Abstract
The present study explored the effects of the national and cultural contexts on students’ mathematics achievement. The study also investigated the nature and magnitude of student-level (level 1), school-level (level 2), and country-level (level 3) factors that are associated with math achievement. The Program for International Student Assessment (PISA) 2018 datasets were used. The findings of HLM analysis showed that mathematics achievement is associated with national and cultural contexts since the study found 31.30% of the total variation was accounted for level 3 in math achievement. Also, the study found that various predictors were statistically significant for explaining math achievement. Moreover, the study found several counterintuitive association phenomena due to the shift of meaning. These findings were explained regarding practical and theoretical implications for policymakers, educators, and researchers to improve students’ mathematics achievement.
Author Information
Youjin Lee, Hanyang University, South Korea
Miyazaki Yasuo, Virginia Tech, United States
Paper Information
Conference: ACE2023
Stream: Educational Research
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Lee Y., & Yasuo M. (2024) A Cross-National Study of Mathematics Achievement via Three-Level Multilevel Models ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.111
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.111
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