Co-teaching predicts better teacher-rated mathematics grades at year end, but not test performance¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teaching condition predicted teacher-rated grade at the end of sixth grade (β = 0.25, p = .008), over and above prior grade and test performance. → Lehikoinen 2025 q2 i? Teaching condition did not predict end-of-year mathematics test performance. → Lehikoinen 2025 (2)

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

Full latent growth model on 146 sixth-graders in a natural experiment comparing co-taught (70 students, 3 classes) and solo-taught (76 students, 4 classes) conditions. Co-taught students received better end-of-year grades; the printed β = 0.25 is a standardised path coefficient, not an effect size, so impact is null.

"the teaching condition predicted teacher-rated grade ( β = 0.25, p = .008), over and above the significant effects of both previous teacher-rated grade (β = 0.62, p < .001) and test performance (β = 0.11, p = .094)"

Lehikoinen 2025 (2)¶

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

Teaching condition showed no effect on post-test performance (β = −0.00, p = .977 in Table 4). The authors attribute the discrepancy to the 10-minute RMAT test measuring mostly basic numeracy while teacher grades reflect broader achievement.

"That these efforts were not similarly seen in test performance might be because the tests measured mostly basic mathematics skills, while teacher evaluations likely reflected a more comprehensive view into students' mathematics achievement"

Discussion¶

Related Claims¶

• Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — related
• Co-teaching does not differ from solo teaching in the development of students' mathematics self-concept and interest — related