Scale: Structuring content and classroom management in additional mathematics instruction

Related constructKlarheit und Strukturiertheit

Theoretical allocation in original studyEducational Career/Comparing regular school and additional instruction/

OriginOwn development

SourceCore 6 Development ,

CitationKuger, S.; Jude, N.; Klieme, E.; Kaplan, D. (2016). Structuring content and classroom management in additional mathematics instruction - Schüler [Fragebogenskala: Version 1.0]. In: Programme for International Student Assessment (2015) - Fragebogenerhebung Chapter 04 - Field Trial (PISA 2015) [Skalenkollektion: Version 1.0]. Datenerhebung 2014. Frankfurt am Main: Forschungsdatenzentrum Bildung am DIPF. http://dx.doi.org/10.7477/150:0:1

Theoretical background--

Target groupStudent

Time Period of Data Collection2014

Release date30.06.2020

Number of items12

Statistical value

Cronbachs Alpha	Mean value	Standard deviation	Sample size
0.84	1.30	0.58	15168

IntroductionCompare mathematics lessons in your regular school and your additional mathematics instruction. Where are the following situations more likely to occur?
Please select one response in each row.)
If you have more than one mathematics teacher in school, please keep one and the same mathematics teacher in mind for all comparisons.)

Items

Item text	Mean value	Standard deviation	Accuracy
I am focused throughout the session.	1.86	0.71	--
I start to work on learning content right away.	1.90	0.66	--
At the beginning, my teacher tells me what I will work on.	1.85	0.66	--
It takes a long time until I have gathered all the material to get started.	1.83	0.62	--
My teacher regularly explains how the lesson is related to other topics and courses	1.86	0.66	--
I talk about things that don't have anything to do with our tasks and the topic.	1.89	0.66	--
At the end of a lesson, my teacher summarises the learning content I have covered.	1.88	0.67	--
My teacher points out the most important aspects of a topic.	1.88	0.67	--
I am often bored.	1.79	0.65	--
It takes very long until I am ready to get started.	1.82	0.62	--
My teacher tells me what I should learn in a certain activity.	1.89	0.66	--
My teacher points out the broader context of a learning unit.	1.91	0.67	--

Response category

Value	Meaning
1	More likely in my regular school lessons
2	No difference
3	More likely in my additional instruction

StudyPISA - Programme for International Student Assessment (2015)

Files