Co-teaching does not differ from solo teaching in the development of students' mathematics self-concept and interest¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Teaching condition was not predictive of changes in self-concept or interest after controlling for prior achievement and gender. → Lehikoinen 2025

Evidence¶

Lehikoinen 2025¶

Lehikoinen, H., Väisänen, P., Havu-Nuutinen, S., Lappalainen, K., & Niemivirta, M. (2025). Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes. Instructional Science, 53, 239–261. https://doi.org/10.1007/s11251-024-09678-4

q2 · i? · causal · r1

In the conditional model, standardised effects of teaching condition on self-concept and interest slopes were small and non-significant (e.g., β = 0.14, p = .590 for self-concept slope). The abstract states no differences in motivational development between conditions were found.

"Students in the co-taught group received better grades at the end of the year, but no differences in the development of self-concept and individual interest were found between the teaching conditions"

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it
• Interest — outcome: instruction changes it
• Motivation — outcome: instruction changes it

Related Claims¶

• Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — related
• Sixth-graders' mathematics self-concept and individual interest both decline over one school year — related
• Co-teaching predicts better teacher-rated mathematics grades at year end, but not test performance — related