Skala: Structuring content and classroom management in additional mathematics instruction

KonstruktzuordnungKlarheit und Strukturiertheit

Theoretische Zuordnung in der AusgangsstudieEducational Career/Comparing regular school and additional instruction/

UrsprungEigenentwicklung

QuelleCore 6 Development ,

ZitationKuger, 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

Theoretischer Hintergrund--

ZielgruppeStudent

Erhebungszeitraum2014

Veröffentlichungsdatum30.06.2020

Anzahl Items12

Kennwerte der Skala

Cronbachs Alpha	Mittelwert	Standardabweichung	Stichprobengröße
0.84	1.30	0.58	15168

Einleitender TextCompare 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 der Skala

Item-Formulierung	Mittelwert	Standardabweichung	Trennschärfe
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	--

Antwortkategorie

Wert	Bedeutung
1	More likely in my regular school lessons
2	No difference
3	More likely in my additional instruction

StudiePISA - Programme for International Student Assessment (2015)

ErhebungFragebogenerhebung (Skalenkollektion): Chapter 17 - Science Teaching and Learning in Schools (PISA 2015)

Dateien