Session Information
09 SES 10 A, Structure and Determinants of Multiple Competencies of Grade 4 Learners: Findings from PIRLS/TIMSS 2011 combined – PART 2
Symposium
Contribution
One aim was to investigate if different aspects of quality of teaching of different subject matters may be assessed by students. A second aim was to see if the aspects of quality were related to student achievement within and between classrooms, and a third aim was to investigate if the quality aspects could account for between country differences in level of achievement. Data from Finland, Norway and Sweden was used, with altogether 12000 students and 715 classrooms. The analytical design took advantage of the fact that identical questions about different aspects of teaching where asked concerning reading, mathematics and science in the TIMSS/PIRLS student-questionnaire. Nine items capturing three different aspects of teaching (“teacher is easy to understand”, “…is interesting”, “…student knows expectations”) were used to fit a two-level multimethod/multitrait model at student- and class-levels. The model included three subject matter factors, three teaching quality factors and a general factor at each level, and it fitted excellently. The factor “teacher is easy to understand” was significantly related to achievement both within classes and between classes. Furthermore, the Finnish students had a higher mean on this factor, which explained 8-9 score points of the achievement difference in favor of Finland.
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