This paper examines and builds on an earlier contribution to this journal focusing on private supplementary tutoring -- widely known as shadow education -- in Francophone West and Central Africa. Drawing on wider literature about research methods in this domain, it examines the basis for the numerical estimates presented in the original article…

The aim of this research is to describe and explore the statistical literacy of middle school students in solving the Trends in International Mathematics and Science Study (TIMSS) problems. This research utilized the qualitative approach, with the research type being descriptive-explorative. The research subjects consisted of 6 Grade 8 students…

Assessment can be powerful when teachers are able to analyse, interpret and use information in ways that enhance their teaching and programmes, and students' learning. A qualitative approach was used to investigate how teachers of Years 4-8 students analyse, interpret and use information gained from administration of the Progressive Achievement…

Results from international large-scale assessments (ILSAs) garner considerable attention in the media, academia, and among policy makers. Although there is widespread recognition that ILSAs can provide useful information, there is debate about what types of comparisons are the most meaningful and what could be done to assure more sound…

In light of the emergence of statistical analysis techniques based on data mining in education sciences, and the potential they offer to detect non-trivial information in large databases, this paper presents a procedure used to detect factors linked to academic achievement in large-scale assessments. The study is based on a non-experimental,…

Investigates patterns of sex differences for responses to problems across the countries involved in the Second International Mathematics Study. Reports no substantial gender effects on any of the content areas using the median polishing method. (YP)