Studies have shown that resources are crucial for improving schooling, perhaps even more so in developing countries than in economically developed countries, where adequate school structures and material resources may be taken for granted. Recent research reviews suggest that computer use continues to grow in mathematics and science instruction, and that it can positively affect students’ mathematics and science achievement. Hence, the most successful schools tend to have students that are relatively economically affluent and speak the language of the instruction. Successful schools also are likely to have better working conditions and facilities as well as more instructional materials. The ultimate goal of this study is to investigate the contribution of school resources towards the achievement in science among Malaysian and Singaporean eighth-graders. Data were obtained from 5,733 Malaysian students and 5,927 Singaporean students who participated in the TIMSS 2011. 

Betts, J. R., Reuben, K. S., & Danenberg, A. (2000). Equal resources, equal outcomes? The distribution of school resources and student achievement in California. Public Policy Institute of California, 500 Washington Street, Suite 800, San Francisco, CA 94111.
Caldas, S. J., & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement. The Journal of Educational Research, 90(5), 269-277.
Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfeld, F., & York, R. (1966). Equality of educational opportunity. Washington, DC: National Center for Education Statistics, US Government Printing Office.
Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361-396.
Ingersoll, R. M., & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 48(5), 1-32.
Johnson, S. M. (2006). The workplace matters: Teacher quality, retention, and effectiveness. Washington, DC: National Education Association.
Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say? Arlington, VA: SRI International.
Lee, V. & Zuze, T. (2011). School resources and academic performance in sub-saharan Africa. Comparative Education Review, 55(3), 369-397.
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Economic Policy Institute, 1660 L Street, NW, Suite 1200, Washington, DC 20036.
Mislevy, R. J., & Sheehan, K. M. (1987). Marginal estimation procedures. In A. E. Beaton (Ed.), The NAEP 1983/84 Technical Report (NAEP Report 15-TR-20, pp. 121–211) Princeton: Educational Testing Service. 
Mislevy, R. J., & Sheehan, K. M. (1989). Information matrices in latent-variable models. Journal of Educational and Behavioral Statistics, 14(4), 335-350.
Mullis, I. V. S., Martin, M. O., Robitaille, D. F., & Foy, P. (2009). TIMSS Advanced 2008 international report: Findings from IEA’s study of achievement in advanced mathematics and physics in the final year of secondary school. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Ong, S. L., & Gonzalez, E. J. (Eds.). (2012). TIMSS 2007: What can we learn? Penang: SEAMEO RECSAM.
Ong, S. L., Gonzalez, E. J., & Shanmugam, S.K.S. (Eds.). (2013). TIMSS 2011: What can we learn together in reaching greater heights? Penang: SEAMEO RECSAM.
Purdue University (2007). Learning theories for instructional designers. EdTech Project. Retrieved October 1, 2007 from URL: http://web.ics.purdue.edu/~haagard/edci591t_web_02/compare/comparison.htm  
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
Rubin, D. B. (1987).Multiple imputation for nonresponse in surveys. New York: Wiley. 
Wenglinsky, H. (1997). How money matters: The effect of school district spending on academic achievement. Sociology of Education, 221-237.