Trends in International Mathematics and Science Study (TIMSS) 2003: Science teacher background questionnaire grade 8 (BTS) - South Africa as one of 50 countries
- Reddy, Vijiyaluxmi
- Department of Basic Education, Human Sciences Research Council
- Department of Basic Education (Producer)
- Human Sciences Research Council (Producer)
- South African National Department of Basic Education
EDUCATIONAL ASSESSMENT; LEARNING ENVIRONMENT; TEACHER ROLE
Description: This data set (Teacher science background questionnaire grade 8 - BTS) contains the responses the science teacher when asked questions referring to the background referring to their background, experience, subject taught and science curriculum topics. 265 Schools were sampled accross South Africa and 10600 students (administered). This data set has 239 cases and 228 variables.
Abstract: In November 2002, about 9000 grade 8 learners from South African public schools participated in the Trends in International Mathematics and Science Study (TIMSS). South Africa was one of 50 countries (and educational systems) that participated in this study. In TIMSS the students completed achievement tests in mathematics and science and answered questions on their home background, prior experiences and attitudes towards mathematics and science. Mathematics and science teachers completed questionnaires on, among other aspects, their preparation to teach, their teaching styles, professional development and attitudes towards science and mathematics. Principals completed questionnaires on school characteristics, parental involvement, grade 8 teaching and teachers of mathematics and science, student behaviour, resources and technology. This data set Teacher science background questionnaire (btszafm3) contains the responses of teachers when asked questions referring to their background, experience, subject taught and science curriculum topics. The science subject teacher of the class sampled was required to complete this questionnaire.
Collection 01 NOV 2002
South Africa (ZA)
Update Metadata: 2021-01-13 | Issue Number: 1821 | Registration Date: 2014-10-07