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All Journal Interval: Indonesian Journal of Mathematical Education
Hasanov, Rovsen
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Education Mathematics

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Unveiling the Complex Interplay Between Active Learning and Teacher Development: Insights from TIMSS 2022 in Georgia Chumburidze, Manana; Setiabudi, Edy; Vassiliadou, Maria; Hasanov, Rovsen; Duangpaserth, Khamphone
Interval: Indonesian Journal of Mathematical Education Vol. 1 No. 2 (2023): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v1i2.1363

Abstract

Purpose of the study: This study investigates the relationships between active learning, teacher professional development, and mathematics achievement, leveraging data from the 2022 Trends in International Mathematics and Science Study (TIMSS) in Georgia. By focusing on a national context that has undergone significant educational reforms, this research provides a unique perspective on the synergy between instructional strategies and student outcomes. Methodology: Using a quantitative approach, data were collected from 194 teachers engaged in professional development programs through a structured questionnaire. The analysis revealed robust psychometric properties for all constructs, with moderate relationships observed between active learning and mathematics achievement. Main Findings: However, the hypothesized direct paths among active learning, teacher professional development, and student achievement were statistically significant, suggesting a more intricate interplay of contextual and mediating factors. Novelty/Originality of this study: The novelty of this study lies in its exploration of these relationships within Georgia’s educational landscape, where the intersection of professional development and active learning remains underexplored in international assessments. The findings underscore the complexity of translating pedagogical strategies into measurable improvements in student performance. Implications include the need for policymakers and educators to adopt integrated, context-sensitive approaches that address underlying factors such as teacher efficacy, classroom climate, and instructional quality. Furthermore, the study calls for future research to investigate mediating variables and longitudinal effects to uncover the mechanisms driving mathematics achievement and to inform the design of more effective educational interventions.
Active Learning, Content Focus and Teacher Development Based on TIMSS 2022 in Georgia Chumburidze, Manana; Setiabudi, Edy; Vassiliadou, Maria; Hasanov, Rovsen; Duangpaserth, Khamphone
Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 2 (2024): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i2.1365

Abstract

Purpose of the study: This study investigates the relationships between active learning, teacher professional development, and content-specific pedagogical knowledge (Content Focus) in shaping mathematics achievement, utilizing data from the 2022 Trends in International Mathematics and Science Study (TIMSS) for Georgia. Methodology: Employing a quantitative research design, data were collected from 194 teachers through structured questionnaires to examine the interplay between these instructional strategies. Main Findings: The findings revealed acceptable psychometric properties for all constructs, with moderate but statistically significant relationships among the variables. Content Focus demonstrated a critical role in supporting mathematics outcomes, highlighting its potential as a mediating or moderating factor in instructional effectiveness. Despite the lack of significant path coefficients, the results underscore the complexity of educational processes, suggesting that contextual and mediating factors may influence the observed outcomes. Novelty/Originality of this study: This research contributes to the understanding of how pedagogical strategies and content knowledge intersect to improve mathematics achievement, offering actionable insights for policymakers and educators aiming to refine instructional practices and professional development programs.
Co-Authors Chumburidze, Manana Duangpaserth, Khamphone Setiabudi, Edy Vassiliadou, Maria