Equity in mathematics education in Hong Kong : Evidence from TIMSS 2011 to 2019

Journal article


Qiu, Xue-Lan and Leung, Frederick K. S.. (2022). Equity in mathematics education in Hong Kong : Evidence from TIMSS 2011 to 2019. Large-scale Assessments in Education. 10(1), p. Article 3. https://doi.org/10.1186/s40536-022-00121-z
AuthorsQiu, Xue-Lan and Leung, Frederick K. S.
Abstract

This study investigated the status of equity in mathematics education in Hong Kong based on data from TIMSS 2011 to 2019 and the changes in education equity across the three cycles. The effects of various student-, family-, and school-level variables on students’ mathematics achievement were examined and compared using multilevel modeling. Results showed that there were significant variances between schools in mathematics achievement in Hong Kong, especially for eighth grade students. Overall, boys performed better in mathematics than girls in these three TIMSS cycles in Hong Kong, except for eighth grade boys in the cycles of 2011 and 2019. The family and school socio-economic status (SES) related to the possession of traditional materials (e.g., desks and books) and parents’ highest education level had positive and significant effects on students’ mathematics achievement, and the effects of the predictors increased from the 2011 cycle to the 2019 cycle. SES related to the possession of home digital devices (e.g., computers and internet connection) also had positive but much less substantial effects. School location and resource availability did not have significant effects. In general, the mean levels of SES and school resource availability in Hong Kong is improving. However, the effects of some important student- and school-level factors on mathematics achievement increased. Suggestions for improving education equity in Hong Kong are discussed.

Keywordseducation equity; mathematics education; TIMSS; international large-scale assessment
Year2022
JournalLarge-scale Assessments in Education
Journal citation10 (1), p. Article 3
PublisherSpringer
ISSN2196-0739
Digital Object Identifier (DOI)https://doi.org/10.1186/s40536-022-00121-z
Scopus EID2-s2.0-85131935673
Open accessPublished as ‘gold’ (paid) open access
Page range1-21
FunderEducation Bureau of Hong Kong (EDB)
Research Grants Council of the Hong Kong Special Administrative Region, China
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online08 Jun 2022
Publication process dates
Accepted19 May 2022
Deposited17 Nov 2023
Grant ID17602918
Permalink -

https://acuresearchbank.acu.edu.au/item/8zz32/equity-in-mathematics-education-in-hong-kong-evidence-from-timss-2011-to-2019

Download files


Publisher's version
OA_Qiu_2022_Equity_in_mathematics_education_in_Hong.pdf
License: CC BY 4.0
File access level: Open

  • 44
    total views
  • 18
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Item Response Theory Models for Polytomous Multidimensional Forced-Choice Items to Measure Construct Differentiation
Qiu, Xuelan, de la Torre, Jimmy, Wang, You-Gan and Wu, Jinran. (2024). Item Response Theory Models for Polytomous Multidimensional Forced-Choice Items to Measure Construct Differentiation. Educational Measurement: Issues and Practice. pp. 1-12. https://doi.org/10.1111/emip.12621
An Iterative Scale Purification Procedure on lz for the Detection of Aberrant Responses
Qiu, Xuelan, Huang, Sheng-Yun, Wang, Wen-Chung and Wang, You-Gan. (2024). An Iterative Scale Purification Procedure on lz for the Detection of Aberrant Responses. Multivariate Behavioral Research. 59(1), pp. 62-77. https://doi.org/10.1080/00273171.2023.2211564
A dual process item response theory model for polytomous multidimensional forced-choice items
Qiu, Xuelan and de la Torre, Jimmy. (2023). A dual process item response theory model for polytomous multidimensional forced-choice items. British Journal of Mathematical and Statistical Psychology. 76(3), pp. 491-512. https://doi.org/10.1111/bmsp.12303
Computerized adaptive testing for ipsative tests with multidimensional pairwise-comparison items : Algorithm development and applications
Qiu, Xue-Lan, de la Torre, Jimmy, Ro, Sage and Wang, Wen-Chung. (2022). Computerized adaptive testing for ipsative tests with multidimensional pairwise-comparison items : Algorithm development and applications. Applied Psychological Measurement. 46(4), pp. 255-272. https://doi.org/10.1177/01466216221084209
An empirical Q-Matrix validation method for the polytomous G-DINA model
de la Torre, Jimmy, Qiu, Xue-Lan and Santos, Kevin Carl. (2022). An empirical Q-Matrix validation method for the polytomous G-DINA model. Psychometrika. 87(2), pp. 693-724. https://doi.org/10.1007/s11336-021-09821-x
A new item response theory model for rater centrality using a hierarchical rater model approach
Qiu, Xue-Lan, Chiu, Ming Ming, Wang, Wen-Chung and Chen, Po-Hsi. (2022). A new item response theory model for rater centrality using a hierarchical rater model approach. Behavior Research Methods. 54(4), pp. 1854-1868. https://doi.org/10.3758/s13428-021-01699-y
Assessment of differential statement functioning in ipsative tests with multidimensional forced-choice items
Qiu, Xue-Lan and Wang, Wen-Chung. (2021). Assessment of differential statement functioning in ipsative tests with multidimensional forced-choice items. Applied Psychological Measurement. 45(2), pp. 79-94. https://doi.org/10.1177/0146621620965739
Student self-assessment : Why do they do it?
Yan, Zi, Brown, Gavin T. L., Lee, John Chi-Kin and Qiu, Xue-Lan. (2020). Student self-assessment : Why do they do it? Educational Psychology. 40(4), pp. 509-532. https://doi.org/10.1080/01443410.2019.1672038
Measuring Dynamic Goals for Marriage : Development and Validation of the Marital Goal Scale Using Rasch Modeling
Li, Tianyuan, Hiu-Ling Tsang, Vivian, Fung, H, Qiu, Xuelan and Wang, Wen-Chung. (2019). Measuring Dynamic Goals for Marriage : Development and Validation of the Marital Goal Scale Using Rasch Modeling. Psychological Assessment. 32(3), pp. 211-226. https://doi.org/10.1037/pas0000779
Multilevel modeling of cognitive diagnostic assessment : The multilevel DINA example
Wang, Wen-Chung and Qiu, Xue-Lan. (2019). Multilevel modeling of cognitive diagnostic assessment : The multilevel DINA example. Applied Psychological Measurement. 43(1), pp. 34-50. https://doi.org/10.1177/0146621618765713
Item response theory modeling for examinee-selected items with rater effect
Liu, Chen-Wei, Qiu, Xue-Lan and Wang, Wen-Chung. (2019). Item response theory modeling for examinee-selected items with rater effect. Applied Psychological Measurement. 43(6), pp. 435-448. https://doi.org/10.1177/0146621618798667