Lei Mee Thien|I Gusti Ngurah Darmawan|Mei Yean Ong
Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand: what can PISA 2012 data tell us?
University of Adelaide
results programme international student assessment pisa 2012 showed indonesia malaysia thailand underperformed positioned bottom third 65 participating countries mathematics science reading literacies wide gap three countries top performing countries prompted study examine influence students affective characteristics performance mathematics literacy using multilevel analysis purpose study examine relationships among affective characteristicsrelated variables student level aggregated schoollevel variables mathematics performance using programme international student assessment pisa 2012 dataset data used analysis retrieved official pisa website student samples indonesia malaysia thailand 5 622 5 192 6 602 respectively data analysed using descriptive statistics hierarchical linear modeling hlm approach hlm version 70 computer programme different patterns relationships found student schoollevel variables mathematics performance three countries common studentlevel variable attitudes towards learning outcomes predicted increase scores indonesian malaysian thai models student level strongest predictor mathematics literacy performance mathematics selfefficacy indonesian malaysian models perseverance thai model school level school average mathematics selfefficacy strongest predictor mathematics performance indonesian model average openness problemsolving thai model school average instrumental motivation mathematics behaviour attitudes towards learning outcomes predicted decrease scores malaysian model inconclusive results multilevel analysis demonstrated interesting points discussion though results could attributed differences education system diversity cultural context individual country study contributes providing evidencebased policy making addition informing mathematics teachers particular students affective characteristics strengthened ensure better mathematics learning outcomes indonesia malaysia thailand implications findings limitations discussed