Comparing the predictive validity of opportunity and use of cognitive activation: Do the source of information and level of analysis matter?

Cognitively activating teaching is essential for student learning, yet existing research has focused more on the potential of provided learning opportunities rather than on how students engage with them (use). Additionally, few studies have examined if the source of information and level of analysis matter. Thus, this study examined how potential for and actual use of cognitive activation predict sixth-graders’ algebra performance and interest in mathematics, and whether actual use mediates the effects of the potential on outcomes. Participants were 31 sixth-grade teachers and 542 students. Potential was measured via expert observations and student ratings, and use via student self-reports. Multilevel analyses showed expert-rated potential was the strongest predictor, with combined expert and student measures of use at the student level explaining most of the variance. Mediation analysis further showed partial indirect effects with classroom potential influencing outcomes via engagement. Findings support viewing cognitive activation as a multilevel opportunity-use process.