Trends in International Mathematics and Science Study 1999
International, 1999
TIMSS International Study Center
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May 24, 2020
Last modified
May 24, 2020
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Identification
Survey ID Number
int-iea-timss-1999-v1.1
Title
Trends in International Mathematics and Science Study 1999
Country
| Name | Country code |
|---|---|
| International | int |
Study type
Education Survey [es]
Series Information
TIMSS International Study Center. Trends in International Mathematics and Science Study 1999 [dataset]. Version 1.1. Chestnut Hill, MA: TIMSS International Study Center [producer], 2000. Cape Town: DataFirst [distributor], 2012. DOI: https://doi.org/10.25828/5jfa-r958
Abstract
TIMSS 1999, also known as TIMSS-Repeat, was the second administration of IEA’s Third International Mathematics and Science Study. The assessment was designed to provide trends in eighth grade mathematics and science achievement in an international context. TIMSS 1999 was conducted by the TIMSS & PIRLS International Study Center at Boston College and included 38 countries. The 1999 assessment measured the mathematics and science achievement of eighth-grade students (ages 13 and 14 years) and collected extensive information from students, teachers, and school principals about mathematics and science curricula, instruction, home contexts, and school characteristics and policies. Of the 38 participating countries, 26 also participated in the 1995 TIMSS assessment, which enabled these countries to measure trends in their children's mathematics and science achievement and in schools and home contexts for learning.
Kind of Data
Sample survey data
Unit of Analysis
Individuals and institutions
Version
Version Description
v1.1: Edited, anonymised data for public distribution
Version Date
2000
Version Notes
In the original version of the TIMSS 1999, the data was made available in country, population (i.e. grade) and survey subtype specific chunks. The original version of this dataset was only available in raw data form from the IEA website.
Version 1.1 is a repackaging of that original data, with the raw datafiles converted and collated for each survey subtype and population, and variables and values labelled.
Version 1.1 is a repackaging of that original data, with the raw datafiles converted and collated for each survey subtype and population, and variables and values labelled.
Scope
Notes
The TIMSS 1999 International Database contains the following for each country for which internationally comparable data are available.
• Students’ responses to cognitive mathematics and science items
• Students’ responses to the background questionnaire
• Teachers’ responses to the background questionnaire
• Principals’ responses to the background questionnaire
• Test-curriculum matching analysis data
• Data almanacs
• Students’ responses to cognitive mathematics and science items
• Students’ responses to the background questionnaire
• Teachers’ responses to the background questionnaire
• Principals’ responses to the background questionnaire
• Test-curriculum matching analysis data
• Data almanacs
Topics
| Topic | Vocabulary | URI |
|---|---|---|
| basic skills education [6.1] | CESSDA | http://www.nesstar.org/rdf/common |
| educational policy [6.3] | CESSDA | http://www.nesstar.org/rdf/common |
Coverage
Geographic Coverage
The survey had international coverage
Geographic Unit
Country
Universe
The international desired population for TIMSS 1999 was as follows:
All students of involved countries who were enrolled in the upper of the two adjacent grades that contain the largest proportion of 13-year-olds at the time of testing. The TIMSS 1999 target grade was the upper grade of the TIMSS 1995 population 2 and was expected to be the eighth grade in most countries.
All students of involved countries who were enrolled in the upper of the two adjacent grades that contain the largest proportion of 13-year-olds at the time of testing. The TIMSS 1999 target grade was the upper grade of the TIMSS 1995 population 2 and was expected to be the eighth grade in most countries.
Producers and sponsors
Primary investigators
| Name | Affiliation |
|---|---|
| TIMSS International Study Center | Boston College |
Funding Agency/Sponsor
| Name | Abbreviation | Role |
|---|---|---|
| National Center for Education Statistics, U.S. Department of Education | NCES | Funder |
| National Science Foundation, U.S. | NSF | Funder |
| World Bank | Funder |
Sampling
Sampling Procedure
The basic sample design used by TIMSS is generally referred to as a two-stage stratified cluster sample design. The first stage consisted of a sample of schools, which may be stratified; the second stage consisted of samples of classrooms from each eligible target grade in sampled schools. In some countries, a third stage consisted of sampling students within classrooms. Exclusions could occur at the school level, student level, or both.
Deviations from the Sample Design
Participants could exclude schools from the sampling frame if they were in geographically remote regions, were extremely small, offered curriculum or structure different from the mainstream, or provided instruction only to students in the “within-school” exclusion categories. The general TIMSS rules for defining within-school exclusions can be found in the technical documents
Response Rate
Weighted and unweighted response rates were computed for each participating country by grade, at the school level, and at the student level. Overall response rates (combined school and student response rates) also were computed.
Data Collection
Dates of Data Collection
| Start |
|---|
| 1999 |
Data Collection Mode
Face-to-face [f2f]
Data Collection Notes
Each participating country was responsible for carrying out all aspects of the data collection, using standardized procedures developed for the study. Training manuals were created for School Coordinators and Test Administrators that explained procedures for receipt and distribution of materials as well as for the activities related to the testing sessions.
Each country was responsible for conducting quality control procedures and describing this effort in the NRC’s report documenting procedures used in the study.
Each country was responsible for conducting quality control procedures and describing this effort in the NRC’s report documenting procedures used in the study.
Questionnaires
Questionnaires
Data for the study was gathered through assessments of curricular documentation, and with questionnaires, including student, teacher (mathematics and science teachers), and school background questionnaires. Data Almanac files from the survey contain weighted summary statistics for each participating country on each variable in each of the questionnaires.
Access policy
Access authority
| Name | Affiliation | URL | |
|---|---|---|---|
| TIMSS & PIRLS International Study Center | Boston College, Lynch School of Education | timss@bc.edu | http://timss.bc.edu/timss1999.html |
Contacts
| Name | Affiliation | URL | |
|---|---|---|---|
| Manager, DataFirst | University of Cape Town | info@data1st.org | http://www.datafirst.uct.ac.za |
Access conditions
Public use files, available to all
Citation requirements
TIMSS International Study Center. Trends in International Mathematics and Science Study 1999 [dataset]. Version 1.1. Chestnut Hill, MA: TIMSS International Study Center [producer], 2000. Cape Town: DataFirst [distributor], 2012. DOI: https://doi.org/10.25828/5jfa-r958
Metadata production
DDI Document ID
ddi-int-datafirst-timss-1999-v1.1
Producers
| Name | Affiliation | Role |
|---|---|---|
| DataFirst | University of Cape Town | Metadata Producer |
Date of Metadata Production
2020-05-24
DDI Document version
Version 2