ASSESSMENT OF SCIENCE LITERACY BASED ON TIMSS STANDARDS: CONTEXTUAL TASKS AND STUDENTS’ COGNITIVE DEVELOPMENT
Abstract
This study focuses on identifying the determinant relationships between the quality of education in general secondary schools and the multilevel factors influencing it. The methodological framework is based on the contextual questionnaires of the international TIMSS (2019, 2023) assessment program and quantitative analysis methods. For the first time, the relationship between educational quality indicators (TIMSS scores) and independent variables – including pedagogical factors, school environment, student background, and management systems – is modeled using a multilevel regression approach (Random Intercept Model). Empirical findings indicate that teacher quality (pedagogical qualification and instructional practice) serves as the primary driver of educational efficiency, while home resources and socio-economic status act as persistent background moderators of academic achievement. The conclusions provide a scientific and methodical basis for monitoring education systems and making strategic decisions aimed at developing human capital.
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