Classroom Context: The Classroom Context for Year 5 Students' Mathematics and Science Achievement in 2006

Conclusion

This report has examined student, teacher and principal responses to questions on teaching and learning within the classroom context; these questions were contained in background questionnaires in the TIMSS 2006/07 study. The report explored characteristics of teachers, including their preparedness to teach mathematics and science, teaching activities that took place within mathematics and science lessons, resources, and teacher attitudes and perceptions. The relationships between some classroom context variables and mathematics and science achievements were also examined. Where possible, comparisons with previous cycles were made. The findings in this report have practical implications for practitioners and policy makers.

Teachers

The majority of New Zealand middle primary teachers were female; this was also the case in the majority of countries participating in TIMSS. On average, New  Zealand teachers had less teaching experience than many of their international colleagues, although teachers in England had the same average number of years teaching. New Zealand teachers had relatively low levels of specialisation in mathematics and science pre-service, compared to their international colleagues.

The proportion of New Zealand teachers of both mathematics and science indicating they collaborate at least weekly was similar to their international colleagues, on average. These interactions among New  Zealand teachers focus most frequently on discussions of teaching concepts and preparing materials rather than on classroom observations.

Compared to their international colleagues, relatively more teachers reported a good school climate and relatively more reported few limitations to instruction due to students’ abilities, interests and behaviours. On the issue of school buildings and resources, similar proportions of New Zealand teachers reported these as posing no problem compared to their international colleagues.

Similarities between mathematics and science

New Zealand teachers of Year 5 students reported less use of mathematics textbooks than their international counterparts. Science textbooks were rarely used in New Zealand, whereas in many other countries most teachers used them as a supplementary resource or as a primary basis for lessons.

Students whose teachers reported a positive school climate generally had higher achievement in mathematics and science than those whose teachers were less positive.

Differences between mathematics and science

Internationally, proportionately more teachers had in-service professional development in mathematics than in science. Compared to their international colleagues, however, the difference was much more marked among New  Zealand teachers, who had relatively more professional development in mathematics but relatively less in science.

New Zealand teachers felt very well prepared to teach mathematics topics, with levels of confidence expressed similar to their international colleagues. They were, however, less confident in their preparation to teach science topics, both compared with mathematics topics and with their international colleagues.

Time spent teaching mathematics in New Zealand classrooms was similar to the international average, whereas time spent teaching science in New Zealand classrooms was much less than the international average.

Computer use was much higher in science lessons than in mathematics lessons in New Zealand classrooms. Computers were used primarily for looking up ideas and information during science lessons; computer use for this purpose was much higher in New Zealand than in many other countries. A lack of science laboratory equipment and materials was the resource most commonly seen as having an impact on instructional capability within New  Zealand schools.

Changes since 2002

Time spent teaching mathematics had increased slightly since 2002. However, time spent teaching science in New Zealand classrooms had decreased markedly since 2002.

New Zealand Year 5 students were more likely to be asked to give explanations in every mathematics lesson in 2006 than in 2002. Compared with 2002, New Zealand Year 5 students were less likely to be asked to observe and describe natural phenomena or work together in small groups on experiments or investigations in science lessons in 2006.

Final thoughts

The findings in this report have demonstrated some significant differences between New Zealand and the other countries participating in TIMSS. Changes since 2002 have also been observed. These findings need to be reflected on by practitioners and policy makers to ensure that New Zealand Year 5 students are given every opportunity to reach their potential as mathematicians and scientists.

This report has examined only one of the aspects of schooling that can influence achievement. The authors of this report have also completed a report about the school context, as mentioned earlier. These two reports, together with those released in December 2008, build a comprehensive picture of mathematics and science at the Year 5 level.

In 2010 and 2011, New Zealand will be participating in the fifth cycle of TIMSS at both the Year 5 and Year 9 levels. This will give New  Zealand the opportunity to examine the 2006 Year 5 cohort when they are in Year 9 and to see if improvements have been made at the Year 5 level.