Inconsistent Student Responses in TIMSS Questionnaire Items on Mathematics Lessons

This study investigated consistency among Turkish students’ responses to TIMSS 2007 questionnaire items on frequency of certain activities in mathematics classrooms. In Turkey, 4476 students from 143 schools participated in the study. Analyses have revealed the existence of inconsistencies in student responses as indicated by high proportion of within-class variance components. That is, students in same class specified fluctuating frequencies to certain classroom activities, showing that some factors had an affect on perception of individuals. Further analyses showed that students at different levels of mathematics achievement reported differently on frequency of classroom activities, and precise items were answered more consistently compared to items containing vague terms. Using factor scores instead of individual item responses contributed consistency of responses within classes but only to a small extent. Based on the findings, this study also provided implications for questionnaire design.