Квалитет наставе и постигнуће ученика у математици и природним наукама

Abstract

In this chapter, the results obtained under the TIMSS 2015 concerning professional characteristics of teachers and their practice with fourth graders in mathematics and science classes are analyzed. Apart from descriptive data about teachers’ characteristics and their contribution to student achievement the factors predicting student achievement were also pointed out. The data were presented through comparison with Croatia and Hungary, with respect to the international average in TIMSS 2015 and Serbian results in TIMSS 2011. The sample consisted of all class teachers (N=192) that teach mathematics and science to the representative sample of tested students (N=4036). The data were collected by means of contextual questionnaires for teachers and students. Data were analyzed by descriptive statistical procedures, the independent samples t-test, one-way ANOVA, as well as methods of correlation and regression analysis. Teachers that participated in the TIMSS 2015 belong to the middle generation, have 20 years of work experience on average, and a majority of them have a college, academy or undergraduate degree at university. Students whose teachers have university education have statistically significant higher achievement in mathematics and science. In both subjects’ classes, frontal methods prevail whereas research and experimental methods are not present enough. Students assess that mathematics and science classes are encouraging and engaging. There are not huge differences in teachers’ work in all three countries, and also by comparison with Serbian teachers in TIMSS 2011, as well as compared to the international average. The main conclusion resulting from the conducted analyses is that the examined teachers’ variables are not significantly related to student achievement in mathematics and science. Even when the predictivity of a group of factors concerning professional characteristics of teachers and the teaching quality was statistically significant, it was explaining students’ achievement to a small extent. Some of the possible reasons for such findings are discussed. The necessity of mixed methodological approaches is recognized in researching complex and contextualized phenomena, such as teaching practice and professional characteristics of teachers and their influence to student achievement.