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An IERI – International Educational Research Institute Journal

Table 6 Results analyses RQ2

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

 

Flanders

Germany

Norway

b

b

b

Model within

 MATH on SES

.23***

.34***

.24***

 MATH on LANG

.14***

.09***

.09***

Model between

 MATH on CM

.04

.39**

.69***

 MATH on SC

.72**

− .08

− .28

 MATH on CA(2)

− 1.11***

  

Correlations

 CM–SC

.36***

.13

.55***

 CM–CA(2)

.03

  

 SC–CA(2)

.67***

  

Model fita

RMSEA

.03

.04

.03

CFI

.90

.91

.93

SRMR within

.05

.05

.04

SRMR between

.09

.07

.09

Chi2 (df)

1068.86*** (170)

789.57*** (103)

1006.39*** (229)

  1. *** p < .001; ** p < .01
  2. aWhereas fit indices CFI and SRMR between show an insufficient model fit, all model fit indices indicate acceptable model fit when only constructs showing a significant relation with MATH are taken into account (i.e., SC and CA(2) in Flanders, and CM in Germany and Norway). On a related note, models only taking into account CM, or only CM and CA(2) in Flanders also both show acceptable model fit