the hong kong component of trends in international ...€¦ · trends in international mathematics...

The Hong Kong Component ofThe Hong Kong Component of

Trends in International Mathematics and Trends in International Mathematics and Science Study (TIMSS) 2011 Science Study (TIMSS) 2011 andand

Progress in International Reading Progress in International Reading Literacy Study (PIRLS) 2011Literacy Study (PIRLS) 2011

Professor Frederick Leung, Professor Shek Kam Tse, Professor Frederick Leung, Professor Shek Kam Tse, and Dr. Alice Wongand Dr. Alice Wong

Faculty of EducationFaculty of EducationThe University of Hong KongThe University of Hong Kong

December 12, 2012December 12, 2012

Press ConferencePress Conference

�� Conducted under the auspices of the International Conducted under the auspices of the International Association for the Evaluation of Educational Association for the Evaluation of Educational Assessment (IEA) and directed by Boston CollegeAssessment (IEA) and directed by Boston College

�� TIMSS is an international test of student achievement in TIMSS is an international test of student achievement in mathematics and science at grades 4 and 8mathematics and science at grades 4 and 8

�� TIMSS 2011 is the 5th cycle of the international TIMSS 2011 is the 5th cycle of the international assessment (Hong Kong participated in TIMSS 1995, assessment (Hong Kong participated in TIMSS 1995, 1999, 2003, 2007 and 2011)1999, 2003, 2007 and 2011)

�� PIRLS is an international test of student achievement in PIRLS is an international test of student achievement in reading literacyreading literacy

�� PIRLS 2011 is the 3rd cycle of the international PIRLS 2011 is the 3rd cycle of the international assessment (Hong Kong participated in PIRLS 2001, assessment (Hong Kong participated in PIRLS 2001, 2006 and 2011)2006 and 2011)

�� First time when TIMSS and PIRLS take place togetherFirst time when TIMSS and PIRLS take place together

International press release website:International press release website:

http://timssandpirls.bc.edu/datahttp://timssandpirls.bc.edu/data--releaserelease--2011/2011/

Trends in International Mathematics and Science Study (TIMSS) 2011

Background of TIMSS & PIRLSBackground of TIMSS & PIRLS

�� TIMSS 2011 tested over 588,000 students worldwide, TIMSS 2011 tested over 588,000 students worldwide,

involving 63 participating countries/regions and 14 involving 63 participating countries/regions and 14

benchmarking participantsbenchmarking participants

�� In Hong Kong, 136 primary and 117 secondary schools In Hong Kong, 136 primary and 117 secondary schools

participated in TIMSS 2011 in HK, tested 3,957 Primary participated in TIMSS 2011 in HK, tested 3,957 Primary

4 students and 4,015 Secondary 2 students4 students and 4,015 Secondary 2 students

�� Before the actual main data collection in 2011, HK Before the actual main data collection in 2011, HK

conducted a field study in 2010 to test and make sure conducted a field study in 2010 to test and make sure

the logistics of the whole study was properly donethe logistics of the whole study was properly done

�� Fieldwork for the main study was completed in July Fieldwork for the main study was completed in July

2011 and all data were submitted to IEA in Sept 20112011 and all data were submitted to IEA in Sept 2011

�� Hong Kong continues to be in the high positions of the Hong Kong continues to be in the high positions of the

assessment with mathematics performance remains assessment with mathematics performance remains

very consistent at both grades, so as the science very consistent at both grades, so as the science

performance at S.2.performance at S.2.


TIMSS 2011 in Hong KongTIMSS 2011 in Hong Kong

TIMSS 2011 TIMSS 2011 MATHEMATICS MATHEMATICS ACHIEVEMENTACHIEVEMENT


Primary 4

Mathematics


Primary 4 Mathematics (first 15 countries)



Secondary 2

Mathematics


Secondary 2 Mathematics (first 15 countries)

�� Mathematics (TIMSS Scale Avg.: 500)Mathematics (TIMSS Scale Avg.: 500)

P.4:P.4: International scale score of HK: 602 (3.4)International scale score of HK: 602 (3.4)

International ranking of HK: 3rdInternational ranking of HK: 3rd

Singapore: 1st (606 (3.2)), Korea: 2nd (605 (1.9)), Singapore: 1st (606 (3.2)), Korea: 2nd (605 (1.9)), Chinese Taipei: 4th (591 (2.0)), Japan: 5th (585 (1.7)) Chinese Taipei: 4th (591 (2.0)), Japan: 5th (585 (1.7))

(*The result of HK is significantly higher than the results of C(*The result of HK is significantly higher than the results of Chinese Taipei hinese Taipei and Japan. There is no significant difference between the resuland Japan. There is no significant difference between the result of Hong Kong t of Hong Kong and the results of Singapore and Korea.)and the results of Singapore and Korea.)

S.2:S.2: International scale score of HK: 586 (3.8)International scale score of HK: 586 (3.8)

International ranking of HK: 4thInternational ranking of HK: 4th

Korea: 1st (613 (2.9)), Singapore: 2nd (611 (3.8)), Korea: 1st (613 (2.9)), Singapore: 2nd (611 (3.8)), Chinese Taipei: 3rd (609 (3.2)), Japan: 5th (570 (2.6))Chinese Taipei: 3rd (609 (3.2)), Japan: 5th (570 (2.6))

(*The result of HK is significantly lower than the results of Ko(*The result of HK is significantly lower than the results of Korea, Singapore rea, Singapore and Chinese Taipei, but it is significantly higher than the resand Chinese Taipei, but it is significantly higher than the result of Japan.)ult of Japan.)

HK Results in TIMSS 2011HK Results in TIMSS 2011


Trends in HK AchievementTrends in HK Achievement

�� MathematicsMathematics

P.4:P.4: YearYear Avg. Scale ScoreAvg. Scale Score 2007 to 2011 2007 to 2011

DifferenceDifference

2003 to 2011 2003 to 2011


1995 to 2011 1995 to 2011


20112011 602 (3.4)602 (3.4)

20072007 607 (3.6)607 (3.6) --55

20032003 575 (3.2)575 (3.2) 27^27^

19951995 557 (4.0)557 (4.0) 45^45^

S.2:S.2:

^ 2011 average significantly higher

YearYear Avg. Scale ScoreAvg. Scale Score 2007 to 2011 2007 to 2011


2003 to 2011 2003 to 2011


1999 to 2011 1999 to 2011


1995 to 2011 1995 to 2011


20112011 586 (3.8)586 (3.8)

20072007 572 (5.8)572 (5.8) 1133

20032003 586 (3.3)586 (3.3) 00

19991999 582 (4.3)582 (4.3) 44

19951995 569 (6.1)569 (6.1) 17^17^

^ 2011 average significantly higher


Trends in Mathematics AchievementTrends in Mathematics Achievement

602607

575557

606599 594 590 591576

564585

568 565567542544

532 542 541 531

484

541 529518518 516516

499 495

0

100

200

300

400

500

600

700

HONG KONG Singapore Chinese

Taipei*

Japan Russian

Federation*

England United

States

Australia

2011201120112011200720072007200720032003200320031995199519951995

Figure 1: Trends in P.4 Mathematics Achievement (with selected cFigure 1: Trends in P.4 Mathematics Achievement (with selected countries)ountries)

* Chinese Taipei did not participate in TIMSS 1995. Russian Federation only participated in TIMSS G8 in 1995.


Trends in Mathematics AchievementTrends in Mathematics Achievement

586572

586582

569

613597589

587581

611593

605604609 609

598585

585570

570570

579581

539512508

526524509508504

502492507

513498496

498 505496505 509

0

100

200

300

400

500

600

700

HONG

KONG

Korea Singapore Chinese

Taipei*

Japan Russia

Federation

United

States

England Australia*

2011

2007

2003

1999

1995

Figure 2: Trends in S.2 Mathematics Achievement (with selected cFigure 2: Trends in S.2 Mathematics Achievement (with selected countries)ountries)

* Chinese Taipei did not participate in TIMSS 1995 and Australia did not participate in TIMSS 1999


INTERNATIONAL INTERNATIONAL BENCHMARKS BENCHMARKS

OFOFMATHEMATICS MATHEMATICS


International Benchmarks International Benchmarks


�� Primary 4 (first 20 countries)Primary 4 (first 20 countries)



�� Secondary 2 (first 20 countries)Secondary 2 (first 20 countries)


�� Mathematics: Hong Kong (cumulative percentage)Mathematics: Hong Kong (cumulative percentage)

P.4: Advanced (625) P.4: Advanced (625) –– 37%, High (550)37%, High (550)–– 80%, 80%,

Intermediate (475) Intermediate (475) –– 96%, Low (400) 96%, Low (400) –– 99%99%

(about 1% of HK students not reaching the low benchmark) (about 1% of HK students not reaching the low benchmark)

(International Median (from advanced to low): 4%, 28%, 69% and 9(International Median (from advanced to low): 4%, 28%, 69% and 90%)0%)

S.2: Advanced (625) S.2: Advanced (625) –– 34%, High (550) 34%, High (550) –– 71%, 71%,

Intermediate (475) Intermediate (475) –– 89%, Low (400) 89%, Low (400) –– 97% 97%

(about 3% of HK students not reaching the low benchmark) (about 3% of HK students not reaching the low benchmark)



International Results International Results

YearYear AdvancedAdvanced HighHigh IntermediateIntermediate LowLow

20112011 37%37% 80%80% 96%96% 99%99%

20072007 40%40% 81%81% 97%97% 100%100%

20032003 22%^22%^ 67%^67%^ 94%^94%^ 99%99%

19951995 17%^17%^ 56%^56%^ 87%^87%^ 97%^97%^

^ 2011 percent significantly higher

S.2:S.2: YearYear AdvancedAdvanced HighHigh IntermediateIntermediate LowLow

20112011 34%34% 71%71% 89%89% 97%97%

20072007 31%31% 64%^64%^ 85%85% 94%94%

20032003 31%31% 73%73% 93%93% 98%98%

19991999 28%^28%^ 70%70% 92%92% 98%98%

19951995 23%^23%^ 65%65% 88%88% 96%96%

^ 2011 percent significantly higher

�� Trends in Percentages of Students Reaching the Trends in Percentages of Students Reaching the

TIMSS 2011 International Benchmarks of TIMSS 2011 International Benchmarks of

Mathematics AchievementMathematics Achievement

P.4:P.4:



�� International Benchmarks of Mathematics International Benchmarks of Mathematics

Achievement (with selected countries)Achievement (with selected countries)

P.4:P.4: CountryCountry AdvancedAdvanced HighHigh IntermediateIntermediate LowLow

SingaporeSingapore 43%43% 78%78% 94%94% 99%99%

KoreaKorea 39%39% 80%80% 97%97% 100%100%

HONG KONGHONG KONG 37%37% 80%80% 96%96% 99%99%

Chinese TaipeiChinese Taipei 34%34% 74%74% 93%93% 99%99%

JapanJapan 30%30% 70%70% 93%93% 99%99%

EnglandEngland 18%18% 49%49% 78%78% 93%93%

Russian FederationRussian Federation 13%13% 47%47% 82%82% 97%97%

United StatesUnited States 13%13% 47%47% 81%81% 96%96%

FinlandFinland 12%12% 49%49% 85%85% 98%98%

AustraliaAustralia 10%10% 35%35% 70%70% 90%90%

ChileChile 2%2% 14%14% 44%44% 77%77%

Iran Iran 1%1% 9%9% 33%33% 64%64%

IntInt’’l Medianl Median 4%4% 28%28% 69%69% 90%90%



�� International Benchmarks of Mathematics International Benchmarks of Mathematics

Achievement (with selected countries)Achievement (with selected countries)

S.2:S.2: CountryCountry AdvancedAdvanced HighHigh IntermediateIntermediate LowLow



KoreaKorea 47%47% 77%77% 93%93% 99%99%


JapanJapan 27%27% 61%61% 87%87% 97%97%



EnglandEngland 8%8% 32%32% 65%65% 88%88%


FinlandFinland 4%4% 30%30% 73%73% 96%96%

IranIran 2%2% 8%8% 26%26% 55%55%

ChileChile 1%1% 5%5% 23%23% 57%57%



GENDER AND GENDER AND MATHEMATICSMATHEMATICSACHIEVEMENTACHIEVEMENT


Gender and AchievementGender and Achievement

�� Mathematics Achievement by Gender (with selected Mathematics Achievement by Gender (with selected

countries)countries)

P.4:P.4: CountryCountry GirlsGirls BoysBoys AbsoluteAbsolute


Sign. DifferenceSign. Difference

IranIran 431431 431431 00 NoNo

Russian FederationRussian Federation 543543 542542 11 NoNo

Chinese TaipeiChinese Taipei 592592 590590 22 NoNo

JapanJapan 584584 587587 33 NoNo

EnglandEngland 541541 544544 33 NoNo

SingaporeSingapore 608608 604604 44 NoNo

AustraliaAustralia 513513 519519 66 NoNo

HONG KONGHONG KONG 598598 604604 66 YesYes

KoreaKorea 601601 608608 77 YesYes

FinlandFinland 542542 549549 77 YesYes

United StatesUnited States 536536 545545 99 YesYes

ChileChile 457457 466466 99 YesYes

IntInt’’l Averagel Average 490490 491491



�� Mathematics Achievement by Gender (with selected Mathematics Achievement by Gender (with selected


S.2:S.2: CountryCountry GirlsGirls BoysBoys AbsoluteAbsolute





United StatesUnited States 508508 511511 44 NoNo

FinlandFinland 516516 512512 44 NoNo

HONG KONGHONG KONG 588588 583583 66 NoNo





SingaporeSingapore 615615 607607 99 YesYes





CONTENT AND COGNITIVE CONTENT AND COGNITIVE DOMAINS DOMAINS

OF OF MATHEMATICSMATHEMATICS


Content and Cognitive DomainsContent and Cognitive Domains

�� All TIMSS All TIMSS 2011 2011 items can be categorized in terms of items can be categorized in terms of

content and cognitive domainscontent and cognitive domains

�� Content domains in mathematics: Content domains in mathematics:

P.4 P.4 –– Number, Geometric Shapes and Measures, Number, Geometric Shapes and Measures,

Data DisplayData Display

S.2 S.2 –– Number, Algebra, Geometry, Data and ChanceNumber, Algebra, Geometry, Data and Chance

�� Cognitive domains: Knowing, Applying, ReasoningCognitive domains: Knowing, Applying, Reasoning

�� At P.4, Geometric Shapes and Measures, Number > At P.4, Geometric Shapes and Measures, Number >


�� At S.2, Geometry > Number, Algebra, Data and At S.2, Geometry > Number, Algebra, Data and

ChanceChance

�� At P.4 and S.2, Knowing > Applying > ReasoningAt P.4 and S.2, Knowing > Applying > Reasoning



Figure 3:Figure 3: Trends in Trends in Hong KongHong Kong P.4 Average Achievement in P.4 Average Achievement in Various Various

Mathematics Content and Cognitive Domains Mathematics Content and Cognitive Domains

604 606574

605 599 593 585562

619 617

574597 599

577 589589564

0

100

200

300

400

500

600

700

Number Geometric

Shapes &

Measures

Data

Display

Knowing Applying Reasoning

2011

Scale

Avg.2007

Scale

Avg.2003

Scale

Avg.

Content domain Cognitive domain


Content and Cognitive DomainsContent and Cognitive DomainsFigure 4: Trends in Figure 4: Trends in Hong Kong Hong Kong S.2 Average Achievement in S.2 Average Achievement in Various Various Mathematics Mathematics


588567586579

583565580

569

597570588

556581

549566

547

591574589 587

569584

580557

569

0

100

200

300

400

500

600

Number Algebra Geometry Data &

Chance


2011

Scale

Avg.2007

Scale

Avg.2003

Scale

Avg.1999

Scale

Avg.




�� TIMSS 2011 Average Achievement in Mathematics TIMSS 2011 Average Achievement in Mathematics

Content and Cognitive Domains by Gender Content and Cognitive Domains by Gender

P.4:P.4: Content domainContent domainCountryCountry NumberNumber Geometric shapes Geometric shapes

and Measuresand Measures


GirlsGirls BoysBoys GirlsGirls BoysBoys GirlsGirls BoysBoys

HONG KONGHONG KONG 600600 608^608^ 600600 609^609^ 593593 593593

IntInt’’l Averagel Average 493493 496^496^ 485^485^ 483483 486^486^ 482482

P.4:P.4: Cognitive domainCognitive domainCountryCountry Knowing Knowing Applying Applying ReasoningReasoning


HONG KONGHONG KONG 618618 620620 594594 600^600^ 584584 593^593^

IntInt’’l Averagel Average 492492 492492 488488 489489 487487 489^489^

^ Average significantly higher than other gender




�� TIMSS 2011 Average Achievement in Mathematics TIMSS 2011 Average Achievement in Mathematics


S.2:S.2: Content domainContent domainCountryCountry NumberNumber AlgebraAlgebra GeometryGeometry Data and Data and

ChanceChance

GirlsGirls BoysBoys GirlsGirls BoysBoys GirlsGirls BoysBoys GirlsGirls BoysBoys

HONG KONGHONG KONG 588588 588588 586586 579579 604^604^ 591591 585585 578578

IntInt’’l Averagel Average 464464 468^468^ 476^476^ 464464 464^464^ 461461 459^459^ 456456

S.2:S.2: Cognitive domainCognitive domainCountryCountry Knowing Knowing Applying Applying ReasoningReasoning


HONG KONGHONG KONG 597^597^ 585585 590590 585585 582582 578578

IntInt’’l Averagel Average 471^471^ 464464 465465 465465 466466 463463




ATTITUDINAL RESULTSATTITUDINAL RESULTS


Attitudinal ResultsAttitudinal Results

�� Percentages of Students in Various Attitudinal Percentages of Students in Various Attitudinal

Indices of MathematicsIndices of Mathematics

P.4:P.4: Students Like Students Like

Learning Learning

MathematicsMathematics

Students Somewhat Students Somewhat

Like Learning Like Learning


Students Do Not Students Do Not



% %

(Scale Avg.)(Scale Avg.)

47%47%

(619)(619)

36%36%

(591)(591)

17%17%

(582)(582)

IntInt’’l Avg.l Avg.


48%48%

(509)(509)

36%36%

(478)(478)

16%16%

(466)(466)


Students Confident Students Confident

in Mathematicsin Mathematics


Confident in Confident in


Students Not Students Not



% %


24%24%

(641)(641)

44%44%

(600)(600)

31%31%

(575)(575)



34%34%

(527)(527)

46%46%

(484)(484)

21%21%

(452)(452)



Indices of MathematicsIndices of Mathematics

S.2:S.2: Students Like Students Like

Learning Learning








% (Scale Avg.)% (Scale Avg.) 19% (635)19% (635) 44% (595)44% (595) 37% (551)37% (551)

IntInt’’l Avg.l Avg. 26% (504)26% (504) 42% (467)42% (467) 31% (443)31% (443)


Students Value Students Value



Value MathematicsValue Mathematics


Value MathematicsValue Mathematics


IntInt’’ Avg.Avg. 46% (482)46% (482) 39% (463)39% (463) 15% (439)15% (439)


in Mathematicsin Mathematics








IntInt’’l Avg.l Avg. 14% (539)14% (539) 45% (478)45% (478) 41% (435)41% (435)


Figure 5:Figure 5: Percentage of P.4 Students Who Like Learning MathematicsPercentage of P.4 Students Who Like Learning Mathematics

(with(with selected countries)selected countries) (International Average = 48%)(International Average = 48%)

23

29

34 34

44 45 45 4547 48

58

63

0

20

40

60

80

Korea Japan Finland Chinese

Taipei

England United States Chile Australia HONG KONG Singapore Russian

Federation

Iran

Students Like Learning MathematicsStudents Like Learning Mathematics


Attitudinal ResultsAttitudinal ResultsFigure 6:Figure 6: Percentages of S.2 Students Who Like Learning Mathematics Percentages of S.2 Students Who Like Learning Mathematics

(with selected countries) (International Average = 26%)(with selected countries) (International Average = 26%)

89

10

14 1416

19 19

22

29

32

39

0

20

40

60

Korea Japan Finland Chinese

Taipei

England Australia HONG KONG United States Chile Russian

Federation

Singapore Iran



Figure 7:Figure 7: Percentages of S.2 Students Who Value Mathematics Percentages of S.2 Students Who Value Mathematics


13 1314

15

26

43 43

4648

51

5455

0

20

40

60

Japan Chinese

Taipei

Korea Finland HONG KONG Singapore Russian

Federation

Australia England United States Chile Iran

Students Valuing MathematicsStudents Valuing Mathematics



Figure 8:Figure 8: Percentages of P.4 Students Who Feel Confident in Mathematics Percentages of P.4 Students Who Feel Confident in Mathematics


911

2021

2324

33 3335

3840

41

0

20

40

60

Japan Korea Chinese

Taipei

Singapore Chile HONG KONG Russian

Federation

England Finland Australia United States Iran

StudentsStudents’’ Confidence in MathematicsConfidence in Mathematics


Attitudinal ResultsAttitudinal ResultsFigure 9:Figure 9: Percentages of S.2 students Who Feel Confident in Mathematics Percentages of S.2 students Who Feel Confident in Mathematics


23

7 7

1112

1415

1617

18

24

0

20

40

Japan Korea Chinese

Taipei

HONG KONG Chile Russian

Federation

Singapore Finland England Australia Iran United States


SUMMARY OF FINDINGSSUMMARY OF FINDINGS


A Summary of FindingsA Summary of Findings

�� Achievement: No significant difference in mathematics Achievement: No significant difference in mathematics

achievement between 2011 and 2007achievement between 2011 and 2007

�� Achievement: 2011 performance is significantly higher Achievement: 2011 performance is significantly higher

than the performance of 2003 and 1995 than the performance of 2003 and 1995

�� International Benchmarks: The percentages of students International Benchmarks: The percentages of students

reaching the reaching the ““advancedadvanced”” benchmark in 2011 and 2007 are benchmark in 2011 and 2007 are

significantly higher than 1999 and 1995significantly higher than 1999 and 1995

�� Gender Issue: Boys > Girls Gender Issue: Boys > Girls

�� Content Domains: Students are better in items related to Content Domains: Students are better in items related to

geometric shapes and measures, and number than items geometric shapes and measures, and number than items

related to data displayrelated to data display

�� Cognitive Domains: Knowing > Applying > ReasoningCognitive Domains: Knowing > Applying > Reasoning

�� Attitudinal Results: HK < International Averages on indices Attitudinal Results: HK < International Averages on indices

about whether students like mathematics, and feel about whether students like mathematics, and feel

confident about mathematicsconfident about mathematics


Hong Kong at Primary 4


�� Achievement: No significant difference in mathematics Achievement: No significant difference in mathematics


�� Achievement: 2011 performance is significantly higher Achievement: 2011 performance is significantly higher

than the performance of 1995 than the performance of 1995


reaching the reaching the ““advancedadvanced”” benchmark in 2011 and 2007 are benchmark in 2011 and 2007 are

significantly higher than 1999 and 1995significantly higher than 1999 and 1995

�� Gender Issue: No significant difference Gender Issue: No significant difference


geometry than items related to data and chancegeometry than items related to data and chance



about whether students like mathematics, value about whether students like mathematics, value

mathematics, and feel confident about mathematicsmathematics, and feel confident about mathematics


Hong Kong at Secondary 2

DiscussionDiscussionMathematicsMathematics

�� Hong Kong continues to do very well in mathematicsHong Kong continues to do very well in mathematics

�� But attitudes of students towards mathematics remain But attitudes of students towards mathematics remain relatively negativerelatively negative

�� Looking at the trends in the mathematics achievement, Looking at the trends in the mathematics achievement, it is not easy to explain the changes in performanceit is not easy to explain the changes in performance

�� Curriculum change does not provide a clear Curriculum change does not provide a clear explanation of the ups and downs in achievementexplanation of the ups and downs in achievement

�� The changes are small anywayThe changes are small anyway

�� Can the high achievement be explained using cultural Can the high achievement be explained using cultural values in Hong Kong (and in other places which share values in Hong Kong (and in other places which share the Confucian Heritage Culture, CHC)?the Confucian Heritage Culture, CHC)?


Trends in Hong Kong Trends in Hong Kong MMathematics athematics

Achievement in TIMSSAchievement in TIMSS

Year 1995 1999 2003 2007 2011

Ranking 4 4 3 4 4

Scale score 569 582 586 572 586

Secondary 2Secondary 2

Year 1995 1999 2003 2007 2011

Ranking 4 - 2 1 3

Scale score 577 - 575 607 602

PrimaryPrimary 4 4

+2

5

+1

7

Increase over 16 years


TIMSS 2011 TIMSS 2011 SCIENCE ACHIEVEMENTSCIENCE ACHIEVEMENT


Primary 4

Science


Primary 4 Science (first 15 countries)


Secondary 2

Science


Secondary 2 Science (first 15 countries)


�� Science (TIMSS Scale Avg.: 500)Science (TIMSS Scale Avg.: 500)

P.4:P.4: International scale score of HK: 535 (3.8) International scale score of HK: 535 (3.8)


Korea: 1st (587 (2.0)), Singapore: 2nd (583 (3.4)), Korea: 1st (587 (2.0)), Singapore: 2nd (583 (3.4)),

Finland: 3rd (570 (2.6)), Japan: 4th (559 (1.9)), Finland: 3rd (570 (2.6)), Japan: 4th (559 (1.9)),

Russian Federation: 5th (552 (3.5)), Chinese Taipei: Russian Federation: 5th (552 (3.5)), Chinese Taipei:

5th (552 (2.2)), United States: 7th (544 (2.1)), Czech 5th (552 (2.2)), United States: 7th (544 (2.1)), Czech

Republic: 8th (536 (2.5))Republic: 8th (536 (2.5))

(*The result of Hong Kong is significantly lower than the result(*The result of Hong Kong is significantly lower than the results of Korea, s of Korea,

Singapore, Finland, Japan, Russian Federation, Chinese Taipei aSingapore, Finland, Japan, Russian Federation, Chinese Taipei and United nd United

States. There is no significant difference between the results States. There is no significant difference between the results of HK and Czech of HK and Czech

Republic.)Republic.)



�� Science (TIMSS Scale Avg.: 500)Science (TIMSS Scale Avg.: 500)

S.2:S.2: International scale score of HK: 535 (3.4)International scale score of HK: 535 (3.4)


Singapore: 1st (590 (4.3)), Chinese Taipei: 2nd (564 Singapore: 1st (590 (4.3)), Chinese Taipei: 2nd (564

(2.3)), Korea: 3rd (560 (2.0)), Japan: 4th (558 (2.4)), (2.3)), Korea: 3rd (560 (2.0)), Japan: 4th (558 (2.4)),

Finland: 5th (552 (2.5)), Slovenia: Finland: 5th (552 (2.5)), Slovenia: 6th (543 (2.7)), 6th (543 (2.7)),

Russian Federation: 7th (542 (3.2))Russian Federation: 7th (542 (3.2))

(*The result of Hong Kong is significantly lower than the result(*The result of Hong Kong is significantly lower than the results of Singapore, s of Singapore,

Chinese Taipei, Korea, Japan and Finland, but not the results oChinese Taipei, Korea, Japan and Finland, but not the results of Slovenia and f Slovenia and

Russian Federation.)Russian Federation.)



Trends in HK AchievementTrends in HK Achievement

�� ScienceScience

P.4:P.4:

S.2:S.2:

^ 2011 average significantly higher *2011 average significantly lower

^ 2011 average significantly higher * 2011 average significantly lower




2003 to 2011 2003 to 2011


1995 to 2011 1995 to 2011


20112011 535 (3.8)535 (3.8)

20072007 554 (3.5)554 (3.5) --19*19*

20032003 542 (3.1)542 (3.1) --88

19951995 508 (3.3)508 (3.3) 27^27^



2003 to 2011 2003 to 2011


1999 to 2011 1999 to 2011


1995 to 2011 1995 to 2011


20112011 535 (3.4)535 (3.4)

20072007 530 (4.9)530 (4.9) 55

20032003 556 (3.0)556 (3.0) --21*21*

19991999 530 (3.7)530 (3.7) 66

19951995 510 (5.8)510 (5.8) 25^25^

Trends in Science AchievementTrends in Science Achievement

535

554542

508

583 587565

523

559 548543

553 552 546526

552 557 551544 539 536 542

529542 540

528516

527 521 521

0

100

200

300

400

500

600

HONG KONG Singapore Japan Russian

Federation*

Chinese

Taipei

United

States

England Australia

2011

2007

2003

1995

Figure 10: Trends in P.4 Science Achievement (with selected counFigure 10: Trends in P.4 Science Achievement (with selected countries)tries)

* Chinese Taipei did not participate in TIMSS 1995. Russian Federation only participated in TIMSS G8 in 1995.

Trends in Science AchievementTrends in Science Achievement

535530

556

530

510

590567578

568580

564561571569 560553

558549

546

558554552550

554542530

514529

523533

542544

538533525520

527515

513519

515527

514

0

100

200

300

400

500

600

HONG

KONG

Singapore Chinese

Taipei*

Korea Japan Russia

Federation

England United

States

Australia*

2011

2007

2003

1999

1995

Figure 11: Trends in S.2 Science Achievement (with selected counFigure 11: Trends in S.2 Science Achievement (with selected countries)tries)

* Chinese Taipei did not participate in TIMSS 1995 and Australia did not participate in TIMSS 1999

INTERNATIONAL INTERNATIONAL BENCHMARKS BENCHMARKS

OF OF SCIENCE SCIENCE




�� Primary 4 (first 20 countries)Primary 4 (first 20 countries)



�� Secondary 2 (first 20 countries)Secondary 2 (first 20 countries)


�� Science: Hong Kong (cumulative percentage)Science: Hong Kong (cumulative percentage)

P.4: Advanced (625) P.4: Advanced (625) –– 9%, High (550) 9%, High (550) –– 45%, 45%,

Intermediate (475) Intermediate (475) –– 82%, Low (400) 82%, Low (400) –– 96% (about 96% (about

4% of HK students not reaching the low 4% of HK students not reaching the low

benchmark) benchmark)


S.2: Advanced (625) S.2: Advanced (625) –– 9%, High (550) 9%, High (550) –– 47%, 47%,

Intermediate (475) Intermediate (475) –– 80%, Low (400) 80%, Low (400) –– 95% (about 95% (about

5% of HK students not reaching the low 5% of HK students not reaching the low

benchmark) benchmark)




�� Trends in Percentages of Students Reaching the Trends in Percentages of Students Reaching the

TIMSS 2011 International Benchmarks of Science TIMSS 2011 International Benchmarks of Science

AchievementAchievement

P.4:P.4: YearYear AdvancedAdvanced HighHigh IntermediateIntermediate LowLow

20112011 9%9% 45%45% 82%82% 96%96%

20072007 14%*14%* 55%*55%* 88%*88%* 98%98%

20032003 7%7% 47%47% 87%*87%* 98%*98%*

19951995 5%^5%^ 30%^30%^ 69%^69%^ 91%^91%^

^ 2011 percent significantly higher * 2011 percent significantly lower

S.2:S.2: YearYear AdvancedAdvanced HighHigh IntermediateIntermediate LowLow

20112011 9%9% 47%47% 80%80% 95%95%

20072007 10%10% 45%45% 77%77% 92%92%

20032003 13%*13%* 58%*58%* 89%*89%* 98%*98%*

19991999 7%7% 40%^40%^ 80%80% 96%96%

19951995 7%7% 33%^33%^ 70%^70%^ 90%^90%^

^ 2011 percent significantly higher * 2011 percent significantly lower



�� International Benchmarks of Science Achievement International Benchmarks of Science Achievement

(with selected countries)(with selected countries)

P.4:P.4: CountryCountry AdvancedAdvanced HighHigh IntermediateIntermediate LowLow


KoreaKorea 29%29% 73%73% 95%95% 99%99%

FinlandFinland 20%20% 65%65% 92%92% 99%99%




JapanJapan 14%14% 58%58% 90%90% 99%99%

EnglandEngland 11%11% 42%42% 76%76% 93%93%



IranIran 3%3% 16%16% 44%44% 72%72%

ChileChile 2%2% 19%19% 54%54% 85%85%




�� International Benchmarks of Science Achievement International Benchmarks of Science Achievement

(with selected countries)(with selected countries)

S.2:S.2: CountryCountry AdvancedAdvanced HighHigh IntermediateIntermediate LowLow



KoreaKorea 20%20% 57%57% 86%86% 97%97%

JapanJapan 18%18% 57%57% 86%86% 97%97%


EnglandEngland 14%14% 44%44% 76%76% 93%93%

FinlandFinland 13%13% 53%53% 88%88% 99%99%




IranIran 5%5% 21%21% 50%50% 79%79%

ChileChile 1%1% 12%12% 43%43% 79%79%



GENDER GENDER AND AND

SCIENCE ACHIEVEMENTSCIENCE ACHIEVEMENT



�� Science Achievement by Gender (with selected Science Achievement by Gender (with selected


P.4:P.4: CountryCountry GirlsGirls BoysBoys AbsoluteAbsolute










HONG KONGHONG KONG 532532 538538 66 YesYes

Chinese TaipeiChinese Taipei 548548 555555 77 YesYes







�� Science Achievement by Gender (with selected Science Achievement by Gender (with selected


S.2:S.2: CountryCountry GirlsGirls BoysBoys AbsoluteAbsolute





HONG KONGHONG KONG 536536 534534 22 NoNo


KoreaKorea 558558 563563 55 NoNo



Russian FederationRussian Federation 539539 546546 77 YesYes

JapanJapan 554554 562562 88 YesYes



AustraliaAustralia 511511 527527 1616 YesYes



CONTENT AND COGNITIVE CONTENT AND COGNITIVE DOMAINS DOMAINS

OFOFSCIENCESCIENCE



�� All TIMSS All TIMSS 2011 2011 items can be categorized in terms of items can be categorized in terms of

content and cognitive domainscontent and cognitive domains

�� Content domains in science:Content domains in science:

P.4 P.4 –– Life Science, Physical Science, Earth ScienceLife Science, Physical Science, Earth Science

S.2 S.2 –– Biology, Chemistry, Physics, Earth ScienceBiology, Chemistry, Physics, Earth Science

�� Cognitive domains: Knowing, Applying, ReasoningCognitive domains: Knowing, Applying, Reasoning

�� At P.4, Earth Science > Physical Science > Life At P.4, Earth Science > Physical Science > Life

ScienceScience

�� At S.2, Earth Science, Physics, Biology > ChemistryAt S.2, Earth Science, Physics, Biology > Chemistry

�� At P.4, Reasoning > Knowing > ApplyingAt P.4, Reasoning > Knowing > Applying

�� At S.2, Knowing > Reasoning > ApplyingAt S.2, Knowing > Reasoning > Applying


Content and Cognitive DomainsContent and Cognitive DomainsFigure 12: Trends in Figure 12: Trends in Hong Kong Hong Kong P.4 Average Achievement in P.4 Average Achievement in Various Various Science Science


524532535 539558 548 548

560536 537

546529

549541

561

0

100

200

300

400

500

600

Life Science Physical

Science

Earth

Science


2011

Scale

Avg.2007

Scale

Avg.2003

Scale

Avg.



Content and Cognitive DomainsContent and Cognitive DomainsFigure 13: Trends in Figure 13: Trends in Hong Kong Hong Kong SS..22 Average Achievement in Average Achievement in Various Various ScienceScience


535527

551

516526517

542

515539528

555

523539532

549

506

544 532

66 65

529 522

4860

538533

4666

0

100

200

300

400

500

600

Biology* Chemistry Physics Earth Science Know ing^ Applying^ Reasoning^

2011

Scale

Avg.2007

Scale

Avg.2003

Scale

Avg.1999

Scale

Avg.


*Figures for 2003 & 1999 *Figures for 2003 & 1999 ““BiologyBiology”” are for are for ““Life ScienceLife Science”” / ^2003 cognitive domain areas are reported in % and not scale / ^2003 cognitive domain areas are reported in % and not scale

score, separately for 2 types of itemsscore, separately for 2 types of items



�� TIMSS 2011 Average Achievement in Science TIMSS 2011 Average Achievement in Science


P.4:P.4: Content domainContent domainCountryCountry Life ScienceLife Science Physical SciencePhysical Science Earth ScienceEarth Science


HONG KONGHONG KONG 525525 524524 533533 545^545^ 538538 557^557^

IntInt’’l Averagel Average 489^489^ 481481 484484 485^485^ 479479 483^483^

P.4:P.4: Cognitive domainCognitive domainCountryCountry Knowing Knowing Applying Applying ReasoningReasoning


HONG KONGHONG KONG 530530 542^542^ 525525 532^532^ 542542 541541

IntInt’’l Averagel Average 486486 485485 485485 484484 485^485^ 478478





�� TIMSS 2011 Average Achievement in Science TIMSS 2011 Average Achievement in Science


S.2:S.2: Content domainContent domainCountryCountry BiologyBiology ChemistryChemistry PhysicsPhysics Earth ScienceEarth Science

GirlsGirls BoysBoys GirlsGirls BoysBoys GirlsGirls BoysBoys GirlsGirls BoysBoys

HONG KONGHONG KONG 539539 531531 529529 523523 534534 543543 537537 541541

IntInt’’l Averagel Average 448181^̂ 469469 482482^̂ 472472 473473 474474 473473 475^475^

S.2:S.2: Cognitive domainCognitive domainCountryCountry KnowiKnowingng Applying Applying ReasoningReasoning


HONG KONGHONG KONG 541541 548548 529529 529529 544^544^ 532532

IntInt’’l Averagel Average 479^479^ 447676 478^478^ 473473 478^478^ 470470




ATTITUDINAL RESULTSATTITUDINAL RESULTS




Indices of Science Indices of Science

P.4:P.4:


Students Like Students Like

Learning ScienceLearning Science


Like Learning ScienceLike Learning Science



ScienceScience

% %


52%52%

(551)(551)

35%35%

(523)(523)

14%14%

(507)(507)



53%53%

(504)(504)

35%35%

(469)(469)

12%12%

(461)(461)


in Sciencein Science


Confident in ScienceConfident in Science



% %


25%25%

(560)(560)

36%36%

(539)(539)

39%39%

(516)(516)



43%43%

(514)(514)

36%36%

(480)(480)

21%21%

(446)(446)



Indices of Science Indices of Science

S.2:S.2:


Students Like Students Like

Learning ScienceLearning Science


Like Learning ScienceLike Learning Science



ScienceScience


IntInt’’l Avg.l Avg. 35% (515)35% (515) 44% (472)44% (472) 21% (450)21% (450)

Students Value Students Value

ScienceScience


Value ScienceValue Science


Value ScienceValue Science


IntInt’’ Avg.Avg. 41% (502)41% (502) 33% (477)33% (477) 26% (457)26% (457)


in Sciencein Science






IntInt’’l Avg.l Avg. 20% (536)20% (536) 49% (482)49% (482) 31% (450)31% (450)


Figure 14:Figure 14: Percentages of P.4 students who like learning science Percentages of P.4 students who like learning science


3639

44

48

52 5255 56 57 58

62

68

0

20

40

60

80

Finland Korea England Chile Japan HONG KONG Australia United States Singapore Chinese

Taipei

Russian

Federation

Iran

Students Like Learning ScienceStudents Like Learning Science


Attitudinal ResultsAttitudinal ResultsFigure 15:Figure 15: Percentages of S.2 Students Who Like Learning Science Percentages of S.2 Students Who Like Learning Science


11

1517

25

2829

32

3840

54

0

20

40

60

Korea Japan Chinese Taipei Australia HONG KONG United States England Singapore Chile Iran



Figure 16:Figure 16: Percentages of S.2 Students Who Value Science Percentages of S.2 Students Who Value Science


1012

14

2526

36

3941 41

51

0

20

40

60

Japan Chinese Taipei Korea Australia HONG KONG United States Chile Singapore England Iran

Students Valuing ScienceStudents Valuing Science



Figure 17:Figure 17: Percentages of P.4 Students Who Feel Confident in Science Percentages of P.4 Students Who Feel Confident in Science


1517

25 26

3033

38

4244

48 48

61

0

20

40

60

80

Korea Japan HONG KONG Singapore Chile England Finland Australia Chinese

Taipei

United States Russian

Federation

Iran

StudentsStudents’’ Confidence in ScienceConfidence in Science


Attitudinal ResultsAttitudinal ResultsFigure 18:Figure 18: Percentages of S.2 Students who Feel Confident in Science Percentages of S.2 Students who Feel Confident in Science


34

6

8

14

16

18

23

26

33

0

20

40

Japan Korea Chinese Taipei HONG KONG Singapore Australia Chile England United States Iran



�� Achievement: There is a significant drop in studentsAchievement: There is a significant drop in students’’

science achievementscience achievement at P.4 when compared to 2007 results

�� Achievement: 2011 science achievement is significantly Achievement: 2011 science achievement is significantly

higher than the performance in 1995 higher than the performance in 1995


reaching the reaching the ““advancedadvanced”” benchmark in 2011 is benchmark in 2011 is

significantly higher 1995 but significantly lower than 2007significantly higher 1995 but significantly lower than 2007

�� Gender Issue: Boys > Girls Gender Issue: Boys > Girls


earth science than items related to life scienceearth science than items related to life science

�� Cognitive Domains: Reasoning > Knowing > ApplyingCognitive Domains: Reasoning > Knowing > Applying


about whether students like science, and feel confident about whether students like science, and feel confident

about scienceabout science


Hong Kong at Primary 4


�� Achievement: No significant difference in science Achievement: No significant difference in science


�� Achievement: 2011 performance is significantly higher than Achievement: 2011 performance is significantly higher than

the performance in 1995 but significantly lower than 2003the performance in 1995 but significantly lower than 2003

�� International Benchmarks: No significant difference in the International Benchmarks: No significant difference in the

percentages of students reaching the percentages of students reaching the ““advancedadvanced”” in all in all

cycles, except for TIMSS 2003cycles, except for TIMSS 2003

�� Gender Issue: No significant difference Gender Issue: No significant difference


earth science, physics and biology than items related to earth science, physics and biology than items related to

chemistrychemistry



about whether students like science, value science, and feel about whether students like science, value science, and feel

confident about scienceconfident about science


Hong Kong at Secondary 2

DiscussionDiscussionScienceScience

�� Hong Kong had not been performing well before the Hong Kong had not been performing well before the

midmid--90s. It had been making steady progress and 90s. It had been making steady progress and

remained within top 10. However, there are signs that remained within top 10. However, there are signs that

we might go downhill very soon. we might go downhill very soon.

�� Is there a crisis in science education in Hong Kong Is there a crisis in science education in Hong Kong


~ THE END ~~ THE END ~


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