Abstract

The Kingdom of Saudi Arabia (KSA) is intentionally transitioning from an oil to a knowledge-based economy. Science education is key to this transition; however, Saudi students frequently score quite low on the Trends of International Mathematics and Science Studies (TIMSS) assessments. This article recounts insights from a critical interpretive analysis of the 2019 Saudi TIMSS science results. After describing students’ weak performance (402 score for grade four; 431 for grade-eight relative to the lowest benchmark of 400), the article turns to a discussion of variables and factors that can best explain this performance, grouped according to the home and school context (seven dimensions) and the classroom context (four dimensions). TIMSS data is often used in evidence-based educational policy decisions related to teaching and learning science and mathematics. The article concludes with eighteen recommendations on improving Saudi science students’ future TIMSS performance, grouped according to what the government, teachers/schools, and researchers can consider for future action.