School Factors Affecting the Level of Mathematical Achievement Among Students of The Kingdom of Saudi Arabia According to The Results of The International Study TIMSS 2019: A Comparative Study in Light of The Factors Affecting Countries with Positive Performance

The research aimed to reveal the most important factors affecting mathematical achievement related to the curriculum, school, teacher, student, and home environment, according to the performance of fourth and eighth grade students in countries with positive performance in the International Trends in Mathematics and Science Study (TIMSS 2019), as it aimed to Knowing the differences between the level of performance of students in the Kingdom of Saudi Arabia and the level of students in countries with positive performance in light of the influencing factors according to the results of (TIMSS 2019), and then building a proposed vision to improve the level of performance of students in the Kingdom of Saudi Arabia in light of the factors affecting the performance of students in countries with positive performance. The study used the comparative causal approach and the Delphi method to answer the questions of the research, whose sample consisted of all students and schools participating in the study (TIMSS 2019).

The most prominent factor affecting the mathematical achievement of fourth and eighth graders in the school axis was school bullying among fourth graders in Austria, Armenia and Croatia, while it was variable (the school's focus on academic success, and the school's social and economic background) among eighth graders in each From Cyprus, Lithuania and Sweden.
There are statistically significant differences at (α≤ 0.05) between the average performance of students in positive performing countries and the average performance of students in Saudi Arabia in mathematical achievement according to the levels of: bullying, focus on academic success, and the social and economic background of the school. The differences were in favor of the countries with The positive performance of those with higher levels of focus on academic success, and wealthier in socio-economic background; differences were in favor of lower levels in terms of bullying.

In light of the previous results, it was recommended to the responsible authorities and specialists to consider enhancing the school factors affecting the level of mathematical achievement or reducing them according to their nature, and to conduct similar studies.