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Equity in Mathematics Education in Hong Kong: Evidence from TIMSS 2011 to 2019

Artigo2022

Xue‐Lan Qiu ORCID; Fks Leung ORCID

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
Large-scale Assessments in Education, v. 10, n. 1
Editora
Springer Nature
Ano
2022 (2022-06-08)
Idioma
en
Palavras-chave
Equal Education; Mathematics Education; Foreign Countries; Elementary Secondary Education; Achievement Tests; Mathematics Achievement; International Assessment; Science Tests; Grade 8; Gender Differences; Socioeconomic Status; Parent Background; Predictor Variables; Educational Resources; educational equity; TIMSS; Hong Kong; gender differences in mathematics; school factors; student achievement predictors; eighth grade students
Temas
Avaliação
DOI
10.1186/s40536-022-00121-z
ISSN
EISSN-2196-0739, 2196-0739
Licença
cc-by
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
QIU, Xue‐Lan; LEUNG, Fks. Equity in Mathematics Education in Hong Kong: Evidence from TIMSS 2011 to 2019. Large-scale Assessments in Education, v. 10, n. 1, 2022. DOI: https://doi.org/10.1186/s40536-022-00121-z.

APA

Qiu, X., & Leung, F. (2022). Equity in Mathematics Education in Hong Kong: Evidence from TIMSS 2011 to 2019. Large-scale Assessments in Education, 10(1). https://doi.org/10.1186/s40536-022-00121-z

BibTeX
@article{qiu2022,
  author = {Qiu, Xue‐Lan and Leung, Fks},
  title = {Equity in Mathematics Education in Hong Kong: Evidence from TIMSS 2011 to 2019},
  year = {2022},
  journal = {Large-scale Assessments in Education},
  volume = {10},
  number = {1},
  publisher = {Springer Nature},
  doi = {10.1186/s40536-022-00121-z},
  language = {en}
}
RIS
TY  - JOUR
AU  - Qiu, Xue‐Lan
AU  - Leung, Fks
TI  - Equity in Mathematics Education in Hong Kong: Evidence from TIMSS 2011 to 2019
PY  - 2022
JO  - Large-scale Assessments in Education
VL  - 10
IS  - 1
DO  - 10.1186/s40536-022-00121-z
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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