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Specifically, in each country, around 150 schools representing a broad spectrum were selected, and then around 30 students were sampled from each school.
In the first stage of sampling, schools having age-eligible students were sampled systematically with probabilities proportional to the school size, which is a function of the number of eligible students enrolled.
If we consider the specific sampling design of TIMSS, we observe that entire classrooms of Grade 8 students rather than individual students were sampled (Joncas, 2008), a practice that we consider can influence the result of our correlation analysis.
Students were sampled at degree programme level using probability proportional to size (PPS) sampling.
Representative students were sampled using a two-stage cluster sample design.
Representative students were sampled using a multi-stage cluster sample design.
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Overall, 1035 students are sampled from the all the disciplines.
A subset of students was sampled after stratifying by grade and gender and asked to complete the In-Home survey.
In addition, a third cohort of graduate entry students was sampled for comparison.
Mixed effects regression models are appropriate for study designs like these, as students are sampled within schools [ 49].
The graduate sample was selected purposively to achieve maximum variation of participants, firstly to ensure variation in ability (using the academic Medical Training Application System (MTAS), a national ranking system for junior doctors), with at least five students being sampled from each MTAS quartile.
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