Results of Czech gymnasium students in the TIMSS Advanced 1995 specialized physics test repeated in 2023

Petra Pschotnerová; Dana Mandíková; Martin Chvál

doi:10.14712/18047106.3988

Vol. 15 No. 2 (2024): Scientia in educatione Research Reports

Results of Czech gymnasium students in the TIMSS Advanced 1995 specialized physics test repeated in 2023

Petra Pschotnerová, ¹ Dana Mandíková, ² Martin Chvál, ²

Charles University, Faculty of Mathematics and Physics, Department of Physics Education
Department of Physics Education, Faculty of Mathematics and Physics, Charles University, V Holešovičkách 2, 180 00 Prague, Czech Republic

DOI: https://doi.org/10.14712/18047106.3988

How to Cite

Pschotnerová, P., Mandíková, D., & Chvál, M. (2024). Results of Czech gymnasium students in the TIMSS Advanced 1995 specialized physics test repeated in 2023. Scientia in Educatione, 15(2), 39-53. https://doi.org/10.14712/18047106.3988

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Abstract

The paper presents the first results of the TIMSS Advanced 1995 specialized physics test re-administered to final-year students of gymnasiums in the Czech Republic in 2023. In 2023, we used the original test booklets from 1995 in paper form. Of 90 gymnasiums from 1995, 72 participated in the repeated survey. Another 10 gymnasiums participated as replacement schools. In 1995, 819 students participated in the physics test. In the paper, we work with a sample of 1602 students from 2023. The overall mean achievement of students has decreased significantly compared to 1995. Males worsened more than females. Student mean achievement significantly lowered in all five physics content areas. The largest decrease in mean was observed in items from mechanics. More than a 10% decrease in the mean achievement most often appeared in items from the area of modern physics. In the case of open-ended items to which students had to create their own answers, the decrease in mean achievement was mainly due to the fact that students did not solve them at all. This may be due to the lower knowledge of the students caused by the reduction in the number of lessons devoted to teaching physics, but also to the lower motivation of the students when solving the test.

Keywords TIMSS Advanced 1995 physics test Czech gymnasium students

References

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Mullis, I. V. S., Martin, M. O., Robitaille, D. F., & Foy, P. (2009). TIMSS Advanced 2008 international report: findings from IEA’s study of achievement in advanced mathematics and physics in the final year of secondary school. TIMSS & PIRLS, International study center, Boston College. https://timssandpirls.bc.edu/timss advanced/ir.html Search in Google Scholar
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Palečková, J., Tomášek, V., & Straková, E. (1999). Třetí mezinárodní výzkum matematického a přírodovědného vzdělávání. Test z matematiky a fyziky pro středoškoláky [Third international mathematics and science study. Mathematics and physics test for upper secondary school students]. Ústav pro informace ve vzdělávání. Search in Google Scholar
Paveši´c, B. J. (2013). TIMSS in Slovenia: Reasons for participation, based on 15 years of experience. In L. S. Grønmo & T. Onstad (Eds.), The significance of TIMSS and TIMSS Advanced. Mathematics education in Norway, Slovenia and Sweden (pp. 51–90). Akademika Publishing. https://www.uv.uio.no/ils/forskning/prosjekter/timss/publikasjoner/significans timss web.pdf Search in Google Scholar
Pentin, A., Kovaleva, G., Davidova, E., & Smirnova, E. (2018). Science education in Russia according to the results of the TIMSS and PISA international studies. Voprosy Obrazovaniya / Educational Studies Moscow, 1, 79–109. https://doi.org/10.17323/1814-9545-2018-1-79-109%20 Open DOI Search in Google Scholar
Potužníková, E., Lokajíčková, V., & Janík, T. (2014). International comparative studies on school education in the Czech Republic: Findings and challenges. Journal of the Czech pedagogical society, 24(2), 185–221. https://doi.org/10.5817/PedOr2014-2-185 Open DOI Search in Google Scholar
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Tomášek, V., Basl, J., & Janoušková, S. (2016). Mezinárodní šetření TIMSS 2015: Národní zpráva [TIMSS 2015: National report]. Česká školní inspekce. https://csicr.cz/cz/Dokumenty/Publikace-a-ostatni-vystupy/Narodni-zprava-TIMSS-2015 Search in Google Scholar
Tomášek, V., Basl, J., Kramplová, I., Palečková, J., & Pavlíková, D. (2008). Výzkum TIMSS 2007: Obstojí čeští žáci v mezinárodní konkurenci? [TIMSS 2007: Can Czech students hold up in international competition?]. Ústav pro informace ve vzdělávání. https://csicr.cz/CSICR/media/Prilohy/2008 p%C5%99%C3%ADlohy/Mezin%C3%A1rodn%C3%AD%20%C5%A1et%C5%99en%C3%AD/Narodni-zprava-2007.pdf Search in Google Scholar
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[1] Angell, C., Kjaemsli, M., & Lie, S. (2000). Exploring students’ responses on free-response science items in TIMSS. In D. Shorrocks-Taylor & E. W. Jenkins (Eds.), Learning from others. International comparison in education (pp. 159–187). Dordrecht: Kluwer. https://doi.org/10.1007/0-306-47219-8 8 Open DOI Search in Google Scholar

[2] Cohen, J. (1988). Statistical power analysis for the behavioral science (2nd ed.). Erlbaum. https://www.utstat.toronto.edu/∼brunner/oldclass/378f16/readings/CohenPower.pdf Search in Google Scholar

[3] Državni izpitni center. (2022a). Fizika (Physics). https://www.ric.si/splosna-matura/predmeti/fizika/ Search in Google Scholar

[4] Državni izpitni center. (2022b). Koledar splošne mature (Calendar of the general matura examination). https://www.ric.si/splosna-matura/koledar-splosne-mature/ Search in Google Scholar

[5] Državni izpitni center. (2022c). Poročila, analize, raziskave (Reports, analyses, research). https://www.ric.si/splosna-matura/porocila–analize–raziskave/ Search in Google Scholar

[6] Eurydice. (2023, November 27). Assessment in upper secondary education.https://eurydice.eacea.ec.europa.eu/national-education-systems/slovenia/assessment-upper-secondary-education Search in Google Scholar

[7] Eurydice. (2024, January 30). Assessment in upper general and vocational secondary education. https://eurydice.eacea.ec.europa.eu/national-education-systems/sweden/assessment-upper-general-and-vocational-secondary-education Search in Google Scholar

[8] Gonzalez, E. J., Smith, T. A., & Sibberns, H. (1998). User guide for the TIMSS international database — final year of secondary school 1995 assessment. Center for the study of testing, evaluation, and educational policy, Boston College. https://timssandpirls.bc.edu/timss1995i/Database.html Search in Google Scholar

[9] IEA. (1995). TIMSS IEA’s Third international mathematics and science study: Released item set for the final year of secondary school, mathematics and science literacy, advanced mathematics, and physics. https://timss.bc.edu/timss1995i/Items.html Search in Google Scholar

[10] Lie, S., Angell, C., & Rohatgi, A. (2011). Interpreting the Norwegian and Swedish trend data for physics in TIMSS Advanced study. Nordic Studies in Education, 32(3–4), 177–195. https://www.idunn.no/doi/10.18261/ISSN1891-5949-2012-03-04-02 Open DOI Search in Google Scholar

[11] Mandíková, D. (2022). Vývoj výsledků českých žáků v historii výzkumů TIMSS a PISA [The development of Czech students’ results in the history of TIMSS and PISA researches]. In O. Kéhar (Ed.), Moderní trendy v přípravě učitelů fyziky 9: Změny v RVP a jejich dopady do obsahu výuky fyziky (s. 122–129). Západočeská univerzita v Plzni. https://dspace5.zcu.cz/handle/11025/47589 Search in Google Scholar

[12] Mandíková, D., & Houfková, J. (Eds.). (2011). Přírodovědné úlohy pro druhý stupeň základního vzdělávání: Náměty na rozvoj kompetencí žáků na základě zjištění výzkumu TIMSS 2007 [Science items for lower secondary education: Ideas for the development of pupils’ competences based on the findings of the TIMSS 2007 research]. Ústav pro informace ve vzdělávání. https://kdf.mff.cuni.cz/materialy/timssapisa/TIMSS2007 druhystupen.pdf Search in Google Scholar

[13] Martin, M. O., & Kelly, D. L. (1996). Third international mathematics and science study technical report volume I: Design and development. Boston College. https://timssandpirls.bc.edu/timss1995i/TechVol1.html Search in Google Scholar

[14] Martin, M. O., & Kelly, D. L. (1998). Third international mathematics and science study technical report, volume III: Implementation and analysis — final year of secondary school. Boston College. https://timss.bc.edu/timss1995i/TechVol3.html Search in Google Scholar

[15] Ministerstvo školství, mládeže a tělovýchovy ČR. (1991). Učební osnovy čtyřletého gymnázia: Fyzika (povinný předmět). Seminář a cvičení z fyziky (volitelný předmět ve 3. nebo 4. ročníku – jednoleté kurzy). Cvičení z fyziky (nepovinný předmět v 1.–4. ročníku) [Curriculum of the four-year gymnasium: Physics (compulsory subject). Seminar and exercises in physics (optional subject in the 3rd or 4th year – one-year courses). Exercises in physics (optional subject in 1st–4th year)]. Fortuna. Search in Google Scholar

[16] Ministerstvo školství, mládeže a tělovýchovy ČR. (1992). Učební plán gymnázia [Gymnasium teaching plan]. Učitelské noviny, 95(15), 3. Search in Google Scholar

[17] Mullis, I. V. S., Martin, M. O., Beaton, A. E., Gonzalez, E. J., Kelly, D. L., & Smith, T. A. (1998). The mathematics and science achievement in the final years of secondary school. Center for the study of testing, evaluation and educational policy, Boston College. https://timssandpirls.bc.edu/timss1995i/MathScienceC.html Search in Google Scholar

[18] Mullis, I. V. S., Martin, M. O., Robitaille, D. F., & Foy, P. (2009). TIMSS Advanced 2008 international report: findings from IEA’s study of achievement in advanced mathematics and physics in the final year of secondary school. TIMSS & PIRLS, International study center, Boston College. https://timssandpirls.bc.edu/timss advanced/ir.html Search in Google Scholar

[19] Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS Advanced 2015 international results in advanced mathematics and physics. TIMSS & PIRLS International study center, Boston College. http://timssandpirls.bc.edu/timss2015/international-results/advanced/ Search in Google Scholar

[20] Outrata, E., Šujan, I., Brdek, M., Drápal, S., Fischer, J., Friedlaender, J., Gejdoš, V., Heller, J., Hrbek, J., Ježdík, V., Jílek, J., Kudlák, K., Malý, F., Mašát, V., Novák, J., Palas, S., Pavelka, R., Pozdnjaková, I., Prosek, P., . . . Zeman, K. (1996). Statistical yearbook of the Czech Republic 1996 (1st ed.). Czech statistical office. Search in Google Scholar

[21] Palečková, J., Tomášek, V., & Straková, E. (1999). Třetí mezinárodní výzkum matematického a přírodovědného vzdělávání. Test z matematiky a fyziky pro středoškoláky [Third international mathematics and science study. Mathematics and physics test for upper secondary school students]. Ústav pro informace ve vzdělávání. Search in Google Scholar

[22] Paveši´c, B. J. (2013). TIMSS in Slovenia: Reasons for participation, based on 15 years of experience. In L. S. Grønmo & T. Onstad (Eds.), The significance of TIMSS and TIMSS Advanced. Mathematics education in Norway, Slovenia and Sweden (pp. 51–90). Akademika Publishing. https://www.uv.uio.no/ils/forskning/prosjekter/timss/publikasjoner/significans timss web.pdf Search in Google Scholar

[23] Pentin, A., Kovaleva, G., Davidova, E., & Smirnova, E. (2018). Science education in Russia according to the results of the TIMSS and PISA international studies. Voprosy Obrazovaniya / Educational Studies Moscow, 1, 79–109. https://doi.org/10.17323/1814-9545-2018-1-79-109%20 Open DOI Search in Google Scholar

[24] Potužníková, E., Lokajíčková, V., & Janík, T. (2014). International comparative studies on school education in the Czech Republic: Findings and challenges. Journal of the Czech pedagogical society, 24(2), 185–221. https://doi.org/10.5817/PedOr2014-2-185 Open DOI Search in Google Scholar

[25] Pschotnerová, P. (2021). Physics education in upper secondary schools. In J. Pavlů & J. Šafránková (Eds.), WDS’21 Proceedings of contributed papers — physics (pp. 134–139). Matfyzpress. https://physics.mff.cuni.cz/wds/proc/proc-contents.php?year=2021#intro Search in Google Scholar

[26] Pschotnerová, P., & Mandíková, D. (2024). School-leaving examination in physics at the end of upper secondary school in the Czech Republic — current state. In S. Faletič, S. Dolenc, J. Pavlin, K. Susman & A. Kranjc Horvat (Eds.), Journal of physics: Conference series. IOP Publishing. https://doi.org/10.1088/1742-6596/2750/1/012006 Open DOI Search in Google Scholar

[27] Robitaille, D. F., Schmidt, W. H., Raizen, S., McKnight, C., Britton, E. D., & Nicol, C. (1993). TIMSS monograph no. 1: Curriculum frameworks for mathematics and science. Pacific Educational Press. Search in Google Scholar

[28] Rojíček, M., Boušková, M., Čigáš, M., Elischer, D., Ernest, J., Holý, D., Hronza, M., Kavěnová, M., Kermiet, V., Krumpová, E., Kuncová, P., Lojka, J., Mana, M., Matějka, R., Mrázek, J., Musil, P., Novotný, M., Procházka, P., Sixta, J., . . . Zelený, M. (2023). Statistical yearbook of the Czech Republic 2023 (1st ed.). Czech statistical office. https://www.czso.cz/csu/czso/statisticka-rocenka-ceske-republiky-2023 Search in Google Scholar

[29] Sekce informatiky, statistiky a analýz MŠMT. (2023). Statistická ročenka školství – výkonové ukazatele školního roku 2023/2024 [Statistical yearbook of education — performance indicators of the 2023/2024 school year]. https://statis.msmt.cz/rocenka/rocenka.asp Search in Google Scholar

[30] Straková, J., Tomášek, V., & Palečková, J. (1998). Třetí mezinárodní výzkum matematického a přírodovědného vzdělávání. Souhrnné výsledky žáků posledních ročníků středních škol [Third international mathematics and science study. Summary results of students in the final years of upper secondary schools]. Výzkumný ústav pedagogický v Praze. Search in Google Scholar

[31] Tomášek, V., Basl, J., & Janoušková, S. (2016). Mezinárodní šetření TIMSS 2015: Národní zpráva [TIMSS 2015: National report]. Česká školní inspekce. https://csicr.cz/cz/Dokumenty/Publikace-a-ostatni-vystupy/Narodni-zprava-TIMSS-2015 Search in Google Scholar

[32] Tomášek, V., Basl, J., Kramplová, I., Palečková, J., & Pavlíková, D. (2008). Výzkum TIMSS 2007: Obstojí čeští žáci v mezinárodní konkurenci? [TIMSS 2007: Can Czech students hold up in international competition?]. Ústav pro informace ve vzdělávání. https://csicr.cz/CSICR/media/Prilohy/2008 p%C5%99%C3%ADlohy/Mezin%C3%A1rodn%C3%AD%20%C5%A1et%C5%99en%C3%AD/Narodni-zprava-2007.pdf Search in Google Scholar

[33] Tomášek, V., Boudová, S., Klement, L., Basl, J., Zatloukal, T., Pražáková, D., & Janoušková, S. (2020). Mezinárodní šetření TIMSS 2019: Národní zpráva [TIMSS 2019: National report]. Česká školní inspekce. https://www.csicr.cz/Csicr/media/Prilohy/PDF el. publikace/Mezin%c3%a1rodn%c3%ad%20%c5%a1et%c5%99en%c3%ad/TIMSS 2020 e-verze.pdf Search in Google Scholar

[34] Tomášek, V., Kramplová, I., & Palečková, J. (2012). Národní zpráva TIMSS 2011 [TIMSS 2011 National report]. Česká školní inspekce. https://www.csicr.cz/cz/Dokumenty/Publikace-a-ostatni-vystupy/Narodni-zprava-TIMSS-2011 Search in Google Scholar

[35] Tveit, S. (2014). Educational assessment in Norway. Assessment in Education: Principles, Policy & Practice, 21(2), 221–237. https://doi.org/10.1080/0969594X.2013.830079 Open DOI Search in Google Scholar

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