What works where? The relationship between instructional variables and schools' mean scores in mathematics and science in low-, medium-, and high-achieving countries

Background The association between frequent use of certain instructional practices in mathematics and science and learning outcomes in schools in low-, medium-, and high-achieving countries is the focus of this study. It not only looks at teaching practices "that work" (positively associated with achievement) but whether they "work" similarly in the three groups of countries. Method Hierarchical multilevel regressions analysis was employed to explore the relationships between frequent use ofcertain instructional practices in mathematics and science and schools' learning outcomes in these areas, in low-, medium-, and high- achieving countries. Results In both school subjects, traditional modes of instruction (teacher-centered) were found to be positively and significantly associated with achievement in all countries, while more constructive modes of instruction (student-centered) showed a differential effect. The frequent implementation of more student-centered modes was found to be positively associated with learning outcomes in high- and medium-achieving countries, but negatively associated in low-achieving countries. Conclusion The findings confirm conclusions in other studies that replacing teacher-centered traditional practices with more student-centered practices will not necessarily result in more learning for all students. Constructivist practices will be more beneficial for students only in high-achieving countries.