PREDICTING MATEMATHICS ACHIEVEMENT BASED ON CREEMERS MODEL OF EDUCATIONAL FFECTIVENESS: MULTILEVEL TECHNIQUE IN BASE OF TIMSS 2011

This article investigate the relationship of some student and teacher variables with mathematics achievement based on Creemers model of Educational Effectiveness. To select sample size, 124 person (3213males,2816 females) within 238 school were selected from eight grade of TIMSS 2011. The variables used in this analysis exist in two levels: The student level (level 1): Sex, Social-Economic Statue, student's attitude, self-efficacy, utility, Time and opportunity. The Teacher level (level 2): Experiance, Education, Time, Opportunity and teaching. Two-level hierarchical linear modeling (HLM) was used to explore the relationship between mathematics achievement and the hypothesized predictors in this analysis. The results indicated that in student level the relationship between Social-Economic Statue, selfefficacy and attitude with mathematics achievement was positive but relationship between, utility and Time with mathematics achievements was negative. The relationships between Sex and Opportunity with mathematics achievement was not significant. In teacher level the relationship between Experiance with mathematics achievement was significant but there is not significant relationship between other variables in teacher level with mathematics achievement. Predicting mathematics achievement in two levels represent the utility of Creemers model in investigate of mathematics achievement.