The Impact of Individual and School Factors on Girls' Mathematics Achievement in New Zealand: A Hierarchical Linear Modeling Analysis of Year 9 TIMSS 2019 Data

Employing hierarchical linear modelling, this study comprehensively examined the impact of individual and school factors on the mathematics achievement of 2,801 girls across 110 schools in New Zealand. The results revealed that decile (school SES) emerged as the most influential factor, while the impact of school gender composition (single-sex or co-educational) was minimal. Moreover, confidence exhibited a significant effect on girls' mathematics achievement, whereas the influence of interest was not statistically significant. Intriguingly, the negative impact of mathematics values on achievement was more pronounced in single-sex schools compared to their co-educational counterparts. By integrating factors from the previous three studies, this research provides critical insights that contribute to a comprehensive understanding of the complex interplay of variables influencing girls' mathematics achievement in the New Zealand educational context. (This study is an incomplete manuscript, currently containing only the data analysis process and results.)