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Croatian Students’ Achievement in TIMSS 2015 Mathematics and Science Content Domains in the Context of Preprimary Education Attendance – The Implications for Improving Early Childhood Education and Care

In total, 3985 fourth-grade Croatian students participated in TIMSS 2015, and 80% of them attended early childhood education and care institutions. The results of this research show that students who attended preprimary education achieved statistically higher results in Mathematics and Science assessments when compared to students who did not attend preprimary education. The aim of this research was to examine the effect of preprimary education attendance on Croatian fourth-grade students’ performance in TIMSS 2015 regarding the assessed Mathematics and Science content domains. The dependent sample t- test established a statistically significant difference in students’ achievement in the assessed Mathematics content domains (Number, Geometric Shapes and Measures, Data Display) in relation to their preprimary education attendance, whereby statistically significant higher scores in all domains were achieved by students who attended preprimary education, as compared to students who did not attend preprimary education. In addition, the analysis confirmed trends in students’ achievement in the assessed content domains related to the length of preprimary education attendance, whereby it has been found that, in the majority of cases, the longer the preprimary education attendance, the higher the score in the assessed content domains. The dependent sample t- test established a statistically significant difference in students’ achievement in the assessed Science content domains(Life Science, Physical Science, and Earth Science) in relation to their preprimary education attendance, whereby statistically significant higher scores in all domains were achieved by students who attended preprimary education, as compared to students who did not attend preprimary education.In addition, the analysis confirmed trends in students’ achievement in the assessed content domains related to the length of preprimary education attendance, whereby it has been found that, in the majority of cases, the longer the preprimary education attendance, the higher the score in the assessed content domains. The research results were supported by a content analysis of the early childhood education and care curricular documents. The key findings in this research confirm the importance of early childhood education and care, and provide guidelines for the improvement of the education system.

TIMSS 2015, preprimary education, content domains, achievement

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