According to the findings of the 2019 Trends in International Mathematics and Science Study (TIMSS), fourth-grade students from Gulf Cooperation Council (GCC) countries—consisting of Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates—performed below average compared to other countries on mathematics and science assessments. Despite this, little organizational research has examined potential factors that might have contributed to these results or sought to quantify the variability in school effectiveness in GCC countries. Hence, the present study sought to address this gap by quantifying the variability in school effectiveness in these countries. Using TIMSS 2019 data and multilevel analysis within each GCC member state, the study found school effectiveness varied significantly, ranging between 17% and 60%, considerably more than the variation typically seen in Western countries. In addition, several school-level organizational factors showed a significant impact on school effectiveness. Schools with more adequate resources, higher-quality teachers, greater parental involvement at the school level, and a safer and more orderly environment tended to display higher effectiveness as measured by average mathematics achievement. This finding should encourage researchers and policymakers to have more informed discussions about school effectiveness in the region. / Doctor of Philosophy / Fourth-grade students in Gulf Cooperation Council (GCC) countries (i.e., Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates) performed below average on the 2019 mathematics assessments conducted by the Trends in International Mathematics and Science Study (TIMSS). Furthermore, it is unclear how much school effectiveness varies within or between these countries, and few studies have explored potential school-related reasons for such poor test results. The purpose of this study was thus to examine the variability in schools' effectiveness in GCC countries. Using TIMSS 2019 data and multilevel analysis within each country, the study found school effectiveness varied significantly, ranging from 17% to 60%, much more than in typical Western countries. In addition, several school characteristics significantly influenced a school's effectiveness. Schools with better resources, higher-quality teachers, more parental involvement in school, and a safer and more orderly environment tended to have higher average math scores. This finding should encourage researchers and policymakers to take a closer look at school effectiveness in the region.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/113117 |
| Date | 10 January 2023 |
| Creators | Alenezi, Abdulaziz Sh |
| Contributors | Educational Leadership and Policy Studies, Alexander, Michael D., Miyazaki, Yasuo, Earthman, Glen I., Salmon, Richard G. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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