Classroom Instructional Strategies and Middle Grades Mathematics Achievement in the U. S.: A Secondary Analysis of TIMSS 2007 Data

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Dr.. Kayonna Pitchford, Assistant Professor, USPCP Director (Creator)
The University of North Carolina at Pembroke (UNCP )
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Abstract: This study used correlational analyses to investigate the relationships between student reports of classroom instructional practices, student background characteristics (gender, SES, race/ethnicity), and the level of International Benchmark Reached on the 2007 eighth grade U. S. administration of TIMSS. The study found that student reports of classroom instructional practices vary significantly by gender, SES, and race/ethnicity, and that the differing reports may relate to demonstrated achievement gaps. More specifically, the largest achievement gaps were found between racial/ethnic groups, as well as the greatest number of differing reports of classroom instructional strategies. This study serves as the first investigation for the researcher into classroom strategies and student achievement, using data available during the dissertation process. The researcher intends to investigate the more recent 2011 and 2015 data in the near future.

Additional Information

UNCP Research and Creativity Showcase
Language: English
Date: 2017
Classrooms, Instructional Strategies, Middle Grades, Mathematics Achievement, TIMSS 2007 Data, Faculty Research, Poster Presentations, University of North Carolina at Pembroke

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