Instructional quality: catalyst or pitfall in educational systems\u2019 aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway

Kim Bellens,Trude Nilsen,Wim Van Den Noortgate,Jan Van Damme,Heike Wendt

doi:10.1186/s40536-019-0069-2

Abstract

In the Trends in Mathematics and Science Study (TIMSS) 2015, the educational systems from the Dutch speaking part of Belgium (Flanders), Germany, and Norway included scales capturing three dimensions of instructional quality (INQUA): classroom management, supportive climate, and cognitive activation. With the inclusion of these extra scales, a unique opportunity was created to investigate the various dimensions of INQUA and their relation to educational outcomes. In this study, multilevel structural equational modelling analyses are conducted to answer three research questions: (a) ‘Do the items reliably measure the three dimensions of INQUA as classroom constructs? And if not, can we build reliable scales with the items, capturing the dimensions of INQUA as classroom constructs?’ (b) ‘To what extent can INQUA contribute to achievement?’, and (c) ‘To what extent can INQUA contribute to (social and ethnic) equity?’. Results indicate that INQUA might serve as a catalyst in increasing achievement in education systems. Furthermore, results indicate that INQUA does not relate to equity and consequently that all students benefit from the same educational practices. However, issues in the cross-cultural conceptualization and measurement of INQUA are raised, questioning the extent to which the three well-known dimensions of INQUA (a) are well-defined and might be sufficiently differentiated from each other, (b) sufficiently capture the diverse set of educational practices relating to students’ educational outcomes, and (c) can be established across countries in a unified manner. The results of this study give direction to educational practitioners and policy makers in creating and providing effective learning environments.

Highlights

Worldwide, millions of students receive instruction in classrooms, day in day out
Results show high (> .40), significant, and positive factor loadings for all items of both scales at the between level. These results indicate that the used items reliably capture the underlying constructs of classroom management (CM) and supportive climate (SC) as class-level constructs in all three educational systems
In Flanders and Germany, this was the case for item 6, an item relating to motivational aspects of math rather than cognitive activation (CA) by the teacher

Summary

Introduction

Millions of students receive instruction in classrooms, day in day out. We assume (and demand) that the instructional practices that teachers set up have a beneficial impact on a diverse set of outcomes, ranging from individual benefits of schooling to broader societal goals like a competitive economy and societal equity. INQUA: three dimensions INQUA is ‘a construct that reflects those features of teachers’ instructional practices well known to be positively related to student outcomes, both cognitive and affective ones’ 3), and focuses on enhancement of students’ cognitive engagement which leads to learning (Fauth et al 2014). It concerns the ‘types of problems selected and the way in which they are implemented’ It concerns the ‘types of problems selected and the way in which they are implemented’ (Kunter and Baumert 2006, p. 235)

Objectives

Results

Discussion

Conclusion