Kosovar Students' Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement?

The article analyzes the 2019 Trends in International Mathematics and Science Study (TIMSS) results for Kosovo, highlighting that Kosovar fourth-grade students demonstrate lower achievement levels in mathematics and science compared to top-performing countries. Key factors influencing student performance include home resources for learning—such as access to study materials and technology—and the socioeconomic composition of schools, with students from higher-resource homes and schools generally outperforming their peers. Additionally, student attitudes, including confidence and liking for the subjects, are linked to higher achievement. The findings suggest that disparities in resources and student perceptions contribute to achievement gaps, emphasizing the need for educational policies that address equity and support disadvantaged students within Kosovo’s pre-university education system.