Reasons for the Low Performance of Fourth-Grade Students in the TIMSS International Study from Teachers’ Perspectives in the Sultanate of Oman

Abstract

The study aimed to identify the reasons for the low level of performance of fourth-grade students in the international TIMSS assessment from teachers’ perspectives in the Sultanate of Oman. This was achieved through analyzing factors related to students, teachers, and school curricula, in order to determine the most influential aspects affecting achievement levels and to direct development efforts accordingly. The study adopted the descriptive analytical approach as the most appropriate method for analyzing teachers’ views and diagnosing the actual causes underlying students’ weak performance in science and mathematics.

The results of the study revealed that the causes of low performance were of a moderate degree across the three dimensions. In the student-related dimension, several factors emerged, most notably poor reading skills, which limit students’ ability to comprehend word problems. In the teacher-related dimension, one of the main reasons identified was the insufficient availability of instructional guides related to international TIMSS studies. Regarding the curriculum dimension, teachers indicated that one of the most influential factors was students’ inability to deal with certain topics that are not included in the school curriculum.

In light of these findings, the study recommended addressing students’ reading difficulties, reviewing curriculum content, enhancing teacher training programs, and providing learning environments rich in technological resources that support thinking and analytical skills. These measures would contribute to improving students’ performance in the international TIMSS assessment and enhancing their readiness to meet its requirements.

Keywords: TIMSS international study, low academic achievement, school curricula.