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An IERI – International Educational Research Institute Journal

Table 8 Results analyses RQ3

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

b

b

b

b

b

b

b

b

b

b

b

Model within

 MATH on SES

.19***

.19***

.19***

.19***

.19***

.19***

.32***

.32***

.32***

.32***

.22***

.22***

.22***

.22***

 MATH on LANG

.12***

.12***

.12***

.12***

.12***

.12***

.08***

.08***

.07***

.08***

.08***

.08***

.08***

.08***

Model between

 MATH on CM

.39***

  

.37***

  

.47**

 

.51**

 

.57***

 

.58***

 

 MATH on SC

 

.07

  

.02

  

.03

 

.06

 

− .01

 

.04

 MATH on CA(2)

  

− 1.25***

  

− 1.20***

        

Cross-level moderation

 MATH on SES * CM

− .01

     

.07

   

− .19

   

 MATH on SES * SC

 

− .07

     

− .13

   

.00

  

 MATH on SES * CA(2)

  

− .10

           

 MATH on LANG * CM

   

− .02

    

− .08

   

− .05

 

 MATH on LANG * SC

    

.02

    

.03

   

− .21

 MATH on LANG * CA(2)

     

.12

        

N

5321

5321

5321

5323

5323

5323

3284

3284

3330

3330

4091

4091

4095

4095

Model fit

Loglikelihood (df)

− 55,364.77 (31)

− 55,175.35 (31)

− 42,667.00 (23)

− 55,405.92 (31)

− 55,198.73 (31)

− 42,659.97 (23)

− 33,393.38 (31)

− 33,764.04 (31)

− 33,725.83 (31)

− 34,081.40 (31)

− 42,748.42 (31)

− 43,441.46 (31)

− 42,763.18 (31)

− 43,385.81 (31)

  1. *** p < .001; ** p < .01