At the classroom level in the joint Model E, only aggregated classroom management, aggregated SES and aggregated language background related significantly to mathematics achievement¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In Model E at the classroom level, aggregated classroom management related significantly to mathematics achievement (0.40b), as did aggregated BOOKS (0.85b) and aggregated LANG (0.70b). → Lena Asp 2026
Evidence¶
Lena Asp 2026¶
Lena Asp, Alli Klapp, & Victoria Rolfe. (2026). Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 2019. Instructional Science. https://doi.org/10.1007/s11251-025-09767-y
q3 · i? · associational · r3
Final MSEM Model E of the Swedish grade 4 TIMSS 2019 sample, classroom (between) level. The study reports "only aggregated classroom management related significantly to mathematics achievement (.40b), aggregated BOOKS (.85b), and aggregated LANG (.70b)"; only standardised path coefficients are printed, no effect size.
"At the classroom level, only aggregated classroom management related significantly to mathematics achievement (.40b), aggregated BOOKS (.85b), and aggregated LANG (.70b)."
Discussion¶
Learner Variables¶
- Home Learning Environment — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Interaction effects between student background variables (BOOKS, LANG, GENDER) and outcomes were statistically insignificant in both achievement and confidence models — related
- SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates — related
- Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019 — related
- In the joint final model, instructional clarity shows an unexpected negative and significant relation with mathematics achievement at the student level — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-level-model-e-composition-effects |
title |
At the classroom level in the joint Model E, only aggregated classroom management, aggregated SES and aggregated language background related significantly to mathematics achievement |
description |
At the classroom level in the joint Model E, only aggregated classroom management, aggregated SES and aggregated language background related significantly to mathematics achievement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lena-asp-2026 |
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