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¶
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Evidence · 1 study · associationalr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? In the difference-score analysis of Swedish TIMSS 2015, ClassMemo remained positive and statistically significant (0.27 ± 0.12 SD, p = .022), whereas ClassListen and ClassDaily were non-significant. → 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
Alternative analysis of Swedish TIMSS 2015 (n = 4090 students) using z-scored difference scores from grade 6 to grade 8 to address regression-to-the-mean concerns. The article reports the ClassMemo effect of "0.27 ± 0.12 standard deviations, p = .022"; ClassListen and ClassDaily came out non-significant (−0.08 ± 0.14 and −0.08 ± 0.10, p > .400).
"the estimated effect of ClassMemo remained positive and statistically significant, such that a unit increase in this variable was associated with an improvement in relative math achievement of 0.27 ± 0.12 standard deviations, p = .022."
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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
swedish-2015-pretest-classmemo-significant |
title |
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 |
description |
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 no... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kimmo-eriksson-2019 |
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