Abstract

One of the mathematics content domains assessed in The Trends in International Mathematics and Science Study(TIMSS)2019 is Data, consisting of two areas, namely, reading, interpreting and representing data, and using data to solve problems. In the Philippines, the mathematics curriculum of the Department of Education includes statistics and probability as early as Grade 1. When the learners reach Grade 4 level, they should have learned how to create and interpret simple representations of data such as tables and bar graphs. Recognizing the role that data literacy plays in our information-driven society, it is important for students to understand how data displays such as graphs and charts help in organizing information, and comparing data. For this reason, this study aims to identify the factors associated with the proficiency levels of the Filipino Grade 4 learners in data literacy in TIMSS 2019. To address this, the relationship of several contextual variables including student- and school-level data with data achievement scores are analyzed using multilevel models with school membership considered as random effects. Based on the results, recommendations are made on what possible interventions and policies can be crafted to improve the data literacy of Grade 4 learners.