An analysis of TIMSS 2015 science reading demands

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dc.contributor.author Van Staden, Surette
dc.contributor.author Graham, Marien Alet
dc.contributor.author Harvey, J.C.
dc.date.accessioned 2021-07-20T14:43:34Z
dc.date.available 2021-07-20T14:43:34Z
dc.date.issued 2020-12-04
dc.description.abstract This study investigated the reading demands of restricted-use items1 administered to South African Grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by Mullis, Martin and Foy (2013) was used to categorise items into low, medium and high readability groups. The Knowing domain contained mostly low readability items, the Applying domain was almost equally medium and high readability items, with the Reasoning domain containing mostly high readability items. Results show significant differences between the percentage correctly answered between the low and high categories and between the medium and high categories. However, the full impact of reading demand on performance cannot be fully analysed without cross-reference to English proficiency. Nevertheless, the higher the readability, the greater the chance for learners to answer incorrectly. A continued expected low performance for most South African learners is implied. en_ZA
dc.description.department Science, Mathematics and Technology Education en_ZA
dc.description.librarian am2021 en_ZA
dc.description.uri http://journals.ufs.ac.za/index.php/pie en_ZA
dc.identifier.citation Van Staden, S., Graham, M.A. & Harvey, J.C. 2020, 'An analysis of TIMSS 2015 science reading demands', Perspectives in Education, vol. 38, no. 2, pp. 285-302. en_ZA
dc.identifier.issn 0258-2236 (print)
dc.identifier.issn 2519-593X (online)
dc.identifier.other 10.18820/2519593X/pie.v38.i2.19
dc.identifier.uri http://hdl.handle.net/2263/80906
dc.language.iso en en_ZA
dc.publisher University of the Free State, Faculty of Education en_ZA
dc.rights © Creative Commons With Attribution (CC-BY). en_ZA
dc.subject Language in education en_ZA
dc.subject Readability en_ZA
dc.subject Science education en_ZA
dc.subject South Africa (SA) en_ZA
dc.subject Trends in International Mathematics and Science Study (TIMSS) en_ZA
dc.title An analysis of TIMSS 2015 science reading demands en_ZA
dc.type Article en_ZA


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