The current study explores the relationship between the language of the test, student performance in TIMSS 2019 science and mathematics, and their perceptions of the instructional clarity in science and mathematics in Oman. We used Pearson correlations to analyze the IEA data. This oral presentation aims to share the results and their implications with the broader community. The role of language in science and mathematics achievement has been recognized as a critical variable in student achievement. Understanding how the language of the test spoken at home influences student performance in science and mathematics is particularly interesting in Oman, where bilingualism is quite common. Furthermore, investigating the relationship between the language and achievement variables and student perceptions of instructional clarity in science and mathematics is rarely explored in literature. The comprehensive IEA dataset of TIMSS assessment allows for an in-depth examination of these relationships. The study utilized a sample of 6474 grade four students participating in TIMSS 2019 in Oman. In TIMSS, while achievements in science and mathematics are measured using an achievement test for each subject, other variables such as language spoken at home and student perceptions of instructional clarity in science and mathematics are assessed utilizing a questionnaire. We calculated Pearson correlation coefficients to determine the relationships between these variables. The findings revealed different significant correlations between the study variables. There was a positive correlation between the language of the test spoken at home and instructional clarity in science and mathematics. Additionally, there were positive correlation coefficients between student performance in TIMSS 2019 science and mathematics and their perceptions of instructional clarity in both science and mathematics. The outcomes of the current study contribute to our understanding of the factors influencing student performance in science and mathematics among Omani students. By exploring the relationship between the language of the test spoken at home, student performance in TIMSS 2019, and institutional clarity, this research offers valuable insights for teachers, teacher educators, policymakers, and researchers in Oman and beyond. The implications of these findings can inform the design of interventions that enhance bilingual student achievement and improve instructional practices in science and mathematics classrooms.

Author: Sulaiman M. Al-Balushi

Published in: Ireland International Conference on Education (IICE-2023)

• Date of Conference: 24-26 October, 2023
• DOI: 10.20533/IICE.2023.10.0021
• ISBN: 978-1-913572-68-6
• Conference Location: Dún Laoghaire, Ireland