Using latent class analysis (LCA) in academic achievement among Moroccans students: a study based on TIMSS 2019

Academic achievement is frequently associated with adherence to educational standards, as reflected in grades, test results, promotions and graduation. Factors contributing to academic success include students' sociodemographic and psychosocial characteristics, as well as their educational backgrounds. Moreover, both teaching and non-teaching staff play a crucial role, influenced by their personality, professional skills, motivation, availability and student expectations. The school's value system, goals, size, culture and information and communication systems also significantly impact academic achievement. This article aims to enhance our understanding of the factors influencing student achievement in Morocco. Using data from the 2019 Trends in Mathematics and Science Study (TIMSS) for 4th-grade students. This study examines a representative sample of 4330 students using Latent Class Analysis (LCA) approach. For this purpose, we analyse academic achievement, taking into account individual student characteristics, family factors and school-related aspects. The results show that the studied sample can be classified into four distinct profile clusters. These groups are characterised by a combination of individual, family and school variables, providing better insight into the complex dynamics underlying educational success.