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Determinants of Educational Attainme...

Hossain, Muhammad Mosaddek.

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Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 Data.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 Data./
Author:	Hossain, Muhammad Mosaddek.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	55 p.
Notes:	Source: Masters Abstracts International, Volume: 80-06.
Contained By:	Masters Abstracts International80-06.
Subject:	Southeast Asian studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11011085
ISBN:	9780438649385

Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 Data.
Hossain, Muhammad Mosaddek.

Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 Data. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 55 p.

Source: Masters Abstracts International, Volume: 80-06.

Thesis (M.A.)--The University of Toledo, 2017.

This item must not be sold to any third party vendors.

The Trends in International Mathematics and Science Study (TIMSS) 2015 data shows that five high-performing East and Southeast Asian countries are not only maintaining their 20 years dominance in international educational assessment surveys, rather widening the gap. It has received incredible academic and policy attention as to what factors facilitate these Asian countries to continuously outpace their Western counterparts. This study employs a set of cluster robust linear regression model weighted by appropriate sampling probabilities to estimate the education production function for these high-performing Asian countries along with Thailand from the same region. Furthermore, a school fixed effect model is used to estimate the effect of student and family background variables under an alternative specification. Our result indicates individual and family background variables have stronger and consistent impact on student performance in against school resources, and teacher characteristics. The number of books at home, student's self-influence factors, and school emphasis on academic success are found to have a consistent positive impact; whereas school discipline problem and computer usage are found to have a consistent negative impact on student performance across the countries. The paper concludes with some policy implications with regards to the empirical findings.

ISBN: 9780438649385Subjects--Topical Terms:

3344898
Southeast Asian studies.
Subjects--Index Terms:

East and southeast asia

Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 Data.
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245 1 0 $a Determinants of Educational Attainment in East and Southeast Asian Countries: Evidence From TIMSS 2015 Data.
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300 $a 55 p.
500 $a Source: Masters Abstracts International, Volume: 80-06.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Ajilore, Olugbenga.
502 $a Thesis (M.A.)--The University of Toledo, 2017.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The Trends in International Mathematics and Science Study (TIMSS) 2015 data shows that five high-performing East and Southeast Asian countries are not only maintaining their 20 years dominance in international educational assessment surveys, rather widening the gap. It has received incredible academic and policy attention as to what factors facilitate these Asian countries to continuously outpace their Western counterparts. This study employs a set of cluster robust linear regression model weighted by appropriate sampling probabilities to estimate the education production function for these high-performing Asian countries along with Thailand from the same region. Furthermore, a school fixed effect model is used to estimate the effect of student and family background variables under an alternative specification. Our result indicates individual and family background variables have stronger and consistent impact on student performance in against school resources, and teacher characteristics. The number of books at home, student's self-influence factors, and school emphasis on academic success are found to have a consistent positive impact; whereas school discipline problem and computer usage are found to have a consistent negative impact on student performance across the countries. The paper concludes with some policy implications with regards to the empirical findings.
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653 $a Education production function
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653 $a Self-influence factors
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710 2 $a The University of Toledo. $b Economics. $3 3545358
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