Country differences in reported levels of use of instructional practices were highly consistent across TIMSS waves (ClassListen r = .70; ClassDaily r = .91)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Mean levels of reported use of instructional practices showed highly consistent country differences across the 2003 and 2007 waves, with r = .70 for ClassListen and r = .91 for ClassDaily. → Kimmo Eriksson 2019

Evidence¶

Kimmo Eriksson 2019¶

Kimmo Eriksson, Ola Helenius, Andreas Ryve. (2019). Using TIMSS items to evaluate the effectiveness of different instructional practices. Instructional Science. https://doi.org/10.1007/s11251-018-9473-1

q2 · i3 · associational · r2

Cross-wave comparison of mean class-level instruction variables for the 36 countries participating in both TIMSS 2003 and 2007, illustrated in Fig. 1 dotplots. The article reports the correlations "r = .70" and "r = .91", indicating the measures reflect genuine differences in how math is taught across countries.

"there were highly consistent country differences across waves with respect to mean levels of reported use of instructional practices, both for ClassListen, r = .70, p < .001, and ClassDaily, r = .91, p < .001."

Discussion¶

Related Claims¶

• Class-level student reports of memorizing formulas and listening to lectures positively predict mathematics achievement, while relating math to daily life negatively predicts it, across Swedish TIMSS waves 2003–2015 — related
• Across countries in TIMSS 2007, the strongest estimated effects on math achievement were a positive effect of ClassMemo followed by a negative effect of ClassDaily, with median effects matching the Swedish pattern — related
• Previous research found a meaningful correlation between countries' mean engagement and mean performance on large-scale international assessments, motivating validity questions about aggregated scores — related
• The three instruction items intercorrelate strongly enough to form an internally consistent scale, yet achievement is positively associated with two items and negatively with the third, so their common variance does not represent instructional quality — related