The application of a model of multilevel analysis in the case of curriculum evaluation: effects of differentiated instruction in mathematics. The aim of this article is to describe the effects of a newly developed model of instruction in mathematics in the second grade of Dutch comprehensive schools (LBO-MAVO-HAVO-VWO). Main characteristics of the model are: ‘cooperative learning and ‘mathematics in real life situations’ (contexts).The database was adopted from an earlier study and comprises data of 482 students and 22 classes. Application of the random coefficient model of multilevel analysis shows that there are significant effects of class-composition. If class-composition is removed from the model, curriculum implementation shows a significant effect. The article shows the fruitfulness of the use of the random coefficient model of multilevel analysis for the assessment of effects in evaluation research.
|Number of pages||12|
|Journal||Tijdschrift voor Onderwijsresearch|
|Publication status||Published - 1990|