LINKING TEACHERS’ QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS’ BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT

TitleLINKING TEACHERS’ QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS’ BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT
Publication TypeJournal Article
Year of Publication2013
AuthorsShannag, QA, Tairab, H, Dodeen, H, Abdel-Fattah, F
JournalJournal of Baltic Science Education
Volume12
Issue5
Start Page652-665
PaginationContinuous
Date PublishedOctober/2013
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1075984
Keywords8th grade, achievement, science, teachers’ practices, teachers’ qualifications, TIMSS
Abstract

This study focused on comparing science teachers’ qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers’ preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers’ license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.

URLhttp://oaji.net/articles/2015/987-1425810596.pdf
Refereed DesignationRefereed
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