Exploring the roles of students’ home resources and attitudes towards science in science achievement: a comparison of South Korea, Turkey, and the United States in TIMSS 2015

Asia-Pacific Science Education

Table 3 Descriptive statistics of fourth graders’ home resources in South Korea, Turkey, and the United States

Home Resources	South Korea (N = 4669)		Turkey (N = 6456)		United States (N = 10,029)
Home Resources	M	S.D.	M	S.D.	M	S.D.
Books (1: None/Very few; 2: One Shelf; 3:Bookcase; 4: Two Bookcases; 5:Three/More Bookcases)	4.09	1.06	2.40	1.09	2.88	1.20
Use of computers/tablets at home for homework (1: Never/Almost never; 2: Once/Twice a month; 3: Once/Twice a week; 4: Every day/Almost every day)	2.78	1.03	2.65	1.21	3.01	1.17
Computers/tablets owned (0:No, 1:Yes)	.22	.42	.57	.50	.77	.42
Computers/tablets shared	.91	.28	.64	.48	.67	.47
Desk	.88	.32	.69	.46	.67	.47
Room	.58	.49	.53	.50	.68	.47
Internet connection	.92	.28	.58	.49	.88	.33
Mobile phone	.78	.42	.23	.42	.48	.50
Gaming system	.53	.50	.25	.43	.87	.34

Data were collected from TIMSS 2015 International Results in Science report (Martin et al., 2016a)