Edith R. Dempster|Vijay Reddy
Item readability and science achievement in TIMSS 2003 in South Africa
University of KwaZulu-Natal|Human Sciences Research Council
abstract study investigated relationship readability 73 textonly multiplechoice questions trends international mathematics science study timss 2003 performance two groups south african learners limited englishlanguage proficiency learners attending african schools better englishlanguage proficiency learners attending nonafrican schools groups exposed intended curriculum differed respect quality teaching received availability resources level functionality schools learners nonafrican schools performed significantly better learners african schools three readability factors sentence complexity unfamiliar words long words analyzed high sentence complexity resulted random guessing nonafrican schools favoring incorrect answer african schools timss items complex wording numerous prepositional phrases clauses unclear questions recommendations maximum readability comprehensibility met items therefore invalid learners limited englishlanguage proficiency learners employ range strategies attempting answer questions understand overall though poor readability timss items fully account south african learners poor performance timss 2007 wiley periodicals inc sci ed 91 906925 2007