A motivational account of achievement differences in mathematics using TIMSS data: an African focus.

Abstract The article accounts for achievement differences of eighth graders in three African countries, Egypt, Morocco, and South Africa. Using data from the Trends in International Mathematics and Science Study (TIMSS, 2015), I found that African students struggle to attain the lowest international benchmark across the three countries. Consequently, efforts were made to explain this phenomenon primarily through the motivational factors of self-concept, interest, and usefulness of mathematics. Findings from single-level and multi-level analyses extended common findings especially the synergy between self-concept and achievement and the eroding gender gap. Interesting findings emanated from the multi-level analyses, especially the inverse relationship between achievement and interest of mathematics at the student and school levels respectively. Amidst the poor achievement of students on the continent, the article extends previous findings on the need for African countries to be more attentive to educating its young ones if it is to develop their untapped potential.