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¶

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

Subclaims¶

q2 i? The three class-level instruction variables were strongly positively correlated across Swedish waves, with internal consistency comparable to the Instruction to Engage Students in Learning Scale, but achievement was positively associated with two items and negatively with the third. → 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 · i? · associational · r2

Discussion of the Swedish class-level correlations (Table 3, all significant at p < .001) showing the three items covary. The article's plausible interpretation is that what the items have in common does not represent instructional quality, so composite scales of such items are unwarranted.

"Nonetheless, achievement was positively associated with two items and negatively associated with the third one."

Discussion¶

Related Claims¶

• Invested mental effort and perceived task difficulty are strongly correlated yet relate differently to relative task difficulty, indicating the two ratings measure different aspects of overall cognitive load — related
• 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
• In Swedish TIMSS 2015 with grade-6 pretest controls, a unit increase in ClassMemo was associated with 0.27 standard deviations improvement in relative math achievement, while ClassListen and ClassDaily effects were non-significant — related
• Country differences in reported levels of use of instructional practices were highly consistent across TIMSS waves (ClassListen r = .70; ClassDaily r = .91) — 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