POVEZANOST STARTNIH POZICIJA I UČENIČKIH POSTIGNUĆA IZ MATEMATIKE NA TIMSS 2019 U ZEMLJAMA ZAPADNOG BALKANA
THE CORRELATION BETWEEN STARTING POSITIONS AND STUDENTS’ ACHIEVEMENTS IN MATHEMATICS AT TIMSS 2019 IN THE COUNTRIES OF THE WESTERN BALKANS

Summary/Abstract: Student achievement is often the focus of research, both theoretical and practical, with the aim of creating a clearer picture of the factors that contribute to them and, consequently, developing a strategy for improvement in practice. This paper is based on secondary research, and the aim was to research the contribution of students' starting positions to their achievements in mathematics in the TIMSS 2019 study. The results of the research show that the predictor of variables, level of education and enrolment in preschool education programs explain only 59% of the achieved success of students from Bosnia and Herzegovina, Montenegro and Northern Macedonia and Serbia, while this contribution has not been confirmed in Albania and Kosovo. Parental support through commitment, support and involvement in school activities as well as the expectation of the child's success, the contribution is 86% and means more to the child's achievement than parental educational status and preschool attendance. Implications indicate that the level of high achievement is approaching countries in which the support and expectations of parents are higher than 86%: students from Northern Macedonia (472 points), Albania (494 points), Serbia (508 points). Therefore, the results of the research can be an important platform for creating educational policy to support parenthood. In addition, there is an obvious need to introduce special measures to improve the work of preschool institutions.

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