Norwegian results from TIMSS 1995
Mathematics and Science from a Nordic Perspective
Norway participated in all three populations that were studied in TIMSS 1995. Population 1 was defined internationally as the two grades with the most 9-year-olds, which in Norway meant students in grade 3 and 4 in Elementary School. Population 2 was defined as the two grades with the most 13-year-olds, in Norway this meant students in grade 7 and 8, the last year in Elementary School and the first year in Junior High School. Population 3 was defined as students in their last year in High School.
Figure 1 gives a detailed account of the relative development over time for some selected countries achievement in mathematics. The 0-line represents the international average and the other values on the vertical y-axis are score points below or above average. It is important to underline that the assessments have all been made at the same time (spring 1995) and figure 1 and 2 does not illustrate the development in achievement for a certain age group.
The categorical variables on the x-axis are as follows:
- P1-Lower – 3. grade in Norway
- P2-Upper – 4. grade in Norway
- P2-Lower – 7. grade in Norway
- P2-Upper – 8. grade in Norway
- P3-Generalists – Last year in Senior High School (Videregående)
Figure 1: Achievement in Mathematics for Population 1, Population 2 and Population 3
Particularly interesting from a Norwegian point of view, is
the fact that our students seem to do relatively better the
further they get in our school system. Sweden did not participate
in population 1, but except for that they seem to have the
same trend as Norway. USA and the Czech Republic
do on the other hand reveal a quite opposite pattern.
Figure 2 gives the corresponding description for science. The relative performance of the Norwegian students seem to follow the same pattern in science as in mathematics; they even do a little better as compared with the international average at all stages.
Figure 2: Achievement in Science for Population 1, Population
2 and Population 3
The Nordic Trend and Nordic Educational Policy
Concerning education, there has been a common and strong movement in all Nordic countries towards equal opportunity for all. There have been frequent educational reforms in the last decades, and the general trends in these reforms have been in line, and mutually influenced by each other. One may thus speak of a “Nordic” educational policy. A characteristic feature is compulsory schooling into age 16 with no streaming based on different student abilities. Another common trait has been the late school start at age 7. (After the reform in 1997, schooling starts at the age of six in Norway.) Based on the similarities and common features mentioned here, one would expect the various TIMSS results to be rather similar for the Nordic countries.
The Nordic students tend to score relatively better as they grow older. High Nordic performance at population 3 level can, as we have seen, be found in both mathematics and science. Regarded as a total outcome of the educational system, these results have been very well received in our countries as a message of an educational policy that seems fruitful.
There are essentially two types of cultural explanations that have been put forward in relation to the results discussed here. One focuses on the Nordic emphasis on education for all, with high school participation rate even at upper secondary school (above 90%). Furthermore, theoretical subjects do play an increasing role even within the more vocational lines of study.
The second type of explanation has to do with the view of childhood. There is a common tradition in our countries to “let children be children” in the sense that low educational (and other) pressure is led upon them at an early age. The late start of schooling and relatively few lessons per day the first years are examples. Even more significant is probably the fact that formal marks are not given in the primary school at all.
Furthermore, repeating grades do not occur in the compulsory school.
Gender differences in achievement
As an important part of struggle for equal opportunities, gender equity has been given high priority in education and in the Nordic societies in general. For many years the Nordic countries have had the reputation of being the part of the world where gender equity has reached the farthest, or even has been totally fulfilled. This picture may well represent one important part of the situation, in particular when it comes to strict laws against discrimination or to the number of females in the parliament or in the government. Also, female prime ministers (Norway) and presidents (Iceland and Finland) have received international attention.
Within science and mathematics it has been an important aim to provide equal opportunities to both sexes. However, women are strongly underrepresented both within higher education and in jobs that involves these subject areas, in particular mathematics and physics. The situation in the Nordic countries is not any better than in most other countries. The fact that gender equity in general has been given such high priority make it particularly troublesome that mathematics and the “hard” sciences still have such a masculine image. Internationally, gender related issues both in science and mathematics have been the focus of much research. Since the eighties there have also been held a series of GASAT (“Gender and Science and Technology”) international conferences on the topic. TIMSS results are very well suited for a closer inspection of gender differences, as there are good and reliable data on achievement as well as attitudes.
The achievement results for TIMSS 1995 revealed large gender differences in the Nordic countries. Of particular concern was the fact that there was a dramatic increase in gender differences from population 1 and 2 to the generalists in population 3. This increase occurs in all countries and reflects to a large extent gender differences in curricular choices for population 3 students. However, it is notable that particularly for Norway, but also for Sweden, the gender gap is much wider than internationally. In fact, the Norwegian difference is the very highest of all countries. The general picture is that the girls’ underachievement in both mathematics and science is particularly distinct in the Nordic countries towards the end of the education system.
The students that participated in the TIMSS 1995 assessment also individually answered a student questionnaire. Attitudes at population 2 level were thought of as being particularly crucial because these kids are to make their first and important curricular choices within a year or two. The data from the questionnaires revealed that in most countries the girls had a considerably less favourable attitude to science and mathematics than the boys, particularly so in Norway. From a point of view of gender equity the “attitude gap” was considered as more serious and having more consequences than the “achievement gap” at population 2 level.