A three-level multilevel analysis of Singaporean eighth-graders science achievement

This study explores the sources of variability in achievement in science for Singaporean students as a function of student-, classroom, and school-level factors. Using the 2007 Trends in the International Mathematics and Science Study (TIMSS) dataset, the science achievement scores and questionnaire responses of 4599 eighth-graders from 326 classrooms of 164 schools were analysed. A three-level multilevel linear modelling was employed; the results indicate that the student- and school-level differences, equally, accounted for about one-fifth of the total variance in science achievement. In contrast, more than one-half of the total variance was accounted for by the classroom-level differences. Science self-concept, teaching limitations, and school climate as perceived by the school principals were the strongest predictors of science achievement at the student, classroom, and school levels, respectively. (C) 2012 Elsevier Inc. All rights reserved.