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¶

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? Separate multi-level analyses of each of the 50 countries in TIMSS 2007 showed the strongest estimated effects were positive for ClassMemo and negative for ClassDaily, and median effects across countries had the same direction as in Sweden. → 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

Multi-level analyses run separately on data from each of the 45 countries in TIMSS 2003 and 50 countries in TIMSS 2007; median and mean fixed-effect estimates are reported in Table 5. The article reports qualitative consistency across waves and with the Swedish findings; no standardized effect size is printed.

"Note that the strongest estimated effects on achievement were the positive effect of ClassMemo followed by the negative effect of ClassDaily."

Discussion¶

Related Claims¶

• Country differences in reported levels of use of instructional practices were highly consistent across TIMSS waves (ClassListen r = .70; ClassDaily r = .91) — 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
• 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 — a narrower finding that bears on this claim
• 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