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    Home / Data Portal / TIMSS-PIRLS / INT-IEA-TIMSS-1999-V1.1
TIMSS-PIRLS

Trends in International Mathematics and Science Study 1999

International, 1999
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Reference ID
int-iea-timss-1999-v1.1
Producer(s)
TIMSS International Study Center
Collections
TIMSS and PIRLS
Metadata
Documentation in PDF DDI/XML JSON
Created on
May 08, 2012
Last modified
May 24, 2020
Page views
422199
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  • Study Description
  • Data Description
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  • Identification
  • Version
  • Scope
  • Coverage
  • Producers and sponsors
  • Sampling
  • survey_instrument
  • Data Collection
  • Data Access
  • Contacts
  • Metadata production
  • 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.

    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

    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.

    Producers and sponsors

    Primary investigators
    Name Affiliation
    TIMSS International Study Center Boston College
    Funding Agency/Sponsor
    Name Role
    National Center for Education Statistics, U.S. Department of Education Funder
    National Science Foundation, U.S. 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.

    survey_instrument

    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.

    Data Collection

    Dates of Data Collection
    Start
    1999
    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.

    Data Access

    Access authority
    Name Affiliation URL Email
    TIMSS & PIRLS International Study Center Boston College, Lynch School of Education http://timss.bc.edu/timss1999.html timss@bc.edu
    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

    Contacts

    Contacts
    Name Affiliation Email URL
    Manager, DataFirst University of Cape Town info@data1st.org http://www.datafirst.uct.ac.za

    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

    Metadata version

    DDI Document version

    Version 2

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