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¶

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? In multi-level analyses of four Swedish TIMSS waves, ClassListen and ClassMemo had consistently positive estimated effects on achievement whereas ClassDaily had a consistently negative estimated effect. → 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 (hierarchical linear modeling) analyses of Swedish eighth-grade TIMSS data from 2003, 2007, 2011 and 2015 waves, with class-level instruction variables as predictors. The article reports "consistently positive estimated effects" for ClassListen and ClassMemo and a consistently negative effect for ClassDaily; no standardized effect size is printed.

"Both ClassListen and ClassMemo had consistently positive estimated effects on achievement, whereas Class- Daily had a consistently negative estimated effect."

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
• 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 — a broader claim this one bears on
• 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
• Daily lecture time and independent study time each positively predict students' daily study satisfaction, with relations differing significantly between students — related