You are here:

Teaching styles and achievement: Student and teacher perspectives
ARTICLE

, Universidad Autonoma de Madrid, Spain ; , Euncet Business School and Universitat Autonoma de Barcelona, Spain

Economics of Education Review Volume 67, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

We analyze the relationship between the use of modern and traditional teaching styles and the achievement in math and reading in primary education. As a novelty, we explore whether that relationship is different if we use teachers or students as source to measure in–class work. We find that who reports the practices matters. Teamwork and class discussions—modern practices—are strongly related to better achievement, while rote learning and individual work—traditional practices—to lower achievement. But that association is only significant when using students’ reports. Teaching styles are differently related to achievement along several dimensions—math and reading, boys and girls, public/private students—but again basically when we rely on students’ reports. The analysis of the differences in the perspectives does not show conclusive evidence about the student and teacher characteristics that explain those differences. Only being girl or high achiever predicts a lower use of modern practices.

Citation

Hidalgo-Cabrillana, A. & Lopez-Mayan, C. (2018). Teaching styles and achievement: Student and teacher perspectives. Economics of Education Review, 67(1), 184-206. Elsevier Ltd. Retrieved July 24, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2018.10.009

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References