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Association analyses were adjusted for a possible classroom effect.
These results thus suggest a trend towards a larger classroom effect for cannabis use.
To account for a possible clustering effect, a random classroom effect has been included in all logistic regression models, using the xtlogit command of Stata 9.2.
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However, we find no classroom effects on student progress made between Years 6 and 9.
The present study was also the first of its kind to employ multilevel factor analysis to control confounding classroom effects.
The majority of TIMSS countries randomly sampled only one intact classroom in each school, resulting in classroom effects being confounded with school effects.
In describing the analyses and the results we refer to the between school effects, recognizing that they could also be considered between classroom effects.
It could be argued that it was also necessary to control for classroom effects even within the same teacher.
We developed a hierarchical model in which the logit of the per capita probability of having a FRI was governed by school, age and classroom effects, with class grade used as proxy for age.
It is also possible that more scale points and/or more items would have rendered larger variation in the average self-assessments, and thereby large between-classroom effects.
As indicated by the low between-classroom effects, the average value of students' self-assessments was similar in most of the classes that featured in my study.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com