What Works Where? The Relationship Between Instructional Variables

Hierarchical multilevel regression analysis was employed to explore the relationship between the frequency of using a set of instructional variables and the average score of schools in mathematics and science. The models specified for this analysis were two-level models of schools nested in countries (49) that participated in TIMSS-2007. The regression coefficient of a set of instructional variables on the mean score of schools in mathematics and science in three groups of countries grouped according to level of achievement provides us with an answer to the research question – whether or not frequent use of these modes of instruction is similarly associated with learning outcomes in low-, medium-, and high-achieving countries. A similar association might support a generalization regarding an instructional theory about "what works " and "what does not work " in education. Findings of this study show that frequent implementation of constructivist modes of instruction were found to be positively associated with learning outcomes in high- and medium-achieving countries, but negatively associated with learning outcomes in low-achieving countries