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Lecturing style teaching and student performance
ARTICLE

Economics of Education Review Volume 30, Number 4, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

Teachers in the Netherlands tend to spend less time in front of the class, and often adopt a more personal approach. This allows them to better adjust their lecturing style to the needs of the individual student with the aim of increasing student performance. However, a more personal approach is also more time consuming and potentially reduces the complementary and scale effects of the more traditional lecture style teaching.This study examines whether the proportion of time that teachers lecture in front of the class influences the cognitive performance of students in the Netherlands. In this study we find no relationship between the proportion of time spent lecturing in front of the class and student performance.

Citation

Van Klaveren, C. (2011). Lecturing style teaching and student performance. Economics of Education Review, 30(4), 729-739. Elsevier Ltd. Retrieved September 18, 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.2010.08.007

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