An analysis of TIMSS 2015 science reading demands

dc.contributor.authorVan Staden, Surette
dc.contributor.authorGraham, Marien Alet
dc.contributor.authorHarvey, J.C.
dc.date.accessioned2021-07-20T14:43:34Z
dc.date.available2021-07-20T14:43:34Z
dc.date.issued2020-12-04
dc.description.abstractThis 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.departmentScience, Mathematics and Technology Educationen_ZA
dc.description.librarianam2021en_ZA
dc.description.urihttp://journals.ufs.ac.za/index.php/pieen_ZA
dc.identifier.citationVan 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.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.other10.18820/2519593X/pie.v38.i2.19
dc.identifier.urihttp://hdl.handle.net/2263/80906
dc.language.isoenen_ZA
dc.publisherUniversity of the Free State, Faculty of Educationen_ZA
dc.rights© Creative Commons With Attribution (CC-BY).en_ZA
dc.subjectLanguage in educationen_ZA
dc.subjectReadabilityen_ZA
dc.subjectScience educationen_ZA
dc.subjectSouth Africa (SA)en_ZA
dc.subjectTrends in International Mathematics and Science Study (TIMSS)en_ZA
dc.titleAn analysis of TIMSS 2015 science reading demandsen_ZA
dc.typeArticleen_ZA

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