Publication: Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student Achievement
Loading...
Published
2010-10-01
ISSN
Date
2012-03-19
Author(s)
Editor(s)
Abstract
The following report is the first of a two-stage video study to examine teaching practices and activities in Indonesian classrooms. The first stage is linked to results of the 2007 Trends in International Mathematics and Science Study (TIMSS) where 100 of the 150 classes that participated in the TIMSS examination also participated in this additional video study component. The second stage will also involve 100 classes that will participate in the 2011 exam. The second phase will follow the same methodology, allowing for comparison across years, but will also involve more in-depth analysis of the links between teaching practices and student outcomes and how teaching practices are influenced by teachers' belief systems and subject content knowledge. Indonesia has been a committed participant in the TIMSS, Program for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) international standardized student examinations for many years and is one of the few non-OECD (Organization for Economic Cooperation and Development) countries to participate so fully. Indonesian student performance in these examinations has been relatively low, even when taking socio-economic levels into account. For example, for mathematics Indonesia ranked 36th out of 48 participating countries in TIMSS 2007, and its score of 397 was more than one standard deviation below the international average (Mullis et al, 2008). The results have been useful in providing an indication of Indonesia's relative standing in student achievement and its progress over time, but the real challenge is to take the next step and translate the results into an understanding of the factors leading to the test scores and what might be done to enhance student achievement in Indonesia.
Link to Data Set
Citation
“World Bank. 2010. Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student Achievement. © World Bank. http://hdl.handle.net/10986/2920 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Spending More or Spending Better : Improving Education Financing in Indonesia, Extended Executive Summary(World Bank, Jakarta, 2013-03)Indonesia is the world's fourth most populous country, with more than 238 million people living in an archipelago comprising over 17,000 islands. Over the past decade the Indonesian economy has experienced positive economic growth, reduced poverty, and made continued progress towards many of the Millennium Development Goals (MDGs). For example, Indonesia has already met and surpassed projected reductions in the number of underweight children under five years old to below 18 percent and is on track to meeting its targets for reducing overall child mortality and the targets for achieving universal basic education. While clear progress has been made on reducing poverty rates, inequality has persisted, with the result that many children and families have not shared in these gains. Over 30 million Indonesians live below the poverty line (US $2 per day) and half of all households are clustered around the poverty line. Of the poor, 65 percent currently live in rural areas. For these families, national economic improvements have brought only modest gains in health and education, putting children's development at risk and threatening national progress. A notable achievement for Indonesia is that primary school enrollment is now near 100 percent for boys and girls of all income levels. However, as children move through the primary years, the enrollment disparities seen in Early Childhood Education and Development, or ECED services re-emerge. Educational attainment profiles reveal that while almost all children from all segments of society start primary school, children from poorer households and children from rural areas have more difficulties progressing from lower levels of education to higher levels. Only 55 percent of rural children make it to junior secondary school, and less than a quarter enroll in senior secondary. In contrast, 80 percent of urban children make it to junior secondary school and almost two-thirds enroll in senior secondary.Publication Quality of Education in Madrasah(World Bank, Washington, DC, 2011-02)The 'Quality of Education in Madrasah' (QEM) study aimed to provide high quality research into various dimensions of quality of education in Indonesian Madrasahs. The study focused on final year students in Islamic Junior Secondary Schools (Madrasah Tsanawiyah, MT). One hundred and fifty MTs were sampled from across Indonesia, with equal numbers selected from Java and the East and West of the country. Systematically selected intact classes were sampled within schools, involving a total of 6,233 students. Eight instruments were developed for use in the study. Four were achievement tests designed to assess performance in Mathematics, Science, Indonesian and English. Australian Council for Educational Research's (ACER's) School Life Questionnaire (SLQ) was used as an affective measure of school quality. ACER developed an instrument to assess student background characteristics, and a Principal Interview Schedule and a School Inventory were also developed by ACER to collect information on MTs. Mean scores showed that students in Java performed better than students in the East and West regions on each of the four achievement tests, with students in the West performing marginally better than students in the East on all tests. The largest correlations between student background factors and achievement across the three regions were observed for number of home resources and study materials available to students.Publication Transforming Indonesia's Teaching Force : From Pre-service Training to Retirement - Producing and Maintaining a High-quality, Efficient, and Motivated Workforce(World Bank, 2010-04-01)The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.Publication Learning from Local Practices : Improving Student Performance in West Bank and Gaza(World Bank, Washington, DC, 2014-06-12)The motivation for this study is to contribute to the preparation of the new Palestinian Education Strategy by shedding light on the school and classroom level factors that influence student learning, and to identify good practices that can be generalized from high-performing classrooms to those that need improvement. While most Palestinian children are in school, performance on assessments indicates that many of them are not learning as much as they could. This represents not only inefficiency in the use of public resources, but also a lost opportunity for individual students and the society as a whole. The current study was carried out by the Assessment and Evaluation Department (AED) of the Palestinian Ministry of Education and Higher Education (MoEHE) with technical and financial support from the World Bank. The analysis presented in this paper was prepared by the World Bank team as a complement to a previous paper prepared by a team of experts from AED. For the purposes of this study, schools were classified by student performance in TIMSS 2011 and the 2012 Palestinian national exams. Classroom and school-based tools were then used to gather information from both high and low-performing schools. A total of 122 public, private and United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools were surveyed using four different instruments: (i) stalling's classroom observations; (ii) school leadership survey; (iii) teacher survey; and, (iv) school facilities survey, which are all provided in annex one.Publication Learning in the Face of Adversity(Washington, DC, 2014-10)The goal of this study is to provide a better understanding of how a school system can operate efficiently under adversity. The results of this work will be useful in identifying relevant policies in the Middle East and North Africa region. Palestine refugees are achieving higher-than-average learning outcomes in spite of the adverse circumstances they live under. Their education system the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) operates one of the largest non-governmental school systems in the Middle East. It manages nearly 700 schools, has hired 17,000 staff, educates more than 500,000 refugee students each year, and operates in five areas, including the West Bank, Gaza, Jordan, Lebanon, and Syria. This study examines three: West Bank, Gaza, and Jordan. Contrary to what might be expected from a resource-constrained administration serving refugee students who continually face a multitude of adversities, UNRWA students outperform public schools in the three regions the West Bank, Gaza, and Jordan by a year's worth of learning. This study was undertaken to better understand the reasons for success at UNRWA schools and their positive variation from comparable public schools. Econometric techniques were used to analyze international (TIMSS and Programme for International Student Assessment, or PISA) and national learning achievement data. Pedagogical practices and classroom time-on-task were observed using structured methods (Stallings model). Systems Approach for Better Education Results (SABER) tools were used to better understand the policies and implementation strategies for school and teacher management and for monitoring and evaluation. Additionally, qualitative data were collected and analyzed in line with an education resilience conceptual framework to better uncover factors that help students develop the skills to learn despite the adversities they face.
Users also downloaded
Showing related downloaded files
Publication World Development Report 2017(Washington, DC: World Bank, 2017-01-30)Why are carefully designed, sensible policies too often not adopted or implemented? When they are, why do they often fail to generate development outcomes such as security, growth, and equity? And why do some bad policies endure? This book addresses these fundamental questions, which are at the heart of development. Policy making and policy implementation do not occur in a vacuum. Rather, they take place in complex political and social settings, in which individuals and groups with unequal power interact within changing rules as they pursue conflicting interests. The process of these interactions is what this Report calls governance, and the space in which these interactions take place, the policy arena. The capacity of actors to commit and their willingness to cooperate and coordinate to achieve socially desirable goals are what matter for effectiveness. However, who bargains, who is excluded, and what barriers block entry to the policy arena determine the selection and implementation of policies and, consequently, their impact on development outcomes. Exclusion, capture, and clientelism are manifestations of power asymmetries that lead to failures to achieve security, growth, and equity. The distribution of power in society is partly determined by history. Yet, there is room for positive change. This Report reveals that governance can mitigate, even overcome, power asymmetries to bring about more effective policy interventions that achieve sustainable improvements in security, growth, and equity. This happens by shifting the incentives of those with power, reshaping their preferences in favor of good outcomes, and taking into account the interests of previously excluded participants. These changes can come about through bargains among elites and greater citizen engagement, as well as by international actors supporting rules that strengthen coalitions for reform.Publication Poverty, Prosperity, and Planet Report 2024(Washington, DC: World Bank, 2024-10-15)The Poverty, Prosperity, and Planet Report 2024 is the latest edition of the series formerly known as Poverty and Shared Prosperity. The report emphasizes that reducing poverty and increasing shared prosperity must be achieved in ways that do not come at unacceptably high costs to the environment. The current “polycrisis”—where the multiple crises of slow economic growth, increased fragility, climate risks, and heightened uncertainty have come together at the same time—makes national development strategies and international cooperation difficult. Offering the first post-Coronavirus (COVID)-19 pandemic assessment of global progress on this interlinked agenda, the report finds that global poverty reduction has resumed but at a pace slower than before the COVID-19 crisis. Nearly 700 million people worldwide live in extreme poverty with less than US$2.15 per person per day. Progress has essentially plateaued amid lower economic growth and the impacts of COVID-19 and other crises. Today, extreme poverty is concentrated mostly in Sub-Saharan Africa and fragile settings. At a higher standard more typical of upper-middle-income countries—US$6.85 per person per day—almost one-half of the world is living in poverty. The report also provides evidence that the number of countries that have high levels of income inequality has declined considerably during the past two decades, but the pace of improvements in shared prosperity has slowed, and that inequality remains high in Latin America and the Caribbean and Sub-Saharan Africa. Worldwide, people’s incomes today would need to increase fivefold on average to reach a minimum prosperity threshold of US$25 per person per day. Where there has been progress in poverty reduction and shared prosperity, there is evidence of an increasing ability of countries to manage natural hazards, but climate risks are significantly higher in the poorest settings. Nearly one in five people globally is at risk of experiencing welfare losses due to an extreme weather event from which they will struggle to recover. The interconnected issues of climate change and poverty call for a united and inclusive effort from the global community. Development cooperation stakeholders—from governments, nongovernmental organizations, and the private sector to communities and citizens acting locally in every corner of the globe—hold pivotal roles in promoting fair and sustainable transitions. By emphasizing strategies that yield multiple benefits and diligently monitoring and addressing trade-offs, we can strive toward a future that is prosperous, equitable, and resilient.Publication Europe and Central Asia Economic Update, Spring 2025: Accelerating Growth through Entrepreneurship, Technology Adoption, and Innovation(Washington, DC: World Bank, 2025-04-23)Business dynamism and economic growth in Europe and Central Asia have weakened since the late 2000s, with productivity growth driven largely by resource reallocation between firms and sectors rather than innovation. To move up the value chain, countries need to facilitate technology adoption, stronger domestic competition, and firm-level innovation to build a more dynamic private sector. Governments should move beyond broad support for small- and medium-sized enterprises and focus on enabling the most productive firms to expand and compete globally. Strengthening competition policies, reducing the presence of state-owned enterprises, and ensuring fair market access are crucial. Limited availability of long-term financing and risk capital hinders firm growth and innovation. Economic disruptions are a shock in the short term, but they provide an opportunity for implementing enterprise and structural reforms, all of which are essential for creating better-paying jobs and helping countries in the region to achieve high-income status.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication World Development Report 1987(New York: Oxford University Press, 1987)This report, consisting of two parts, is the tenth in the annual series assessing development issues. Part I reviews recent trends in the world economy and their implications for the future prospects of developing countries. It stresses that better economic performance is possible in both industrial and developing countries, provided the commitment to economic policy reforms is maintained and reinforced. In regard to the external debt issues, the report argues for strengthened cooperation among industrial countries in the sphere of macroeconomic policy to promote smooth adjustment to the imbalances caused by external payments (in developing countries). Part II reviews and evaluates the varied experience with government policies in support of industrialization. Emphasis is placed on policies which affect both the efficiency and sustainability of industrial transformation, especially in the sphere of foreign trade. The report finds that developing countries which followed policies that promoted the integration of their industrial sector into the international economy through trade have fared better than those which insulated themselves from international competition.