Study indicts deficient problem-solving abilities among youth in the Caucasus and Central Asia regions.
Elementary and middle school students in the Caucasus and Central Asia are struggling with math and science skills, as revealed by the latest Trends in International Mathematics and Science Study (TIMSS) conducted in 64 countries, including Armenia, Azerbaijan, Georgia, Kazakhstan, and Uzbekistan.
The study, performed by the TIMSS center at Boston College, evaluated computer-based assessments of fourth- and eighth-grade students, a testing tradition that has been ongoing since 1995.
Cumulative scores among Armenian fourth-graders ranked the highest in math skills among the specified Caucasus and Central Asian states. However, these states - Armenia, Georgia, Azerbaijan, and Kazakhstan - only achieved an intermediate skill level, ranking below advanced and high performers. Uzbek fourth-graders, on the other hand, demonstrated low math skills, proficient only in basic computations such as three-digit whole numbers.
In terms of eighth-grade math skills, only Azerbaijan qualified for the intermediate category. Students from the other Caucasus and Central Asian states were ranked in the low-skill category.
The science rankings for both fourth and eighth grades across all countries in the two regions were inconsistent, with all states ranking in the low-skill category.
"The assessment includes extended Problem-Solving and Inquiry (PSI) tasks," the survey states. "These tasks provide a more comprehensive picture of student learning outcomes, allowing students to apply mathematical and scientific concepts to real-world contexts, think logically, and effectively communicate their reasoning."
Central Asian countries, such as Kazakhstan and Uzbekistan, have been focusing on digital services and educational advancements. In the Caucasus region, countries like Armenia and Azerbaijan have been striving for broader educational and economic reforms. However, specific TIMSS results for these countries were not part of the provided sources.
The study underscores the need for improvement in science skills among the students in Armenia, Azerbaijan, Georgia, Kazakhstan, and Uzbekistan, as all states ranked in the low-skill category for both fourth and eighth grades. To foster comprehensive learning, attending to medical-conditions and integrating education-and-self-development courses, with a focus on learning through problem-solving, inquiry, and real-world applications, could potentially elevate these students' skills in math and science.
