Disciplinary Climate, Opportunity to Learn, and Mathematics Achievement: Doubly Latent Multilevel Analyses (Poster 47)

• In Event: AERA Virtual Poster Session 8
  In Poster Session: Division C Section 1C: Topics in Mathematics Education

Abstract

Research on the opportunity to learn (OTL) has posited its importance for optimizing mathematics achievement. However, its analytical level and relationship with disciplinary climate have rarely been explored. To bridge the gaps, we investigated whether student-reported OTL can be aggregated at a higher level and examined its relationship with disciplinary climate and mathematics achievement. We used PISA 2012 data provided by 470,745 15-year-old students from 63 countries. Based on doubly latent multilevel models, we found that (1) student-reported OTL was reliable to be modeled at the school-level, (2) at the school-level, OTL mediated the influence of disciplinary climate on achievement, and (3) at the student-level, OTL positively predicted mathematics achievement. Theoretical and practical implications are discussed.

Authors

• Faming Wang, The University of Hong Kong

• Yaping Liu, University of Hong Kong

• Shing-On Leung, University of Macau