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Family related factor’s effect on 4th graders educational outcome in mathematics - A geostatistical analysis of TIMSS 2015 data

Conference contribution
Authors Heidi Harju-Luukkainen
Jouni Vettenranta
Susanne Garvis
Jia Wang
Kristiina Kumpulainen
Published in ECER 2017 Conference, Copenhagen
Publication year 2017
Published at Department of Education, Communication and Learning
Language en
Subject categories Pedagogy, Pedagogical Work


Learning should not be hindered by whether a child comes from a poor family, has an immigrant background, is raised by a single parent or has limited resources at home. This is something, that most of the successful educational systems have understood and the different systems have found ways in how to allocate resources and to level the playfield (OECD 2016.). However, many family related factors and other socioecnomical and cultural factors still have an significant impact on students educational outcome (Harju-Luukkainen et al. 2014, Yamamoto & Holloway 2010). It also seems that different type of background factors have a different effect on the outcome and in different area this might be different (Vettenranta and Harju-Luukkainen 2013; Harju-Luukkainen and Vettenranta 2014; Vettenranta 2015; Harju-Luukkainen et al. 2016). According to international assessments, especially important seems to be parental high expectations towards their child (Yamamoto & Holloway 2010). Other socio-economically related factors seems to have a positive impact, but lower. This study investigates the relationship between family related factors and student’s educational outcome in the Trends in International Mathematics and Science Study (TIMSS) 2015, collected from the fourth graders in Finland. Based on these premises, the following research question is formulated: is there any geographical variation in the effect size of Finnish students’ outcome in mathematics in TIMMS 2015 and the family related background variables?

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