Trends in and Factors Associated with Science Achievement among Fourth Graders in Saudi Arabia: A Secondary Analysis of TIMSS Data

Abstract

This secondary analysis examined trends and factors associated with science achievement among fourth-grade students in Saudi Arabia using data from the Trends in International Mathematics and Science Study (TIMSS). Between 2007 and 2019, Saudi students consistently scored below the international average in science, with female students outperforming males by more than 30 points. The study addressed two issues: (1) reasons behind Saudi students’ underperformance and (2) limited research on contributing factors. TIMSS data from 2011, 2015, and 2019 were analyzed using descriptive, correlational, and regression methods. While trends across the years were explored, only 2019 data were used for detailed regression analyses. Science achievement was the dependent variable, with 30 independent variables drawn from student, teacher, school, and home questionnaires. Data were cleaned and prepared through item and scale scoring, outlier detection, and multicollinearity checks. Findings showed that student variables contributed most to science achievement. Peer interactions, science confidence, and home study supports were consistently strong predictors. Teacher and school variables, such as emphasis on science investigation and socioeconomic composition, added modest explanatory power. Home background factors, including pre-primary education and parental occupation, also played a meaningful role. Gender-based analyses revealed differences: for males, science confidence and early education were key, while for females, school socioeconomic context and home supports had stronger effects. Study delimitations and limitations, as well as generalizability and implications were discussed. In addition to offering recommendations for further research, the findings support targeted policies that enhance early learning, peer engagement, and equitable learning environments.