.7)472 (5.9)564 (3.2)
540 (2.7)
438 (3.6)
338 (16.4)
315 (6.6)
516 (3.0)516 (2.9)450 (5.1)
563 (3.6)
412 (4.9)509 (3.4)
621 (4.0)503 (3.5)384 (4.0)495 (2.5)
518 (3.2)
521 (4.5)477 (2.5)
529 (3.0)

85 (2.6)
66 (1.3)
82 (2.0)63 (1.4)
81 (2.2)
86 (2.2)
66 (1.4)
73 (1.5)
84 (3.0)74 (1.5)
73 (1.9)63 (1.7)
65 (1.9)76 (1.8)
73 (1.9)70 (1.7)
83 (2.6)75 (1.5)
78 (2.0)80 (1.9)68 (1.6)
67 (1.9)76 (1.9)
93 (3.4)
75 (1.7)
64 (1.3)
67 (1.3)
67 (1.8)
68 (1.7)
79 (1.7)
106 (2.7)
67 (1.7)
74 (2.0)74 (1.5)
84 (1.7)
101 (4.2)
60 (1.4)
87 (1.7)
100 (3.4)
86 (2.5)
73 (2.1)
97 (2.7)
102 (3.6)
106 (2.3)
74 (1.9)74 (1.4)
87 (2.2)
67 (1.9)91 (1.9)79 (2.2)
76 (2.0)74 (2.6)
99 (2.2)
70 (1.8)
72 (1.7)
95 (2.5)
95 (1.1)
83 (1.8)495 (3.9)
497 (3.2)
521 (3.3)
543 (2.1)
514 (3.1)
477 (3.5)
538 (2.8)456 (2.8)516 (4.6)
521 (2.0)445 (3.1)
601 (2.3)
515 (2.7)
542 (3.5)
538 (3.1)
528 (2.6)560 (3.0)533 (2.8)
491 (3.5)486 (4.1)
526 (2.4)604 (3.9)
529 (3.1)
447 (5.3)
552 (2.9)
521 (3.2)
593 (1.9)512 (2.6)
602 (2.8)
447 (3.7)
380 (6.9)
548 (3.0)
544 (3.7)513 (1.9)455 (2.4)
382 (4.3)
542 (3.0)490 (3.3)
472 (5.4)
568 (3.7)
545 (2.9)424 (4.4)319 (11.8)
280 (6.4)
524 (3.0)533 (2.9)449 (3.2)
571 (3.5)385 (5.8)507 (4.0)
629 (4.2)
516 (4.2)
364 (3.7)509 (2.6)525 (3.1)
525 (5.6)
486 (2.3)
540 (2.9)

87 (3.2)
70 (2.1)
91 (2.3)
66 (1.3)
87 (2.1)
88 (1.8)
68 (1.7)
77 (1.6)
88 (3.6)
77 (1.3)
76 (2.2)
69 (1.7)
69 (2.4)
80 (2.1)
75 (2.2)
76 (1.4)
88 (2.4)
78 (2.0)81 (1.8)
81 (2.1)
71 (1.7)
71 (2.3)
79 (1.8)
97 (2.5)
77 (1.7)
68 (1.3)
73 (1.3)
68 (1.5)
73 (1.7)
82 (2.0)
116 (3.5)
69 (2.3)
77 (2.1)
79 (1.3)
87 (1.9)103 (4.2)
63 (1.6)
93 (1.8)
96 (2.9)89 (2.6)75 (1.8)
107 (2.4)
105 (4.4)
111 (2.7)
80 (1.8)
76 (1.9)
96 (2.9)69 (1.8)
108 (3.0)
89 (2.9)81 (2.8)
79 (2.7)
100 (2.3)
75 (2.0)74 (2.1)
104 (2.8)
101 (1.3)
86 (1.4)512 (3.3)
532 (2.3)
593 (2.2)
518 (2.2)
441 (2.2)
544 (1.6)

78 (1.9)67 (1.3)
62 (1.3)
66 (1.3)
98 (1.2)
82 (1.6)502 (4.9)523 (3.0)
588 (2.5)510 (2.6)
438 (2.8)
540 (3.2)

76 (2.4)
65 (1.8)
61 (1.6)
65 (1.8)
96 (1.6)80 (2.4)

521 (3.2)
541 (2.4)
597 (2.5)526 (2.4)
443 (3.2)
548 (2.3)

79 (2.1)
67 (1.8)
63 (1.6)
67 (1.5)
100 (1.7)
85 (1.6)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX E
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

564

Appendix E.2: Average Science Achievement and Standard Deviations by Gender
OverallCountry
Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Oman
Pakistan
Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Girls

Boys

Mean

Standard
Deviation

MeanStandard
Deviation

MeanStandard
Deviation

489 (3.5)
466 (3.4)
533 (2.4)
522 (2.6)427 (3.3)
493 (3.4)
501 (2.1)
459 (2.9)
521 (4.9)523 (1.9)
469 (2.6)558 (1.8)524 (2.2)
511 (3.0)534 (2.6)
522 (2.4)
537 (2.7)555 (2.6)
488 (3.0)454 (3.9)518 (2.2)
531 (3.3)
529 (2.7)
441 (4.1)
528 (3.2)
510 (3.0)562 (1.8)494 (3.1)
588 (2.1)
413 (3.7)
392 (6.1)
542 (2.4)
538 (2.5)496 (1.3)453 (2.5)374 (5.8)
518 (2.9)503 (2.3)
426 (6.2)
518 (2.3)
539 (2.2)
435 (4.1)
290 (13.4)
249 (7.5)
531 (2.6)504 (2.6)
449 (3.9)567 (3.0)
402 (4.1)
517 (3.5)595 (3.4)
521 (3.7)
324 (4.9)
511 (2.0)537 (3.3)
526 (4.2)
473 (2.1)
539 (2.7)

85 (2.4)
77 (1.6)
79 (1.4)
74 (1.4)
97 (2.0)
92 (2.2)
67 (1.0)79 (1.1)
103 (3.5)
72 (1.0)75 (1.3)
65 (1.3)
59 (1.3)
75 (1.4)
69 (1.8)
68 (1.1)
71 (1.8)
71 (1.5)
78 (1.3)
84 (2.0)77 (1.6)
71 (1.7)
77 (1.5)
98 (2.3)
75 (1.8)
65 (1.5)
69 (1.6)
76 (2.1)
67 (1.6)
87 (1.8)
122 (2.9)
63 (1.7)
73 (1.4)
84 (1.2)
89 (1.3)
121 (3.3)
65 (1.5)
82 (1.4)
103 (2.9)
71 (1.5)
67 (1.4)
118 (2.4)
126 (3.4)
124 (2.8)
74 (1.4)
67 (1.0)104 (2.3)
64 (1.6)
112 (2.5)
81 (2.7)
78 (2.1)
81 (3.3)
133 (2.5)
67 (1.3)
74 (1.9)91 (2.6)
113 (1.0)
84 (1.5)494 (3.9)471 (3.5)
533 (2.9)519 (3.1)
429 (3.9)510 (3.8)
499 (2.3)
462 (3.1)
525 (5.3)
520 (2.1)
466 (3.1)
557 (2.0)524 (2.6)509 (2.8)
529 (3.0)523 (2.7)
537 (3.6)557 (3.5)489 (3.2)
452 (4.7)
516 (2.8)531 (3.1)
526 (3.2)
440 (6.6)
526 (3.8)506 (3.3)
565 (2.0)497 (3.6)
583 (2.4)
420 (4.2)
413 (6.9)
544 (2.6)
540 (2.8)493 (2.1)
457 (2.9)379 (6.4)
519 (3.1)
505 (3.2)
433 (6.5)
519 (2.9)
541 (2.4)
447 (3.8)311 (15.4)
261 (7.8)
532 (2.8)501 (3.1)
456 (6.0)
567 (3.5)434 (4.8)521 (3.5)
591 (3.6)
518 (3.8)335 (5.4)
511 (2.4)
538 (3.6)
524 (4.4)475 (3.1)
536 (3.0)

84 (2.5)75 (1.8)75 (1.6)
72 (1.5)
94 (2.5)
86 (2.2)
66 (1.3)
76 (1.4)
101 (3.7)
71 (1.3)
74 (1.5)
62 (1.9)57 (1.6)
73 (1.8)
68 (2.1)
66 (1.4)
69 (2.1)
69 (1.9)78 (1.6)
83 (2.6)
76 (1.8)
69 (2.0)75 (2.2)
98 (3.6)
74 (2.0)65 (1.7)
64 (1.9)76 (2.2)
63 (1.4)
85 (2.1)
114 (2.7)
63 (1.8)
72 (1.9)81 (2.1)
87 (1.7)
119 (3.9)
62 (1.8)80 (1.7)
103 (3.5)
70 (1.7)
65 (1.7)
110 (2.7)
119 (4.5)
123 (3.0)
71 (2.1)
66 (1.2)
99 (2.9)63 (1.8)
97 (2.3)
78 (2.6)75 (2.0)
79 (3.4)
132 (3.1)
65 (1.8)
72 (1.8)
87 (3.0)109 (1.4)
83 (1.7)

485 (3.9)
462 (4.0)532 (2.7)525 (3.0)425 (3.5)476 (5.1)
503 (2.8)455 (3.5)
518 (5.4)
526 (2.2)472 (3.3)
559 (2.2)
524 (2.7)
514 (4.1)
538 (3.0)522 (2.8)537 (2.7)552 (2.4)487 (3.4)457 (4.2)
520 (2.4)
531 (4.3)
533 (3.1)
442 (5.4)
530 (3.4)
514 (3.3)
559 (2.1)
491 (3.1)
592 (2.5)407 (4.0)374 (8.7)
540 (3.0)536 (3.3)
498 (2.4)451 (2.8)370 (5.8)
518 (3.3)
500 (2.8)419 (6.7)
518 (2.8)
538 (3.1)
423 (5.0)273 (14.5)
238 (7.8)
529 (3.2)
506 (2.7)
443 (3.7)
568 (3.3)
373 (6.5)
513 (4.3)
598 (3.8)523 (4.4)314 (5.2)512 (2.5)536 (3.8)
529 (5.2)
471 (2.6)
541 (3.2)

86 (3.2)
79 (2.1)
83 (1.9)76 (1.9)99 (2.3)
95 (2.9)68 (1.4)
81 (1.7)
105 (4.2)
73 (1.3)
76 (1.9)68 (1.6)
61 (1.9)77 (1.8)
69 (2.0)71 (1.4)
74 (2.5)
72 (1.7)
78 (1.9)84 (2.4)
78 (1.8)
73 (2.1)
78 (2.0)
97 (2.2)
76 (2.0)65 (2.1)
73 (1.8)
77 (2.3)
70 (2.3)
88 (2.3)
127 (4.2)
64 (2.1)
74 (1.9)
86 (1.4)
91 (1.8)
122 (3.8)
67 (2.0)84 (1.7)
102 (3.1)
72 (2.1)
68 (2.1)
124 (2.6)
129 (4.9)
124 (3.0)
76 (1.7)
67 (1.5)
109 (2.8)
64 (1.8)
116 (3.1)
84 (3.7)
80 (2.6)
82 (4.0)133 (3.0)
69 (1.9)75 (2.5)
94 (3.0)117 (1.4)
86 (1.8)524 (3.2)
522 (2.5)595 (2.2)
523 (2.0)418 (2.8)545 (1.7)

74 (1.7)
65 (1.3)
63 (1.7)
61 (1.2)
116 (1.4)
86 (1.5)522 (4.0)519 (2.7)595 (2.5)
521 (2.5)422 (3.8)545 (3.6)

73 (2.3)
64 (1.3)
61 (1.6)
61 (1.7)
114 (1.9)
84 (2.6)

526 (3.3)
525 (3.0)595 (2.6)
524 (2.3)
413 (3.9)
544 (2.4)

75 (2.0)66 (1.9)64 (2.1)
61 (1.4)
119 (1.8)
88 (1.6)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX E
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

565

Appendix E.3: Average Mathematics Achievement and Standard Deviations by Gender
OverallCountry
Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Girls

Boys

Mean

Standard
Deviation

MeanStandard
Deviation

MeanStandard
Deviation

517 (3.8)
481 (1.7)
441 (2.8)612 (2.7)
501 (1.6)
413 (5.2)
515 (5.3)
509 (2.6)483 (2.5)
461 (4.3)
578 (4.1)
517 (2.9)446 (3.7)
524 (2.6)
519 (4.3)
497 (2.7)
594 (2.7)
420 (4.3)
488 (3.3)
607 (2.8)403 (5.0)429 (2.9)
520 (2.9)
461 (3.2)
388 (2.3)
482 (3.4)503 (2.4)
411 (2.8)500 (3.2)
443 (4.0)479 (4.3)
543 (4.5)
394 (2.5)
616 (4.0)389 (2.3)503 (2.5)496 (4.3)
473 (1.9)515 (4.8)

90 (2.5)
95 (1.1)
75 (1.9)
98 (1.5)
82 (1.8)
95 (2.3)
89 (3.4)
73 (1.6)
69 (1.5)
88 (3.1)
91 (3.5)
89 (2.4)
93 (2.7)
73 (1.7)
99 (3.0)71 (1.4)
84 (2.1)
87 (2.1)
82 (1.8)
97 (1.9)88 (2.1)
72 (1.6)
82 (1.9)91 (1.7)
72 (1.4)
90 (2.2)
78 (1.4)
99 (1.6)
74 (2.2)
95 (2.7)
98 (2.2)
81 (2.4)
78 (1.2)
89 (2.9)77 (1.4)
77 (1.5)
109 (2.4)
103 (1.1)
99 (2.6)515 (3.6)
492 (2.4)
436 (3.5)
614 (3.1)
503 (2.1)
420 (5.3)
514 (5.6)
511 (2.6)478 (2.5)457 (4.5)
582 (4.9)510 (3.2)
453 (5.0)524 (2.9)514 (4.3)
491 (3.0)593 (2.9)432 (3.8)490 (3.9)604 (3.4)
407 (5.4)
427 (3.5)
519 (2.8)465 (3.0)386 (2.5)478 (3.6)503 (2.7)
432 (3.3)
495 (3.3)
447 (5.0)
487 (4.6)
541 (4.8)403 (3.4)
617 (4.6)
393 (2.4)504 (3.0)
501 (4.4)476 (3.4)
517 (4.0)

84 (2.0)
94 (1.6)
74 (2.1)
95 (1.9)77 (1.7)
91 (2.6)
86 (4.2)
70 (1.9)66 (1.6)
86 (3.4)
85 (4.1)
87 (2.5)
87 (3.1)
70 (1.7)
95 (2.6)70 (1.6)80 (2.5)
81 (1.9)80 (1.9)
94 (2.3)
82 (2.7)
73 (2.2)
80 (2.0)
88 (2.0)72 (1.7)
85 (2.6)
76 (1.5)
90 (1.5)
73 (2.1)
91 (3.1)
95 (2.3)
79 (2.8)
74 (1.5)
83 (3.3)
77 (1.6)
74 (1.9)106 (2.8)
97 (1.9)95 (2.4)

519 (5.5)471 (2.2)445 (3.8)
611 (3.2)
499 (2.3)
404 (7.9)
516 (7.2)
507 (3.2)
487 (3.1)
465 (5.2)
575 (5.4)
524 (3.6)
440 (5.6)
523 (3.4)525 (5.3)
504 (3.3)
595 (3.2)
409 (6.4)
486 (3.7)
609 (3.1)
398 (7.9)
432 (3.3)
521 (3.7)456 (4.1)
391 (2.6)484 (4.7)503 (3.0)
391 (4.0)505 (3.9)
440 (5.4)
471 (4.7)
546 (4.9)385 (3.4)
614 (4.4)386 (2.5)501 (2.9)490 (5.8)471 (3.4)
514 (6.1)

95 (3.8)
95 (1.7)
77 (2.2)
101 (1.8)
85 (2.5)
100 (3.4)
93 (4.1)
77 (1.9)71 (2.1)
90 (3.6)
95 (3.7)
91 (2.8)
97 (4.0)76 (2.3)
103 (4.1)
72 (1.8)
89 (2.1)
90 (2.9)84 (2.4)
99 (2.3)
94 (3.0)72 (2.0)
83 (2.4)
93 (1.8)
71 (1.6)
93 (2.5)80 (2.1)
103 (2.5)
75 (2.9)99 (3.2)
100 (2.6)
83 (2.5)80 (1.6)
94 (3.2)
77 (1.4)
79 (1.9)113 (3.5)
108 (1.7)
103 (3.5)530 (4.3)
543 (3.7)
575 (4.2)
421 (3.0)
441 (4.4)
436 (2.9)537 (2.0)

79 (2.7)
67 (2.4)
83 (2.0)77 (2.0)
89 (3.0)104 (1.7)
92 (1.9)528 (4.4)
541 (4.3)
566 (4.2)
423 (3.1)
436 (5.1)
441 (5.4)
532 (4.8)

76 (2.9)66 (2.5)
82 (1.9)76 (2.0)
86 (3.6)
100 (2.4)
88 (2.8)531 (4.8)
546 (4.0)584 (4.8)
417 (3.5)
447 (5.4)
431 (4.4)
541 (5.9)

81 (3.4)
67 (2.8)
84 (2.6)
77 (2.4)
92 (3.6)
107 (2.3)
96 (3.0)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX E
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

566

Appendix E.4: Average Science Achievement and Standard Deviations by Gender
OverallCountry
Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singapore
South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Girls

Boys

Mean

Standard
Deviation

MeanStandard
Deviation

MeanStandard
Deviation

528 (3.2)
486 (1.9)462 (2.9)574 (1.9)484 (1.9)389 (5.4)
517 (4.8)
543 (3.1)
489 (2.7)
447 (3.9)504 (5.2)
530 (2.6)
449 (3.6)
523 (2.9)513 (4.2)
500 (2.6)570 (2.1)
452 (4.7)
478 (3.1)
561 (2.1)
444 (5.7)
377 (4.6)
534 (3.0)
460 (3.5)
394 (2.7)
499 (3.5)495 (3.1)
457 (2.9)519 (2.9)475 (4.4)
470 (4.2)
543 (4.2)
431 (2.6)
608 (3.9)
370 (3.1)
521 (3.2)
515 (3.7)473 (2.2)
522 (4.7)

88 (2.0)103 (1.7)
78 (1.7)
83 (1.2)
84 (1.5)
112 (2.4)
92 (3.2)
87 (2.0)77 (1.3)
83 (2.2)
95 (3.2)
82 (2.0)89 (2.2)
83 (1.9)
97 (2.7)
74 (1.5)
72 (1.6)
98 (2.6)85 (1.8)
83 (1.3)
98 (2.0)104 (2.9)
78 (1.6)
96 (2.0)85 (1.7)
93 (2.2)
89 (1.7)
105 (2.0)
72 (1.9)103 (2.2)
92 (2.2)
75 (2.1)
89 (1.2)
88 (2.8)103 (1.5)
95 (2.1)
98 (2.2)
125 (1.3)
99 (2.7)

529 (3.1)
512 (2.6)457 (3.6)
572 (2.4)
491 (2.4)
402 (6.1)
518 (5.5)552 (3.1)
487 (2.6)
447 (4.4)505 (5.9)
520 (2.9)459 (4.6)
526 (3.0)
512 (4.5)
497 (2.8)565 (2.4)
480 (4.0)483 (3.4)555 (2.9)
461 (5.7)
379 (5.3)
535 (3.0)463 (3.5)395 (2.9)497 (3.6)495 (3.5)
485 (3.1)
516 (3.2)
488 (5.2)
475 (4.3)
539 (4.5)455 (3.3)
604 (4.5)376 (3.2)
527 (3.7)
520 (3.8)486 (3.9)525 (3.9)

82 (1.6)
89 (1.9)76 (2.0)80 (1.4)
78 (1.8)
106 (2.9)
88 (4.1)
80 (2.2)
73 (1.7)
80 (2.5)
92 (3.6)
81 (2.4)
81 (2.6)
79 (2.0)90 (2.2)
72 (1.9)67 (1.7)
85 (2.1)
82 (1.9)79 (1.8)
87 (2.6)
105 (3.4)
75 (1.8)
93 (2.3)
85 (2.0)87 (2.6)
84 (1.9)91 (2.0)71 (2.0)
94 (2.3)
88 (2.5)
73 (2.6)
79 (1.5)
82 (3.3)
101 (1.6)
90 (2.7)
94 (2.3)
115 (2.5)
94 (2.2)

528 (4.6)
461 (2.8)
468 (3.9)
576 (2.5)476 (2.5)374 (8.2)
515 (6.6)
533 (3.9)490 (3.6)
446 (4.5)503 (6.3)
540 (3.2)
441 (5.4)
521 (3.9)515 (5.0)504 (3.0)575 (2.5)427 (6.6)474 (3.6)
566 (2.6)426 (9.4)
374 (5.2)
533 (3.6)
458 (4.3)
393 (2.9)500 (4.9)
496 (3.8)
431 (4.5)
522 (3.4)
461 (6.0)465 (4.9)
546 (4.6)
408 (3.9)
611 (4.5)364 (3.6)
516 (3.8)510 (5.1)
461 (4.0)
520 (6.1)

94 (3.0)109 (2.3)
80 (2.2)
85 (1.7)
90 (2.0)117 (3.8)
95 (3.4)
92 (2.4)
81 (1.8)
86 (2.9)
98 (3.7)
82 (2.1)
94 (3.6)
87 (2.5)
103 (4.0)
76 (1.8)
77 (1.9)102 (3.4)
87 (2.3)
87 (2.0)107 (3.0)
103 (2.9)80 (1.9)100 (2.1)
86 (1.7)
97 (2.4)
94 (2.1)
109 (2.8)
73 (2.7)
109 (2.9)
95 (2.6)
77 (2.2)
91 (1.5)
92 (3.0)104 (1.9)
100 (2.4)
102 (3.2)
133 (1.9)
103 (3.8)522 (3.0)
537 (3.6)
567 (2.9)422 (3.9)439 (5.1)
420 (3.6)
548 (2.0)

79 (1.8)
69 (2.2)
69 (1.3)
98 (2.3)
111 (3.4)
135 (2.2)
102 (2.0)

520 (3.4)
537 (4.1)
561 (3.2)
427 (4.1)
434 (6.1)
436 (6.9)
551 (5.5)75 (1.9)69 (2.4)
68 (1.6)
96 (2.4)
107 (4.1)
127 (3.5)
95 (2.9)523 (3.5)
536 (4.0)572 (3.3)
416 (4.3)
445 (6.2)
406 (5.8)
544 (6.6)

82 (2.8)70 (2.7)
69 (1.6)
101 (2.6)
115 (4.0)
140 (2.6)
108 (3.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX E
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

567

APPENDIX F

Average Percent Correct in the Content
and Cognitive Domains

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX FTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

568

Appendix F.1: Average Percent Correct in the Mathematics Content and Cognitive Domains
eTIMSS

Mathematics Content Domains

Mathematics Cognitive Domains

OverallMathematics

NumberMeasurement
and Geometry

Data

Knowing

Applying

Reasoning

Austria
CanadaChile
Chinese Taipei
Croatia
Czech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Italy
Korea, Rep. of
Lithuania
Malta
Netherlands
Norway (5)Portugal
Qatar
Russian Federation
Singapore
Slovak Republic
Spain
SwedenTurkey (5)United Arab Emirates
United States

50 (0.6)43 (0.5)27 (0.5)67 (0.4)
43 (0.5)
49 (0.6)47 (0.5)55 (0.8)
49 (0.5)37 (0.7)
36 (0.8)46 (0.6)
67 (0.8)47 (0.7)
44 (0.7)
67 (0.6)51 (0.7)43 (0.3)
50 (0.6)
52 (0.6)47 (0.7)
31 (0.7)
58 (0.9)73 (0.9)43 (0.8)41 (0.4)
46 (0.7)
48 (1.0)38 (0.3)
50 (0.7)

52 (0.6)42 (0.5)27 (0.5)69 (0.5)44 (0.5)51 (0.7)
46 (0.6)
57 (0.9)48 (0.5)37 (0.8)41 (0.8)45 (0.6)
67 (0.9)50 (0.7)47 (0.7)
67 (0.6)51 (0.8)44 (0.4)
49 (0.6)
52 (0.6)
48 (0.8)33 (0.8)60 (0.9)76 (0.9)44 (0.8)42 (0.5)45 (0.8)50 (1.1)
40 (0.4)
52 (0.7)

48 (0.6)42 (0.5)27 (0.5)65 (0.5)42 (0.6)
49 (0.6)47 (0.5)50 (0.8)48 (0.6)
39 (0.7)
32 (0.7)
46 (0.6)
66 (0.9)44 (0.7)40 (0.7)
66 (0.6)
49 (0.7)
38 (0.4)
47 (0.6)50 (0.6)
44 (0.7)
27 (0.7)
56 (1.0)68 (1.0)40 (0.8)37 (0.5)44 (0.7)
46 (0.9)35 (0.3)
44 (0.6)50 (0.8)48 (0.6)
29 (0.6)
66 (0.6)
41 (0.7)47 (0.7)
49 (0.6)60 (0.7)
52 (0.7)
38 (0.8)31 (0.9)46 (0.8)69 (0.8)45 (0.8)42 (0.8)70 (0.6)55 (0.7)
46 (0.6)
56 (0.8)55 (0.8)
49 (0.7)
31 (0.9)58 (0.9)72 (0.9)45 (0.9)43 (0.5)50 (0.9)47 (1.1)
38 (0.3)
52 (0.7)

58 (0.5)50 (0.5)32 (0.5)78 (0.4)
51 (0.6)
56 (0.6)
54 (0.5)63 (0.7)
56 (0.6)
46 (0.8)42 (0.9)54 (0.6)73 (0.7)
56 (0.7)
53 (0.7)75 (0.5)
58 (0.7)51 (0.3)
56 (0.5)
58 (0.5)55 (0.7)
38 (0.8)62 (0.8)80 (0.8)
49 (0.8)
49 (0.4)
52 (0.8)
54 (1.0)45 (0.4)
58 (0.7)

49 (0.7)42 (0.5)
26 (0.5)67 (0.5)41 (0.6)
48 (0.7)45 (0.6)
54 (0.8)48 (0.6)35 (0.7)
36 (0.8)42 (0.6)69 (0.9)45 (0.7)43 (0.8)66 (0.6)
52 (0.8)41 (0.4)
48 (0.7)50 (0.7)47 (0.7)
29 (0.8)
59 (1.0)73 (1.0)41 (0.9)40 (0.5)44 (0.8)
49 (1.1)
37 (0.4)
49 (0.7)42 (0.6)37 (0.5)
24 (0.4)
53 (0.5)
36 (0.6)
44 (0.7)
41 (0.5)47 (0.9)42 (0.5)30 (0.7)
29 (0.8)41 (0.7)
58 (1.1)
40 (0.7)
33 (0.6)59 (0.7)42 (0.7)35 (0.4)
44 (0.6)
46 (0.6)
38 (0.7)
23 (0.6)
52 (1.0)63 (1.1)
39 (0.8)33 (0.5)42 (0.7)
38 (1.0)30 (0.3)
40 (0.6)

International Average

48 (0.1)

49 (0.1)

46 (0.1)

49 (0.1)

55 (0.1)

47 (0.1)

41 (0.1)

44 (0.9)49 (0.6)
66 (0.6)45 (0.6)30 (0.4)
52 (0.4)

41 (0.8)
49 (0.6)
67 (0.7)47 (0.7)
31 (0.4)
54 (0.4)

43 (1.0)47 (0.6)
61 (0.7)40 (0.6)
28 (0.4)
48 (0.4)

49 (1.0)52 (0.8)70 (0.7)
46 (0.6)30 (0.4)
55 (0.5)

49 (0.9)57 (0.5)68 (0.5)53 (0.6)37 (0.4)
59 (0.5)

43 (1.0)48 (0.7)68 (0.7)43 (0.6)
28 (0.4)
52 (0.4)

38 (0.8)38 (0.6)60 (0.8)36 (0.6)
23 (0.4)
43 (0.5)

Country

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE

paperTIMSS

Mathematics Content Domains
OverallMathematics

Armenia
Australia
Azerbaijan
BahrainBelgium (Flemish)Bulgaria
CyprusIran, Islamic Rep. of
IrelandJapan
Kazakhstan
LatviaNew Zealand
Northern Ireland
Oman
PolandSerbiaInternational AverageCountry

Mathematics Cognitive Domains

NumberMeasurement
and Geometry

Data

Knowing

Applying

Reasoning

42 (0.7)
48 (0.7)
48 (0.7)
39 (0.6)
52 (0.5)
48 (1.0)51 (0.7)
31 (0.7)
56 (0.7)68 (0.4)
45 (0.7)55 (0.7)40 (0.6)60 (0.7)30 (0.8)48 (0.7)45 (0.7)

48 (0.6)
46 (0.7)51 (0.7)
39 (0.6)51 (0.6)
50 (1.0)
54 (0.8)33 (0.7)
58 (0.7)
67 (0.4)
50 (0.7)
57 (0.8)39 (0.6)
63 (0.8)30 (0.9)47 (0.7)
49 (0.7)

38 (0.7)
46 (0.7)42 (0.8)36 (0.6)
53 (0.6)
46 (1.0)48 (0.7)
31 (0.7)51 (0.7)
66 (0.6)43 (0.7)
52 (0.8)37 (0.5)55 (0.7)30 (0.8)48 (0.7)
41 (0.8)32 (0.9)54 (0.8)47 (0.8)41 (0.7)
52 (0.6)
44 (1.2)
51 (0.9)29 (0.7)
56 (0.8)73 (0.5)40 (0.7)
56 (0.8)46 (0.7)
61 (0.6)
31 (0.8)51 (0.8)
43 (1.0)49 (0.7)
53 (0.7)
54 (0.7)
46 (0.5)62 (0.5)
54 (1.0)58 (0.8)38 (0.7)
63 (0.7)74 (0.4)
52 (0.6)60 (0.7)45 (0.6)
68 (0.7)
36 (0.9)52 (0.7)51 (0.8)42 (0.8)47 (0.7)
48 (0.8)37 (0.7)
49 (0.6)
48 (1.2)
52 (0.8)31 (0.7)
56 (0.7)68 (0.5)45 (0.8)55 (0.8)39 (0.6)60 (0.7)
29 (0.9)48 (0.8)45 (0.8)31 (0.6)42 (0.7)
38 (0.7)
31 (0.6)42 (0.6)
39 (1.0)42 (0.8)22 (0.6)
46 (0.7)
59 (0.6)37 (0.7)
49 (0.8)36 (0.6)51 (0.7)
24 (0.8)42 (0.7)
38 (0.8)47 (0.2)

49 (0.2)

45 (0.2)

48 (0.2)

54 (0.2)

47 (0.2)

39 (0.2)( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX FTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

569

Appendix F.1: Average Percent Correct in the Mathematics Content and Cognitive Domains(Continued)

paperTIMSS Less Difficult

Mathematics Content Domains

Mathematics Cognitive Domains

OverallMathematics

NumberMeasurement
and Geometry

Data

Knowing

Applying

Reasoning

Albania
Bosnia and Herzegovina
KosovoKuwaitMontenegro
MoroccoNorth Macedonia
ψ Pakistan
ψ Philippines
Saudi Arabia
South Africa (5)61 (0.8)
49 (0.6)
49 (0.7)
39 (0.9)50 (0.4)
38 (0.8)55 (1.1)
28 (1.9)25 (0.8)41 (0.7)
36 (0.6)62 (0.9)51 (0.6)50 (0.7)
39 (0.9)50 (0.4)
38 (0.8)
56 (1.1)
31 (2.0)26 (0.8)41 (0.7)35 (0.6)

58 (0.7)
49 (0.6)
48 (0.6)37 (0.9)50 (0.4)
38 (0.8)
54 (1.0)25 (1.7)
22 (0.7)40 (0.6)
34 (0.7)60 (0.8)43 (0.7)
46 (0.8)40 (1.0)49 (0.5)
38 (1.0)55 (1.2)
23 (2.0)26 (1.0)42 (0.7)40 (0.7)69 (0.8)57 (0.5)59 (0.7)
48 (1.0)
57 (0.4)
47 (0.8)64 (1.0)37 (2.3)
33 (1.0)50 (0.7)45 (0.7)

59 (0.8)45 (0.6)
46 (0.8)35 (0.9)47 (0.4)
35 (0.9)53 (1.2)
23 (1.8)22 (0.8)37 (0.7)
33 (0.7)45 (0.8)38 (0.7)
33 (0.7)25 (0.9)39 (0.5)25 (0.9)41 (1.1)
18 (1.3)
14 (0.5)
29 (0.6)
23 (0.6)

International Average

43 (0.3)

44 (0.3)

41 (0.3)

42 (0.3)

51 (0.3)

40 (0.3)30 (0.2)

CountryΨ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX FTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

570

Appendix F.2: Average Percent Correct in the Science Content and Cognitive Domains
eTIMSS

Science Content Domains

Country

Overall
Science

Austria
CanadaChile
Chinese Taipei
Croatia
Czech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Italy
Korea, Rep. of
Lithuania
Malta
Netherlands
Norway (5)Portugal
Qatar
Russian Federation
Singapore
Slovak Republic
Spain
SwedenTurkey (5)United Arab Emirates
United States

International Average

Science Cognitive Domains

Life
SciencePhysicalScienceEarth
Science

Knowing

Applying

Reasoning

51 (0.5)52 (0.3)
40 (0.5)60 (0.3)
51 (0.4)
54 (0.4)
51 (0.4)
55 (0.5)59 (0.5)45 (0.6)
38 (0.6)51 (0.5)
54 (0.6)
53 (0.5)
49 (0.6)
66 (0.4)
55 (0.5)47 (0.3)
50 (0.6)55 (0.5)47 (0.4)
39 (0.7)62 (0.7)68 (0.7)
52 (0.7)
49 (0.4)
55 (0.7)
54 (0.8)44 (0.3)
55 (0.5)50 (0.5)52 (0.3)
41 (0.5)
54 (0.3)
49 (0.4)
54 (0.5)51 (0.5)53 (0.6)
58 (0.5)45 (0.6)37 (0.6)51 (0.5)51 (0.7)
53 (0.5)
49 (0.6)62 (0.5)53 (0.5)
46 (0.4)
49 (0.6)
56 (0.5)47 (0.4)
38 (0.7)
61 (0.7)68 (0.7)50 (0.7)
48 (0.3)
55 (0.7)51 (0.9)42 (0.4)
56 (0.5)

54 (0.5)52 (0.4)40 (0.5)66 (0.4)
55 (0.5)55 (0.4)
51 (0.5)
57 (0.6)60 (0.6)45 (0.6)40 (0.7)
53 (0.6)
56 (0.7)
54 (0.6)
49 (0.6)73 (0.4)
60 (0.6)
48 (0.3)
52 (0.6)55 (0.6)
48 (0.5)41 (0.7)
66 (0.7)73 (0.7)55 (0.7)50 (0.5)55 (0.7)
59 (0.9)47 (0.4)
55 (0.6)50 (0.6)
49 (0.4)
38 (0.6)60 (0.4)
49 (0.5)53 (0.5)53 (0.6)
53 (0.6)59 (0.6)
44 (0.7)35 (0.7)47 (0.6)
56 (0.8)52 (0.7)47 (0.7)64 (0.6)51 (0.7)
44 (0.4)
49 (0.7)
56 (0.6)
46 (0.5)38 (0.8)57 (0.8)59 (0.8)
49 (0.7)
48 (0.5)56 (0.8)51 (0.9)43 (0.3)
54 (0.6)

54 (0.5)55 (0.3)
44 (0.5)62 (0.3)
56 (0.5)
58 (0.4)
54 (0.4)
59 (0.5)61 (0.5)48 (0.7)42 (0.7)
54 (0.5)
58 (0.6)
57 (0.6)
53 (0.6)
67 (0.4)
58 (0.5)51 (0.4)
52 (0.6)59 (0.5)50 (0.4)
44 (0.7)
63 (0.8)69 (0.7)
56 (0.7)
53 (0.4)
59 (0.7)
58 (0.9)49 (0.3)
59 (0.5)52 (0.5)51 (0.4)
39 (0.5)62 (0.4)
51 (0.5)53 (0.5)51 (0.5)53 (0.6)59 (0.5)47 (0.6)37 (0.6)51 (0.5)53 (0.7)
53 (0.6)
48 (0.6)69 (0.6)
54 (0.6)47 (0.3)
51 (0.6)55 (0.5)47 (0.5)
39 (0.7)65 (0.7)70 (0.8)52 (0.7)
49 (0.5)55 (0.7)
54 (0.9)44 (0.4)
55 (0.6)

44 (0.5)44 (0.4)
34 (0.5)52 (0.5)44 (0.6)
48 (0.5)45 (0.6)
49 (0.7)
54 (0.6)35 (0.6)
31 (0.6)
44 (0.6)47 (0.7)47 (0.6)40 (0.6)60 (0.5)50 (0.6)
38 (0.4)
44 (0.7)
48 (0.6)40 (0.5)30 (0.7)55 (0.6)65 (0.8)44 (0.7)40 (0.5)
49 (0.7)45 (0.8)35 (0.4)
48 (0.6)

52 (0.1)

51 (0.1)

54 (0.1)

50 (0.1)

55 (0.1)

52 (0.1)

45 (0.1)

52 (0.6)51 (0.5)68 (0.5)51 (0.4)
35 (0.4)
57 (0.3)

53 (0.6)
52 (0.5)66 (0.5)50 (0.5)33 (0.4)
55 (0.3)

52 (0.7)
52 (0.6)
71 (0.6)
53 (0.5)38 (0.4)
62 (0.4)

49 (0.8)
49 (0.7)65 (0.6)51 (0.5)35 (0.4)
55 (0.3)

55 (0.6)55 (0.5)69 (0.5)55 (0.6)
39 (0.4)
63 (0.3)

51 (0.7)51 (0.6)
71 (0.5)52 (0.5)35 (0.4)
57 (0.3)

45 (0.7)
44 (0.6)
61 (0.6)
44 (0.5)27 (0.3)
47 (0.4)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX FTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

571

Appendix F.2: Average Percent Correct in the Science Content and Cognitive Domains(Continued)

paperTIMSS

Science Content Domains
Overall
ScienceCountry

Science Cognitive Domains

Life
SciencePhysicalScienceEarth
Science

Knowing

Applying

Reasoning

Albania
Armenia
Australia
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CyprusIran, Islamic Rep. of
IrelandJapan
Kazakhstan
KosovoKuwaitLatviaMontenegroψ Morocco
New Zealand
North Macedonia
Northern Ireland
Oman
Ж Pakistan
Ж Philippines
PolandSaudi Arabia
SerbiaЖ South Africa (5)47 (0.7)
41 (0.6)55 (0.5)
36 (0.5)48 (0.6)
48 (0.4)40 (0.5)
54 (1.0)50 (0.6)
38 (0.7)
54 (0.7)
61 (0.4)
47 (0.6)
33 (0.5)33 (0.9)57 (0.5)
39 (0.4)30 (0.8)
49 (0.4)
36 (1.0)52 (0.4)
39 (0.7)
21 (1.1)
20 (0.5)55 (0.5)34 (0.5)52 (0.7)25 (0.6)45 (0.6)42 (0.6)55 (0.6)
34 (0.5)47 (0.6)
46 (0.4)
41 (0.5)
54 (1.0)50 (0.7)35 (0.7)
53 (0.7)
57 (0.4)
44 (0.6)
31 (0.6)
32 (0.9)54 (0.5)40 (0.4)
29 (0.7)
49 (0.5)34 (0.9)51 (0.5)38 (0.7)
20 (1.1)
18 (0.5)
54 (0.5)32 (0.5)52 (0.7)
24 (0.6)50 (0.7)
41 (0.7)
56 (0.6)
39 (0.6)51 (0.6)51 (0.5)41 (0.6)
56 (1.1)
53 (0.7)
44 (0.8)55 (0.6)
68 (0.4)
52 (0.7)
36 (0.6)35 (0.9)62 (0.6)40 (0.4)
32 (0.9)49 (0.5)40 (1.2)
53 (0.5)42 (0.8)
23 (1.4)
21 (0.6)
56 (0.6)37 (0.6)
56 (0.8)
26 (0.6)

44 (0.9)38 (0.7)
54 (0.6)35 (0.5)44 (0.6)
46 (0.5)35 (0.6)51 (0.9)47 (0.6)
36 (0.7)55 (0.8)60 (0.5)44 (0.8)32 (0.5)
32 (1.0)55 (0.8)34 (0.5)
29 (0.9)48 (0.5)
33 (1.0)52 (0.5)
36 (0.7)
22 (0.7)
21 (0.5)53 (0.6)
32 (0.5)45 (0.8)
26 (0.5)51 (0.7)45 (0.6)59 (0.6)
39 (0.5)52 (0.6)
49 (0.5)42 (0.5)
58 (0.9)52 (0.7)42 (0.7)
58 (0.7)
58 (0.4)
49 (0.6)
39 (0.6)
38 (1.0)59 (0.5)42 (0.3)
33 (0.8)52 (0.4)
39 (1.0)56 (0.4)
42 (0.7)
24 (1.2)
22 (0.6)
56 (0.5)
39 (0.6)
53 (0.6)
27 (0.7)

46 (0.7)
39 (0.6)
54 (0.6)35 (0.6)
48 (0.7)
48 (0.5)40 (0.6)
55 (1.0)53 (0.6)
38 (0.7)
54 (0.7)
66 (0.4)
47 (0.7)
31 (0.5)32 (0.9)58 (0.6)40 (0.5)30 (0.9)48 (0.5)
35 (1.0)51 (0.5)38 (0.8)
21 (1.2)
20 (0.5)
58 (0.5)33 (0.5)55 (0.8)25 (0.6)

39 (0.8)38 (0.7)50 (0.6)
31 (0.5)38 (0.7)
44 (0.5)34 (0.6)45 (1.0)43 (0.7)
31 (0.6)47 (0.7)60 (0.5)41 (0.7)
26 (0.5)25 (0.8)52 (0.7)
32 (0.4)
24 (0.7)43 (0.5)30 (0.9)45 (0.6)
33 (0.7)
18 (0.9)
16 (0.4)
47 (0.7)25 (0.5)45 (0.7)
21 (0.5)

International Average

43 (0.1)

41 (0.1)

45 (0.1)

41 (0.1)

46 (0.1)

43 (0.1)

37 (0.1)

Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX FTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

572

Appendix F.3: Average Percent Correct in the Mathematics Content and Cognitive Domains
eTIMSS

Mathematics Cognitive Domains

Mathematics Content Domains

Countryψ ChileChinese Taipei
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Israel
Italy
Korea, Rep. of
Lithuania
Malaysia
Norway (9)Portugalψ QatarRussian Federation
Singapore
SwedenTurkeyUnited Arab Emirates
United States

International Average

OverallMathematics

NumberAlgebraGeometry

Data andProbability

Knowing

Applying

Reasoning

25 (0.5)66 (0.6)42 (1.3)
39 (0.6)
33 (0.5)30 (0.9)58 (1.0)42 (0.7)
44 (1.1)
37 (0.6)65 (0.6)43 (0.7)30 (0.6)
38 (0.5)37 (0.7)
28 (0.8)
49 (1.2)
68 (1.1)
38 (0.6)
39 (0.9)34 (0.4)
43 (1.1)

28 (0.6)70 (0.6)
46 (1.3)
45 (0.7)35 (0.6)35 (1.1)
61 (0.9)46 (0.8)47 (1.1)
40 (0.7)68 (0.6)45 (0.8)33 (0.6)43 (0.6)40 (0.7)30 (0.9)53 (1.2)
71 (1.1)
42 (0.6)
41 (1.0)37 (0.4)
47 (1.1)

23 (0.5)66 (0.6)
37 (1.3)
33 (0.6)
27 (0.6)
31 (1.0)58 (0.9)38 (0.7)45 (1.2)
32 (0.6)
63 (0.7)40 (0.8)28 (0.6)
31 (0.6)35 (0.8)28 (0.8)51 (1.3)
67 (1.2)
34 (0.6)
38 (1.0)35 (0.5)
44 (1.2)

21 (0.5)64 (0.6)
36 (1.2)
36 (0.6)
31 (0.6)
24 (0.8)
57 (1.0)39 (0.8)
36 (1.0)35 (0.7)62 (0.6)40 (0.7)
28 (0.5)33 (0.5)34 (0.7)
22 (0.8)
43 (1.3)
63 (1.1)
32 (0.6)
33 (0.8)28 (0.4)
35 (0.9)27 (0.6)64 (0.6)
48 (1.4)
45 (0.7)40 (0.6)
28 (0.8)
56 (1.2)
47 (0.7)45 (1.1)
39 (0.7)65 (0.6)
46 (0.8)33 (0.6)
46 (0.8)40 (0.8)
28 (1.0)45 (1.1)
70 (1.0)46 (0.8)43 (0.9)34 (0.3)
45 (1.1)

31 (0.6)
72 (0.5)
47 (1.2)
45 (0.6)
38 (0.6)
37 (1.0)65 (0.9)49 (0.8)51 (1.1)
43 (0.7)
72 (0.6)
49 (0.7)
36 (0.6)
44 (0.5)45 (0.8)35 (1.0)57 (1.3)
73 (1.0)43 (0.6)
47 (1.0)42 (0.4)
52 (1.1)

24 (0.5)66 (0.6)
43 (1.3)
40 (0.6)
33 (0.5)
29 (0.9)58 (1.0)43 (0.7)
44 (1.1)
36 (0.6)65 (0.6)
44 (0.8)31 (0.6)
39 (0.6)37 (0.7)
27 (0.9)49 (1.2)
68 (1.1)
38 (0.7)37 (0.9)33 (0.4)
43 (1.1)

18 (0.5)60 (0.6)
32 (1.3)30 (0.6)
24 (0.5)
21 (0.9)50 (1.0)32 (0.7)
36 (1.1)
29 (0.5)
57 (0.7)
32 (0.7)
22 (0.5)28 (0.5)
29 (0.6)
20 (0.8)
36 (1.2)
61 (1.2)
32 (0.7)
31 (0.9)26 (0.4)
32 (1.0)42 (0.2)

46 (0.2)

40 (0.2)

38 (0.2)

45 (0.2)

49 (0.2)

42 (0.2)

33 (0.2)

45 (1.2)
48 (1.0)57 (1.1)
27 (0.5)48 (0.5)

49 (1.2)
53 (1.1)
61 (1.1)
30 (0.5)52 (0.6)

38 (1.3)
42 (1.0)60 (1.2)
28 (0.6)
49 (0.6)42 (1.1)
44 (1.1)
49 (1.1)
22 (0.5)41 (0.5)

52 (1.3)
54 (1.0)58 (1.0)
27 (0.5)
49 (0.5)

49 (1.1)
56 (0.9)67 (1.0)35 (0.6)
56 (0.6)45 (1.3)
49 (1.1)
57 (1.2)
26 (0.5)47 (0.5)

37 (1.1)
45 (1.2)
20 (0.4)
39 (0.5)

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
ψ Abu Dhabi, UAE
Dubai, UAE

paperTIMSS

Mathematics Content Domains

Country
Australia
Bahrain
Cyprusψ Egypt
Iran, Islamic Rep. of
IrelandJapanψ JordanKazakhstan
ψ Kuwait
Lebanonψ Morocco
New Zealandψ OmanRomania
ψ Saudi Arabia
Ж South Africa (9)International Average

OverallMathematics

NumberAlgebra45 (1.0)38 (0.4)
41 (0.4)
25 (0.9)30 (0.8)47 (0.7)65 (0.6)25 (0.7)
38 (0.9)23 (0.8)
26 (0.5)
19 (0.4)
37 (0.7)25 (0.4)
37 (1.0)
21 (0.3)
19 (0.3)

50 (1.0)40 (0.5)45 (0.5)
29 (1.0)33 (0.9)56 (0.7)64 (0.7)
26 (0.8)41 (0.9)26 (0.9)30 (0.6)
21 (0.4)
41 (0.8)25 (0.4)
41 (1.1)
22 (0.3)
22 (0.3)

33 (0.2)
24 (0.6)
28 (1.0)38

1.1

Mathematics Cognitive Domains

Geometry

Data andProbability

Knowing

Applying

Reasoning

40 (1.1)
38 (0.4)
44 (0.5)
26 (1.0)30 (0.8)40 (0.7)65 (0.6)
29 (1.0)42 (1.1)
22 (0.8)29 (0.6)
18 (0.5)32 (0.7)
27 (0.5)40 (1.1)
21 (0.4)
21 (0.4)

39 (1.0)36 (0.5)33 (0.5)
21 (0.8)
26 (0.8)36 (0.6)64 (0.7)
20 (0.6)
32 (0.8)
19 (0.8)
20 (0.5)
19 (0.4)
31 (0.6)
22 (0.4)
31 (1.0)
16 (0.3)
15 (0.2)

53 (0.9)38 (0.4)
42 (0.5)
22 (0.8)31 (0.8)55 (0.8)69 (0.5)
24 (0.6)
36 (0.7)
23 (0.8)
20 (0.6)
18 (0.3)
44 (0.8)24 (0.5)35 (0.9)24 (0.3)
19 (0.3)

51 (1.0)44 (0.5)52 (0.5)
34 (1.0)38 (0.9)56 (0.7)69 (0.6)
33 (1.0)47 (1.0)30 (1.0)40 (0.6)
26 (0.5)41 (0.7)
32 (0.5)
47 (1.1)
27 (0.3)
26 (0.4)

46 (1.0)38 (0.4)
39 (0.4)
23 (0.8)29 (0.8)47 (0.7)
67 (0.6)
23 (0.7)37 (0.9)21 (0.8)22 (0.5)
18 (0.3)
38 (0.7)
23 (0.4)
35 (1.0)
20 (0.3)
18 (0.3)

36 (1.1)
32 (0.5)32 (0.4)
18 (0.8)24 (0.8)33 (0.7)
58 (0.7)
19 (0.6)
29 (0.8)
16 (0.7)
15 (0.5)
12 (0.4)
29 (0.6)
18 (0.4)
29 (1.0)
14 (0.3)
13 (0.2)

36 (0.2)

33 (0.2)

28 (0.2)

34 (0.2)

41 (0.2)

32 (0.2)

25 (0.2)

27 (0.6)
32 (1.1)

25 (0.6)30 (1.1)

18 (0.5)
22 (0.9)23 (0.6)
28 (1.0)31 (0.7)
36 (1.1)

23 (0.6)
28 (1.0)

17 (0.5)
21 (0.9)

Benchmarking Participantsψ Gauteng, RSA (9)ψ Western Cape, RSA (9)Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX FTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

573

Appendix F.4: Average Percent Correct in the Science Content and Cognitive Domains
eTIMSS

Science Content Domains

Science Cognitive Domains

Overall
Science

Biology

Chemistry

Physics

Earth
Science

Knowing

Applying

Reasoning

Chile
Chinese Taipei
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Israel
Italy
Korea, Rep. of
Lithuania
Malaysia
Norway (9)Portugal
Qatar
Russian Federation
Singapore
SwedenTurkeyUnited Arab Emirates
United States

36 (0.5)59 (0.4)
47 (0.9)52 (0.6)40 (0.5)33 (0.6)45 (1.0)49 (0.5)
46 (0.8)43 (0.5)55 (0.5)50 (0.6)37 (0.5)43 (0.5)47 (0.6)40 (0.8)52 (0.9)66 (0.8)48 (0.6)47 (0.7)
41 (0.4)
48 (0.9)40 (0.6)62 (0.4)
49 (0.9)53 (0.7)43 (0.5)35 (0.7)45 (1.1)
52 (0.6)
48 (0.8)47 (0.6)
57 (0.5)52 (0.6)
39 (0.6)43 (0.5)51 (0.7)42 (0.9)54 (1.0)71 (0.8)50 (0.7)
48 (0.7)43 (0.4)
52 (0.9)30 (0.5)60 (0.5)
43 (1.0)50 (0.7)
32 (0.6)
32 (0.7)
39 (1.0)46 (0.6)45 (0.9)37 (0.6)
49 (0.5)45 (0.7)30 (0.5)
39 (0.6)42 (0.7)37 (0.8)
49 (0.9)64 (1.0)43 (0.7)45 (0.9)39 (0.4)
42 (0.8)33 (0.5)
54 (0.5)45 (1.0)51 (0.7)40 (0.5)32 (0.6)
46 (1.0)48 (0.6)47 (0.9)39 (0.6)
56 (0.5)48 (0.7)
38 (0.6)
41 (0.6)
41 (0.6)
38 (0.8)50 (1.0)
67 (0.9)47 (0.7)
46 (0.8)39 (0.4)
46 (0.9)38 (0.6)60 (0.5)
48 (1.0)56 (0.6)45 (0.6)
32 (0.6)
48 (0.9)51 (0.6)
44 (0.9)47 (0.7)
56 (0.5)51 (0.7)
38 (0.6)
48 (0.6)51 (0.6)40 (0.9)51 (0.9)56 (0.7)50 (0.7)
46 (0.7)
41 (0.3)
51 (0.9)39 (0.5)67 (0.4)
50 (1.0)55 (0.6)42 (0.5)
39 (0.6)
47 (1.1)
54 (0.5)50 (0.9)47 (0.5)
57 (0.5)52 (0.6)
38 (0.5)
46 (0.5)50 (0.6)45 (0.8)55 (0.9)70 (0.8)51 (0.6)
49 (0.8)46 (0.4)
50 (0.9)37 (0.5)
57 (0.5)47 (0.9)51 (0.6)40 (0.5)32 (0.6)45 (0.9)49 (0.5)
46 (0.9)43 (0.6)55 (0.5)
49 (0.6)
39 (0.5)43 (0.6)
46 (0.6)
39 (0.8)52 (0.9)66 (0.8)48 (0.6)
46 (0.7)40 (0.4)
49 (0.9)31 (0.6)
52 (0.5)42 (1.1)
50 (0.7)
39 (0.6)
27 (0.7)
41 (1.0)44 (0.6)43 (0.9)37 (0.6)
53 (0.5)48 (0.8)32 (0.5)38 (0.6)42 (0.7)
33 (0.9)47 (0.8)61 (0.9)44 (0.7)
44 (0.8)35 (0.3)
46 (0.9)

International Average

47 (0.1)

49 (0.2)

43 (0.2)

45 (0.2)

48 (0.2)

50 (0.1)

46 (0.1)

42 (0.2)

47 (0.6)50 (0.8)57 (0.6)
34 (0.5)
54 (0.4)

52 (0.6)51 (0.8)59 (0.7)35 (0.6)
57 (0.3)

38 (0.7)
48 (0.8)51 (0.6)
31 (0.5)52 (0.4)

46 (0.7)
46 (0.8)57 (0.7)
32 (0.5)51 (0.5)48 (0.6)55 (0.8)57 (0.7)35 (0.5)53 (0.5)47 (0.5)51 (0.7)60 (0.6)
38 (0.5)59 (0.4)

48 (0.6)51 (0.8)56 (0.7)
33 (0.5)53 (0.4)

46 (0.7)
48 (1.0)53 (0.8)28 (0.5)
49 (0.4)

Country

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Abu Dhabi, UAE
Dubai, UAE

paperTIMSS

Science Content Domains

Country
Australia
Bahrain
CyprusEgypt
Iran, Islamic Rep. of
IrelandJapan
JordanKazakhstan
KuwaitLebanonMoroccoNew Zealand
Oman
Romania
Saudi Arabia
ψ South Africa (9)International Average

Overall
Science

Biology

Chemistry

50 (0.7)43 (0.3)
41 (0.4)
28 (0.7)35 (0.6)
49 (0.5)59 (0.5)37 (0.7)40 (0.6)35 (0.9)26 (0.5)
26 (0.3)
44 (0.7)
38 (0.4)
39 (0.8)32 (0.4)
25 (0.3)

52 (0.7)
46 (0.4)
44 (0.5)28 (0.7)
36 (0.6)51 (0.6)62 (0.5)40 (0.9)41 (0.6)
36 (1.0)25 (0.5)
26 (0.4)
46 (0.6)
41 (0.5)43 (0.9)34 (0.5)25 (0.3)

38 (0.1)
31 (0.6)
34 (0.9)

Science Cognitive Domains

Physics

Earth
Science

Knowing

Applying

Reasoning

44 (0.7)
39 (0.4)
37 (0.4)
28 (0.7)
34 (0.8)44 (0.7)
52 (0.5)35 (0.8)40 (0.8)35 (1.0)28 (0.6)
26 (0.4)
38 (0.7)
33 (0.4)
36 (0.8)30 (0.4)
23 (0.4)

49 (0.7)
41 (0.4)40 (0.4)
28 (0.6)
36 (0.6)47 (0.6)
58 (0.6)35 (0.7)
39 (0.7)
33 (0.9)27 (0.6)
28 (0.4)
44 (0.8)35 (0.4)
37 (0.7)
29 (0.4)
25 (0.3)

52 (0.6)42 (0.4)40 (0.5)28 (0.6)35 (0.6)
52 (0.5)59 (0.5)34 (0.7)37 (0.6)35 (1.0)
24 (0.5)
26 (0.3)
47 (0.6)
38 (0.5)38 (0.7)35 (0.4)
26 (0.4)

50 (0.6)
48 (0.4)
44 (0.4)
33 (0.8)40 (0.6)50 (0.5)59 (0.5)41 (0.8)42 (0.6)40 (1.1)
32 (0.5)
29 (0.4)
44 (0.7)42 (0.5)43 (0.7)37 (0.5)28 (0.4)

51 (0.7)
41 (0.3)
40 (0.4)
27 (0.7)
36 (0.6)
49 (0.6)60 (0.5)37 (0.8)40 (0.6)
34 (1.0)26 (0.6)
27 (0.3)
46 (0.7)37 (0.5)
39 (0.8)31 (0.4)
25 (0.3)

48 (0.7)
38 (0.4)
38 (0.4)
22 (0.6)
29 (0.6)
48 (0.6)
56 (0.5)31 (0.7)
36 (0.6)
29 (0.9)19 (0.5)
23 (0.3)
42 (0.7)
32 (0.4)
34 (0.9)28 (0.4)
19 (0.3)

40 (0.2)

35 (0.2)

37 (0.1)

38 (0.1)

41 (0.1)

38 (0.1)

34 (0.1)

32 (0.7)35 (0.9)29 (0.6)
32 (0.9)31 (0.6)
34 (0.9)32 (0.7)
36 (0.9)33 (0.7)
36 (0.8)32 (0.6)35 (0.9)26 (0.6)30 (1.0)

Benchmarking Participants
Gauteng, RSA (9)Western Cape, RSA (9)Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX FTIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

574

APPENDIX G

Percentages of Students with Achievement
Too Low for Estimation

TIMSS & PIRLSInternational Study Center
Lynch School of Education

APPENDIX G
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

575

Appendix G.1: Percentages of Students with Mathematics Achievement Too Low for Estimation*eTIMSSCountry

paperTIMSS
Less Difficult Mathematics

paperTIMSS

Percentage ofStudents with
Achievement Too
Low for Estimation

Average
Percent
Correct

Percentage ofStudents with
Achievement Too
Low for Estimation

Average
Percent
Correct

Percentage ofStudents with
Achievement Too
Low for Estimation

Average
Percent
Correct- - - 1 (0.2)- - - - - 3 (0.2)
12 (0.7)
0 (0.1)2 (0.3)- 2 (0.3)
2 (0.3)2 (0.3)2 (0.2)6 (0.6)7 (0.7)2 (0.3)0 (0.1)3 (0.4)- - 2 (0.3)- - 0 (0.1)- - - 2 (0.2)
4 (0.3)- - 1 (0.2)- - - 2 (0.3)- - - - 2 (0.3)
12 (0.8)
1 (0.2)- - 0 (0.1)
5 (0.7)- 4 (0.4)
3 (0.4)5 (0.5)8 (0.3)3 (0.3)- - - 50 (0.6)- - - - - 43 (0.5)
27 (0.5)67 (0.4)
43 (0.5)- 49 (0.6)
47 (0.5)55 (0.8)
49 (0.5)37 (0.7)
36 (0.8)46 (0.6)
67 (0.8)47 (0.7)- - 44 (0.7)- - 67 (0.6)- - - 51 (0.7)
43 (0.3)- - 50 (0.6)- - - 52 (0.6)- - - - 47 (0.7)
31 (0.7)
58 (0.9)- - 73 (0.9)
43 (0.8)- 41 (0.4)
46 (0.7)
48 (1.0)38 (0.3)
50 (0.7)- 4 (0.3)
4 (0.3)- 4 (0.4)
9 (0.5)1 (0.2)- 5 (0.8)- - - - 2 (0.3)- - - - - - - - - 14 (0.9)
2 (0.2)- 0 (0.1)
2 (0.2)- - - 1 (0.3)- - - - - 6 (0.4)- 2 (0.3)- 14 (0.6)- - 3 (0.3)- - - - 5 (0.6)- - - - - - - - -- 42 (0.7)
48 (0.7)- 48 (0.7)
39 (0.6)
52 (0.5)- 48 (1.0)- - - - 51 (0.7)- - - - - - - - - 31 (0.7)
56 (0.7)- 68 (0.4)
45 (0.7)- - - 55 (0.7)- - - - - 40 (0.6)- 60 (0.7)- 30 (0.8)- - 48 (0.7)- - - - 45 (0.7)- - - - - - - - -2 (0.3)- - - - - - 2 (0.2)- - - - - - - - - - - - - - - - - - - - - 2 (0.3)
8 (0.6)- - - 3 (0.3)
6 (0.4)- - 3 (0.5)- - - 16 (2.1)
20 (1.2)- - - - 5 (0.6)- - - 6 (0.4)- - - - - -61 (0.8)- - - - - - 49 (0.6)- - - - - - - - - - - - - - - - - - - - - 49 (0.7)
39 (0.9)- - - 50 (0.4)
38 (0.8)- - 55 (1.1)- - - 28 (1.9)
25 (0.8)- - - - 41 (0.7)- - - 36 (0.6)- - - - - -3 (0.4)1 (0.2)0 (0.1)2 (0.3)14 (0.5)
2 (0.3)44 (0.9)49 (0.6)
66 (0.6)45 (0.6)30 (0.4)
52 (0.4)- - - - - - -- - - - - - -- - - - - - -- - - - - - -Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegro
MoroccoNetherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)Omanψ Pakistan
ψ Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicSouth Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE* Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment
items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

APPENDIX G
TIMSS 2019 INTERNATIONAL RESULTS IN MATHEMATICS AND SCIENCE

576

Appendix G.2: Percentages of Students with Science Achievement Too Low for Estimation*eTIMSS
Percentage of Students
with Achievement Too
Low for Estimation

Country

Albania
Armenia
Australia
Austria
Azerbaijan
BahrainBelgium (Flemish)Bosnia and Herzegovina
Bulgaria
CanadaChile
Chinese Taipei
Croatia
CyprusCzech Republic
Denmark
EnglandFinlandFranceGeorgia
Germany
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
Ireland
Italy
Japan
Kazakhstan
Korea, Rep. of
KosovoKuwaitLatviaLithuania
Malta
Montenegroψ Morocco
Netherlands
New Zealand
North Macedonia
Northern Ireland
Norway (5)OmanЖ Pakistan
Ж Philippines
PolandPortugal
Qatar
Russian Federation
Saudi Arabia
SerbiaSingapore
Slovak RepublicЖ South Africa (5)Spain
SwedenTurkey (5)United Arab Emirates
United States

paperTIMSS
Average
Percent
Correct

Percentage of Students
with Achievement Too
Low for Estimation

Average
Percent
Correct- - - 1 (0.2)- - - - - 2 (0.2)
5 (0.5)0 (0.1)1 (0.2)- 1 (0.2)
1 (0.3)1 (0.2)1 (0.2)4 (0.4)6 (0.7)2 (0.3)1 (0.2)1 (0.3)- - 2 (0.2)- - 0 (0.1)- - - 1 (0.2)
3 (0.3)- - 2 (0.3)- - - 1 (0.2)- - - - 2 (0.2)
8 (0.8)0 (0.1)- - 1 (0.1)
2 (0.4)- 1 (0.2)
1 (0.2)3 (0.4)7 (0.2)2 (0.2)- - - 51 (0.5)- - - - - 52 (0.3)
40 (0.5)60 (0.3)
51 (0.4)- 54 (0.4)
51 (0.4)
55 (0.5)59 (0.5)45 (0.6)
38 (0.6)51 (0.5)
54 (0.6)
53 (0.5)- - 49 (0.6)- - 66 (0.4)- - - 55 (0.5)
47 (0.3)- - 50 (0.6)- - - 55 (0.5)- - - - 47 (0.4)
39 (0.7)62 (0.7)- - 68 (0.7)
52 (0.7)- 49 (0.4)
55 (0.7)
54 (0.8)44 (0.3)
55 (0.5)

3 (0.5)4 (0.4)2 (0.3)- 8 (0.6)
4 (0.4)2 (0.2)5 (0.4)4 (0.6)- - - - 2 (0.3)- - - - - - - - - 9 (0.7)
2 (0.4)- 1 (0.1)
2 (0.3)- 9 (0.7)
14 (0.9)
0 (0.2)- - 8 (0.4)
17 (0.9)- 3 (0.3)
11 (0.9)
2 (0.3)- 10 (0.6)
31 (3.5)
34 (1.4)
1 (0.2)- - - 12 (0.7)
3 (0.6)- - 28 (1.0)- - - - - -47 (0.7)
41 (0.6)55 (0.5)- 36 (0.5)
48 (0.6)
48 (0.4)40 (0.5)
54 (1.0)- - - - 50 (0.6)- - - - - - - - - 38 (0.7)
54 (0.7)- 61 (0.4)
47 (0.6)- 33 (0.5)
33 (0.9)57 (0.5)- - 39 (0.4)
30 (0.8)- 49 (0.4)
36 (1.0)52 (0.4)- 39 (0.7)
21 (1.1)
20 (0.5)55 (0.5)- - - 34 (0.5)
52 (0.7)- - 25 (0.6)- - - - - -2 (0.3)1 (0.2)0 (0.1)1 (0.2)14 (0.5)
1 (0.1)52 (0.6)51 (0.5)68 (0.5)51 (0.4)
35 (0.4)
57 (0.3)- - - - - - -- - - - - - -Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Madrid, Spain
Abu Dhabi, UAE
Dubai, UAE* Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choiceassessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

TIMSS & PIRLSInternational Study Center
Lynch School of Education

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Appendix G.3: Percentages of Students with Mathematics Achievement Too Low for Estimation*eTIMSSCountry

paperTIMSS

Percentage of Students
with Achievement Too
Low for Estimation

Average
Percent
Correct

Percentage of Students
with Achievement Too
Low for Estimation

Average
Percent
Correct- - 16 (0.8)
2 (0.2)- - 7 (0.8)
5 (0.5)8 (0.5)13 (1.0)
3 (0.5)6 (0.6)- - 6 (0.5)
6 (0.5)- - - 2 (0.3)- - 5 (0.5)
14 (0.8)- - 7 (0.5)- 5 (0.6)
17 (0.8)- 3 (0.4)- 1 (0.2)- 6 (0.4)
10 (0.7)
13 (0.4)
7 (0.6)- - 25 (0.5)
66 (0.6)- - 42 (1.3)
39 (0.6)
33 (0.5)30 (0.9)58 (1.0)42 (0.7)- - 44 (1.1)
37 (0.6)- - - 65 (0.6)- - 43 (0.7)
30 (0.6)- - 38 (0.5)- 37 (0.7)
28 (0.8)- 49 (1.2)- 68 (1.1)- 38 (0.6)
39 (0.9)34 (0.4)
43 (1.1)

5 (0.4)9 (0.4)- - 5 (0.4)
20 (1.1)- - - - - - 14 (0.5)
3 (0.4)- - 1 (0.1)
17 (1.2)
7 (0.5)- 21 (1.2)
14 (0.8)- - 25 (0.9)
9 (0.8)- 21 (0.8)- - 11 (0.9)- 22 (0.8)- 26 (0.7)- - - - -45 (1.0)38 (0.4)- - 41 (0.4)
25 (0.9)- - - - - - 30 (0.8)
47 (0.7)- - 65 (0.6)
25 (0.7)
38 (0.9)- 23 (0.8)
26 (0.5)- - 19 (0.4)
37 (0.7)- 25 (0.4)- - 37 (1.0)- 21 (0.3)- 19 (0.3)- - - - -4 (0.4)1 (0.3)1 (0.2)- - 18 (0.7)
5 (0.4)45 (1.2)
48 (1.0)57 (1.1)- - 27 (0.5)
48 (0.5)- - - 18 (0.8)
16 (0.8)- - -- - - 24 (0.6)
28 (1.0)- - -Australia
Bahrainψ ChileChinese Taipei
Cyprusψ Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japanψ JordanKazakhstan
Korea, Rep. ofψ Kuwait
LebanonLithuania
Malaysiaψ Morocco
New Zealand
Norway (9)ψ OmanPortugalψ QatarRomania
Russian Federation
ψ Saudi Arabia
SingaporeЖ South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
ψ Gauteng, RSA (9)ψ Western Cape, RSA (9)ψ Abu Dhabi, UAE
Dubai, UAE* Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choiceassessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
Ж Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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Appendix G.4: Percentages of Students with Science Achievement Too Low for Estimation*eTIMSS
Percentage of Students
with Achievement Too
Low for Estimation

Country

Australia
Bahrain
Chile
Chinese Taipei
Cyprus
Egypt
EnglandFinlandFranceGeorgia
Hong Kong SAR
Hungary
Iran, Islamic Rep. of
IrelandIsraelItaly
Japan
JordanKazakhstan
Korea, Rep. of
KuwaitLebanonLithuania
Malaysia
MoroccoNew Zealand
Norway (9)Oman
Portugal
Qatar
Romania
Russian Federation
Saudi Arabia
Singaporeψ South Africa (9)SwedenTurkeyUnited Arab Emirates
United States

paperTIMSS
Average
Percent
Correct

Percentage of Students
with Achievement Too
Low for Estimation

Average
Percent
Correct- - 4 (0.4)
1 (0.1)- - 3 (0.5)
2 (0.3)3 (0.4)6 (0.6)4 (0.7)1 (0.3)- - 3 (0.4)
2 (0.3)- - - 1 (0.2)- - 1 (0.1)
6 (0.5)- - 4 (0.4)- 1 (0.3)
5 (0.5)- 1 (0.2)- 1 (0.1)- 3 (0.4)
3 (0.4)7 (0.3)3 (0.4)- - 36 (0.5)
59 (0.4)- - 47 (0.9)
52 (0.6)40 (0.5)33 (0.6)45 (1.0)49 (0.5)- - 46 (0.8)
43 (0.5)- - - 55 (0.5)- - 50 (0.6)
37 (0.5)- - 43 (0.5)- 47 (0.6)
40 (0.8)- 52 (0.9)- 66 (0.8)- 48 (0.6)
47 (0.7)
41 (0.4)
48 (0.9)

2 (0.3)5 (0.3)- - 3 (0.3)
14 (1.0)- - - - - - 5 (0.4)
2 (0.3)- - 1 (0.1)
7 (0.5)3 (0.3)- 7 (0.8)
15 (0.9)- - 11 (0.6)
3 (0.4)- 7 (0.4)- - 5 (0.5)- 7 (0.5)- 17 (0.5)- - - - -50 (0.7)43 (0.3)- - 41 (0.4)
28 (0.7)- - - - - - 35 (0.6)
49 (0.5)- - 59 (0.5)
37 (0.7)40 (0.6)- 35 (0.9)
26 (0.5)- - 26 (0.3)
44 (0.7)- 38 (0.4)- - 39 (0.8)- 32 (0.4)- 25 (0.3)- - - - -1 (0.2)1 (0.3)0 (0.1)- - 14 (0.6)
2 (0.2)47 (0.6)50 (0.8)57 (0.6)- - 34 (0.5)
54 (0.4)- - - 9 (0.5)
7 (0.4)- - -- - - 31 (0.6)
34 (0.9)- - -Benchmarking Participants
Ontario, Canada
Quebec, Canada
Moscow City, Russian Fed.
Gauteng, RSA (9)Western Cape, RSA (9)Abu Dhabi, UAE
Dubai, UAE* Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choiceassessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability.
Ψ Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.
A dash (-) indicates comparable data not available.

SOURCE: IEA's Trends in International Mathematics and Science Study - TIMSS 2019
Downloaded from http://timss2019.org/download

SOURCE: IEA’s Trends in International Mathematics and Science Study TIMSS 2019
Downloaded from http://timss2019.org/download

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APPENDIX H

Organizations and Individuals Responsible
for TIMSS 2019
Introduction
TIMSS 2019 was a collaborative effort involving hundreds of individuals around the world. Thisappendix acknowledges the individuals and organizations for their contributions. Given that the work
on TIMSS 2019 spanned more than four years and involved so many people and organizations, thislist may not include all who contributed. Any omission is inadvertent. TIMSS 2019 also acknowledges
the students, parents, teachers, and school principals who contributed their time and effort to thestudy. This report would not be possible without them.

Management and Coordination
TIMSS is a major undertaking of IEA, and together with the Progress in International Reading
Literacy Study (PIRLS), comprises the core of IEA’s regular cycles of studies. The TIMSS assessment
at the fourth grade complements PIRLS, which regularly assesses reading achievement at fourth grade.
TIMSS 2019 was conducted by IEA’s TIMSS & PIRLS International Study Center at Boston
College, which has responsibility for the overall direction and management of TIMSS and PIRLS,
including design, development, and implementation. For TIMSS 2019, this also included managing
the transition of TIMSS to a digital assessment, with the development of eTIMSS. Headed by Executive
Directors Drs. Ina V.S. Mullis, Michael O. Martin, and Matthias von Davier, the study center is locatedin the Lynch School of Education and Human Development. The TIMSS & PIRLS International Study
Center worked closely with IEA Amsterdam, which managed country participation, was responsible
for verification of all translations produced by the participating countries, and coordinated the school
visits by International Quality Control Monitors. In addition to developing the software system used
to create and deliver the eTIMSS 2019 digital assessments, staff at IEA Hamburg worked closely withparticipating countries to organize sampling and data collection operations and to check all data for
accuracy and consistency within and across countries. Statistics Canada in Ottawa was responsible forschool and student sampling activities. Educational Testing Service in Princeton, New Jersey consulted
on psychometric methodology, provided software for scaling the achievement data, and replicatedthe achievement scaling for quality assurance.
The Project Management Team, comprising the study directors and representatives from the
TIMSS & PIRLS International Study Center, IEA Amsterdam, IEA Hamburg, and Statistics Canada

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met twice a year throughout the study to discuss the study’s progress, procedures, and schedule. In
addition, the study directors met with members of IEA’s Technical Executive Group twice each year
to review technical issues.
To work with the international team and coordinate within-country activities, each participating
country designates an individual to be the TIMSS National Research Coordinator (NRC). The NRCs
have the challenging task of implementing TIMSS in their countries in accordance with the TIMSS
guidelines and procedures. In addition, the NRCs contribute to the development of the TIMSS
assessments and provide input throughout the course of the project. The quality of the TIMSS
assessment and data depends on the work of the NRCs and their colleagues in carrying out thecomplex sampling, data collection, and scoring tasks. NRCs from countries participating in eTIMSS
were responsible for carrying out additional tasks related to the transition of TIMSS to a digitalassessment. Continuing the tradition of exemplary work established in previous cycles of TIMSS, theTIMSS 2019 NRCs performed their many tasks with dedication, competence, energy, and goodwill,and demonstrated a commitment to the project and high quality work.

Funding
Funding for TIMSS 2019 was provided primarily by the participating countries. The National Center
for Education Statistics of the U.S. Department of Education was a major funding partner, providing
funding under contract number EDIES17C0060. The content of this publication does not necessarilyreflect the views or policies of the U.S. Department of Education nor does mention of trade names,
commercial products, or organizations imply endorsement by the U.S. Government.
Boston College also is gratefully acknowledged for its generous financial support and stimulating
educational environment.

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TIMSS & PIRLS International Study Center at Boston College
Ina V.S. Mullis, Executive Director
Michael O. Martin, Executive Director
Matthias von Davier, Executive Director (from 2020)
Paul Connolly, Director, Graphic Design and Publications
Pierre Foy, Director, Sampling, Psychometrics, and Data Analysis
Ieva Johansone, Director, Operations and Quality Control
Dana Kelly, Director, Development and Reporting (from 2019)Charlotte Aldrich, Research Specialist, TIMSS Mathematics and Special Projects (from 2020)
Maria Baez Cruz, Research Specialist, Data Analytics and Programming
Marcie Bligh, Manager, Events and Administration
Alicia Bouchard, Administrative AssistantVictoria A.S. Centurino, Assistant Research Director, TIMSS Science and Special Projects
Kerry Cotter, Assistant Research Director, TIMSS Mathematics and Special Projects (through 2019)
Susan Farrell, Lead Web and Database Designer
Bethany Fishbein, Senior Research Specialist, Psychometrics and Data Analysis
Susan Flicop, Research Associate, Operations and Quality Control
Joseph Galia, Lead Statistician/Programmer (through 2020)
Shirley Goh, Assistant Director, Communications and Media Relations (through 2019)
Kaitlin Haines, Graduate Assistant (through 2020)
Christine Hoage, Manager of FinanceMartin Hooper, Assistant Research Director, TIMSS and PIRLS Questionnaire Development
and Policy Studies (through 2018)
Dihao Leng, Graduate Assistant
Jingxian Li, Graduate Assistant (through 2020)
Jenny Liu, Research Specialist, TIMSS and PIRLS Questionnaire Development andPolicy Studies (through 2019)
Anne McCarthy, Front-end Web Developer
Yenileis Pardini, Manager, UX and Software Development (through 2019)
Mario A. Pita, Lead Graphic Designer
Katherine Reynolds, Graduate Assistant (through 2018)
Ruthanne Ryan, Senior Graphic Designer
Steven A. Simpson, Senior Graphic Designer
Lillian Tyack, Graduate Assistant
Erin Wry, Senior Research Specialist, TIMSS and PIRLS Operations and Quality Control
Liqun Yin, Research Psychometrician

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IEA Amsterdam
Dirk Hastedt, Executive Director
Andrea Netten, Director, IEA Amsterdam
Paulína Koršňáková, Senior Research and Liaison Adviser
Roel Burgers, Financial Director
Isabelle Braun-Gémin, Senior Financial Officer
David Ebbs, Senior Research Officer
Sandra Dohr, Research Officer
Jan-Philipp Wagner, Junior Research Officer
Katie Hill, Head of Communications
Sive Finley, Head of Communications (through 2019)
Gina Lamprell, Publications Officer

IEA Hamburg
Juliane Hencke, Director, IEA Hamburg
Heiko Sibberns, Senior Research Advisor
Alena Becker, Co-Head of International Studies Unit
Oliver Neuschmidt, Co-Head of International Studies Unit
Milena Taneva, Project Manager, TIMSS Data Management
Mark Cockle, Deputy Project Manager, TIMSS Data Management
Kamil Kowolik, Deputy Project Manager, TIMSS Data Management
Umut Atasever, Research Analyst
Limiao Duan, Software Developer
Eugenio Gonzalez, Senior Research Analyst
Deepti Kalamadi, Software Developer
Ievgen Kosievtsov, Software Developer
Guido Martin, Head of Coding Unit
Sabine Meinck, Head of Sampling Unit/Co-Head of Research and Analysis Unit
Kevin Mo, Lead Software Developer
Duygu Savaşci, Research Analyst
Meng Xue, Head of Software Unit

Statistics Canada
Ahmed Almaskut, Senior Methodologist
Sylvie LaRoche, Senior Methodologist

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Educational Testing Service
Edward Kulick, Senior Research Director
Timothy Davey, Research Director, Special Projects
Jonathan Weeks, Research Scientist
Christina Tang, Senior Data Analysis and Computational Research Specialist
Zhumei Guo, Data Analysis and Computational Research Specialist

Sampling Referee
Keith Rust, Senior Vice President and Senior Statistical Fellow, Westat, Inc.

TIMSS 2019 Science and Mathematics Item Review Committee
Mathematics
Ray Philpot
Australian Council for Educational Research
Australia

Kiril Bankov
Faculty of Mathematics and Informatics
University of Sofia
Bulgaria

Khattab M.A. Abulibdeh
National Center for Human Resources
Development
JordanArne Hole
Department of Teacher Education and
School Research
ILS, University of Olso
NorwayCheow Kian Soh
Mathematics Branch, Curriculum Planningand Development Division
Ministry of Education
Singapore

Linda Hall
United States

Mary Lindquist
United States

Science
Svatava Janoušková
Science Faculty, Department of Teaching
and Didactics of ChemistryCharles University Prague
Czech Republic

Emily Jones
National Foundation for Educational
Research
England

Jouni Viiri (through 2019)
Department of Teacher Education
University of Jyväskylä
Finland

Berenice Michels
Faculty of Science
Utrecht University
Netherlands

Galina Kovaleva
Federal Institute for the Strategy of Education
Development
Russian Academy of Education
Russian Federation

Christopher Lazzaro
Director of Science
New Meridian Corporation
United States

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TIMSS 2019 Item Development and Scoring Working Groups
Mathematics
Ina V.S. Mullis, TIMSS & PIRLS International Study Center Executive Director
Kerry Cotter, Assistant Research Director, TIMSS Mathematics and Special Projects (through 2019)
Linda Hall, Mathematics Consultant (United States)
Mary Lindquist, Mathematics Consultant (United States)
Ray Philpot, Mathematics Consultant (Australian Council for Educational Research)
ScienceMichael O. Martin, TIMSS & PIRLS International Study Center Executive Director
Victoria A.S. Centurino, Assistant Research Director, TIMSS Science and Special Projects
Emily Jones, Science Consultant (National Foundation for Educational Research)
Christopher Lazzaro, Science Consultant (New Meridian Corporation)
Berenice Michels, Science Consultant (Utrecht University)

Questionnaire Item Review Committee
Sue Thomson
Australian Council for Educational Research
Australia

Josef Basl
Czech School Inspectorate

Martina Meelissen
Faculty of Behavioral Sciences, Department ofResearch Methodology, Measurement andData Analysis
University of Twente
Netherlands

Czech Republic

Heike Wendt
Institute for School Development Research(IFS)
TU Dortmund University
Germany

Laura Palmerio
Istituto Nazionale per la Valutazione del Sistema
Educativo di Istruzione e di Formazione(INVALSI)
Italy

Kyongah Sang
Center for Global Education
Korea Institute for Curriculum & Evaluation

Trude Nilsen
Department of Teacher Education and School
Research
ILS, University of Oslo
NorwayVijay Reddy
Human Sciences Research Council
South Africa

Jack Buckley
Imbellus
United States

Korea, Republic of

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TIMSS 2019 National Research Coordinators
Albania

CanadaRezana Vrapi
Center for Educational Services
National Agency of Examinations (NAE)

Kathryn O’Grady
Tanya Scerbina
Council of Ministers of Education, Canada(CMEC)

Armenia

Arsen Baghdasaryan
Assessment and Testing Center

Chile

Australia

Sue Thomson
Australian Council for Educational Research
Austria

María Victoria Martínez Muñoz
Camila Ayala Pereira
Elisa Salinas (through 2018)
Departamento de Estudios Internacionales,
División de Estudios
Agencia de Calidad de la Educación

Ursula Itzlinger-BruneforthFederal Institute for Educational Research,Innovation and Development of the Austrian
School System (BIFIE)

Chinese Taipei

Azerbaijan

Croatia

Nermine Aliyeva
Ministry of Education of the Republic ofAzerbaijan
Bahrain

Chun-Yen Chang
Che-Di John Lee
National Taiwan Normal University
Ines Elezović
National Center for External Evaluation of
Education
CyprusHuda Al-Awadi
Ministry of Education

Yiasemina Karagiorgi
Center for Educational Research and Evaluation
Cyprus Pedagogical InstituteBelgium (Flemish)

Jerich Faddar
University of Antwerp

Czech Republic

Vladislav Tomasek
Czech School Inspectorate

Bosnia and HerzegovinaŽaneta Džumhur
Agency for Preschool, Primary and Secondary
Education

Denmark

Bulgaria

Egypt

Marina Vasileva Mavrodieva
Center for Assessment in Pre-School and School
Education (CAPSE)

Christian Christrup Kjeldsen
Aarhus University
Khaled Mohamed Sayad Ahmed
Abd Alkareem Badran (through 2018)
Test Development Department
National Center for Examinations andEducational Evaluation

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EnglandIrelandGrace Grima
Pearson UK

Aidan Clerkin
Rachel Perkins
Educational Research Center
DCU St. Patrick’s College Campus

Finland

Jouni Vettenranta
Finnish Institute for Educational Research
University of Jyväskylä
FranceMarc Colmant
Franck Salles
Direction de l’Évaluation, de la Prospective etde la Performance (DEPP)
Ministère de l’Éducation Nationale, del’Enseignement Supérieur et de la Recherche
Georgia

Tamari ShoshitashviliDavid Gabelaia (through 2018)
Mamuka Jibladze (through 2018)
National Assessment and Examinations Center
Germany

Knut Schwippert
University of Hamburg

IsraelGeorgette Hilu
Inbal Ron-Kaplan
National Authority for Measurement and
Evaluation in Education (RAMA)
Italy

Elisa Caponera
Laura Palmerio
Istituto Nazionale per la Valutazione del Sistema
Educativo di Istruzione e di Formazione(INVALSI)Japan

Fumi Ginshima
Curriculum Research Center
National Institute for Educational Policy
Research (NIER)
JordanHong Kong SAR

Frederick Leung
Faculty of Education
The University of Hong Kong
Maurice M.W. Cheng
Faculty of Education
The University of Waikato, New Zealand

Khattab M.A. Abulibdeh
National Center for Human Resources
Development
Kazakhstan

Aigul Baigulova
JSC Information-Analytic Center
Ministry of Education and Science
Korea, Republic of

Hungary

Ildikó Szepesi
Department of Assessment and Evaluation
Educational Authority

Kyongah Sang
Sangwook Park (2018-2019)
Korea Institute for Curriculum & Evaluation

Iran, Islamic Republic of

KosovoAbdol’azim Karimi
Research Institute for Education (RIE)
Ministry of Education

Fatmir Elezi
Mustafa Kadriu (through 2019)
Ministry of Education, Science and Technologyof Kosovo

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KuwaitMontenegro

Asia Hajiya
Abrar Ahmed Baqer (through 2019)
Hawraa Ahmed Al-Qattan (through 2018)
National Center for Education Development

Marina Radović
Momir Radulović (through 2019)
Examination Center of Montenegro
Ministry of Education

LatviaMoroccoLinda Mihno
Faculty of Education, Psychology and Art
Education Research Institute

Mohammed Sassi
Centre National de l’Évaluation, des Examens etde l’Orientation
Ministere de l’Éducation Nationale et de laFormation Professionnelle, de l’Enseignement
Supérieur et de la Recherche Scientifique

LebanonBrenda Ghazale
Center for Educational Research andDevelopment
Ministry of Education
Lithuania

Benediktas Bilinskas
Asta Buineviciute
Greta Baliutaviciute (through 2019)
National Examination Center, Research andAnalysis Unit
National Agency for Education
Malaysia

Rusliza Abdullah
Nor Saidatul Rajeah Zamzam Amin
Ahmad Rafee Che Kassim (through 2019)
Azlina Osman (through 2019)
Habibah Abdul Rahim (through 2018)
Educational Planning and Research Division(EPRD)
Ministry of Education
Malta

Gaetano Bugeja
Department of Curriculum, Lifelong Learningand Employability
Ministry of Education and Employment

Netherlands

Martina Meelissen
Faculty of Behavioral Sciences, Department ofResearch Methodology, Measurement andData Analysis
University of Twente
New Zealand

Steve May
Debra Taylor (through 2020)
Robyn Caygill (through 2018)
Educational Measurement and Assessment
Ministry of Education
North Macedonia

Beti Lameva
Reshat Ramadani
National Examination CenterNorthern IrelandDavid Thomas
Bethan Burge (through 2018)
National Foundation for Educational Research

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Norway

Russian Federation

Hege Kaarstein
Ole Kristian Bergem (through 2017)
Department of Teacher Education and School
Research
ILS, University of OsloJan Eivind Soledad (through 2017)
The Norwegian Directorate for Education
and Training

Galina Kovaleva
Federal Institute for the Strategy of Education
Development
Russian Academy of Education
Sergey Stanchenko
Federal Institute for the Evaluation of the
Quality of Education
Russian Academy of Education

Oman

Saudi Arabia

Zuwaina Saleh Al-Maskari
Ministry of Education

Abdullah Mohammed B. Aljouiee
Fahad Ibrahim Almoqhim (through 2019)
National Center for Assessment
Mohammed Majre Al-Sobeiy (through 2017)
Ministry of Education

Pakistan

Muhammad Shakeel
Syed Kamal Ud Din Shah (through 2018)
Ministry of Federal Education and Professional
Training
Philippines

Nelia Vargas Benito
Bureau of Education Assessment
Department of Education
Michal Sitek
Marcin Karpinski (through 2017)
Educational Research InstitutePortugalAnabela Serrão
Vanda Lourenço (through 2019)João Maroco (through 2017)
Instituto de Avaliação Educativa, I. P.
Asma Yousef Al-Harqan
Evaluation InstituteSupreme Education Council

Ivana Djeric
Institute for Educational Research
Singapore

PolandQatar

SerbiaHuiyuan Lin
Planning Division, Research and Evaluation
SectionMinistry of Education
Hui Leng Ng
Research and Evaluation Branch, Research andManagement Information Division
Ministry of Education
Slovak Republic

Andrea Galadova
National Institute for Certified Educational
Measurement (NUCEM)South Africa

Vijay Reddy
Human Sciences Research Council (HSRC)

Romania

Dragos Iliescu
University of Bucharest

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SpainUnited Arab Emirates

Francisco Javier Garcia Crespo
Institito Nacional de Evaluación Educativa
Ministerio de Educación y Formacíon
Profesional

Hessa Al Wahhabi
Shaikha Ali Al Zaabi
Moza Rashid Ghufli (through 2018)
Ministry of Education

SwedenUnited States

Maria Axelsson
Swedish National Agency for Education(SKOLVERKET)

Lydia Malley
National Center for Education Statistics
U.S. Department of Education

TurkeyEmine Özdemir
Muhsin Polat (through 2019)
The Ministry of National Education

Benchmarking Participants
Ontario, Canada

Jeannette Amio
Ontario Ministry of Education
Jennifer Hove
Laurie McNelles (through 2019)
Education Quality and Accountability OfficeQuebec, Canada

Marie-Eve Proulx
Latifa Elfassihi (through 2019)
Julie-Madeleine Roy (through 2018)
Ministère de l’Éducation et de l’Enseignement
Supérieur

Gauteng, South Africa
Western Cape, South Africa

Vijay Reddy
Human Sciences Research Council (HSRC)
Abu Dhabi, United Arab Emirates

Nada Abu Baker Husain Ruban
Ministry of Education, UAE
Dubai, United Arab Emirates

Mariam Al Ali
Knowledge and Human Development Authority

Moscow City, Russian Federation

Elena Zozulya
Moscow Center for the Quality of Education
Madrid, Spain

Maria Ángeles Puga Zuccotti
Institito Nacional de Evaluación Educativa
Ministerio de Educación y Formacíon
Profesional

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TIMSS & PIRLSInternational Study Center
Lynch School of Education