What Matters for Student Achievement? Exploring Teacher Instructional Practices and the Role of School-Level and Student-Level Characteristics (original) (raw)
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Teachers' Instructional Practices and Its Effects on Students' Academic Performance
International Journal of Scientific Research in Multidisciplinary Studies , 2020
The principal aim of the researcher was to test the impact of instructional practices of teachers on students' academic performance. To achieve this aim, the researcher used a sample size of 55 teachers and 295 students in private schools in the City of Meycauayan, Bulacan during the school year 2018-2019. The primary data gathering tools used in the study was a standardized questionnaire Instructional Practices Survey adopted from Valentine (2000) on determining teachers' instructional practices and a documentary analysis from DepEd Order no.8, s. 2013 also known as the Classroom E-Record to determine the point average of the respondents' status of academic performance. The collected data were analyzed and treated statistically through the use of Statistical Packages for Social Sciences (SPSS). Results revealed that the instructional practices affect the students' academic performance in English, Mathematics, Science, Filipino, and Araling Panlipunan to a varying extent. This means that for every unit improvement in the instructional management practices mentioned could generate a certain increase in students' academic performance. The analysis of variance revealed a greater value than the significance level set at 0.05. We cannot reject the null hypothesis. We may safely conclude that the planning, teaching, and assessment practices of the teachers did not produce significant combined effects on the academic performance of students on the five content subjects in the curriculum. The study recommended that school principals may conduct frequent teachers' assessment, training needs assessment to identify the needs of teachers in terms of their profession.
The Link Between Teacher Classroom Practices and Student Academic Performance
Education Policy Analysis Archives, 2002
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.
Impact of Teacher Effectiveness on Student Achievement
Assessment Center, has been pivotal in reasserting the importance of the individual teacher on student learning. 4 One aspect of his research has been the additive or cumulative effect of teacher effectiveness on student achievement. Over a multi-year period, Sanders focused on what happened to students whose teachers produced high achievement versus those whose teachers produced low achievement results. He discovered that when children, beginning in 3rd grade, were placed with three high-performing teachers in a row, they scored on average at the 96th percentile on Tennessee's statewide mathematics assessment at the end of 5th grade. When children with comparable achievement histories starting in 3rd grade were placed with three low-performing teachers in a row, their average score on the same mathematics assessment was at the 44th percentile, 5 an enormous 52-percentile point difference for children who presumably had comparable abilities and skills. Elaborating on this body of research, Dr. Sanders and colleagues reported the following:. .. the results of this study well document that the most important factor affecting student learning is the teacher. In addition, the results show wide variation in effectiveness among teachers. The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of all achievement levels, regardless of the level of heterogeneity in their classrooms. 6 Further analysis of the Tennessee data indicated that the effects on achievement of both strong and weak teachers persisted over three years: subsequent achievement was enhanced or limited by the experiences in the classrooms of strong or weak teachers, respectively. 7 In other words, learning gains realized by students during a year in the classroom of an effective teacher were sustained over later years and were compounded by additional years with effective teachers. Conversely, depressed achievement results resisted improvement even after a student was placed with an effective teacher, and the negative impact was discernible statistically for approximately three subsequent years. Given results like these, it's no wonder that the researchers found that " a major conclusion is that teachers make a difference. " 8 In a comparable study by researchers in Dallas, Texas, similar results were found in both math and reading during the early grades. 9 When 1st grade students were fortunate enough to be placed with three high-performing teachers in a row, their average performance on the math section of the Iowa Tests of Basic Skills increased from the 63rd percentile to the 87th, in contrast to their peers with similar scores whose performance decreased from the 58th percentile to the 40th, a percentile difference of 42 points. A similar analysis in reading found a percentile difference of 44 percentile points. The studies in Tennessee and Texas produced strikingly similar findings: Highly effective teachers are able to produce much greater gains in student achievement than their less effective counterparts. While the numbers help to summarize the cumulative academic effects of less effective teachers, we can only imagine the sense of failure and hopelessness that these children and their parents experienced during the years in these classrooms. Undoubtedly, the children wondered what was wrong with them when, in reality, it was the quality of their instruction. A common yet misguided bit of folk wisdom has been that adversity, in the guise of an ineffective teacher, builds character and that a student can catch up the following year. The research indicates otherwise.
Teacher Classroom Practices and Student Performance: How Schools Can Make a Difference
Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.
Teaching practices and student achievement
2014
Using data from a Spanish assessment program of fourth-grade pupils, this paper analyzes the relationship between standardized student test scores and the practices and materials used by the teacher in class. We group teaching practices and materials as traditional or modern. As a novelty, we construct those aggregate measures using the answers to the same question provided by the teacher and her students. We identify the eect of teaching practices and materials on student achievement by exploiting the within school variation across classes. Results show that modern practices are related to better achievement, specially in reading, while traditional practices, if anything, are detrimental. The sign of the eects obtained with students’ answers is consistent with the sign found using the tutor’s answers, although the coecients are larger. Teacher characteristics are not signicantly related to student test scores, with the notable exception of a negative relationship if the teacher’s s...
A Review of the Literature on Teacher Effectiveness and Student Outcomes
IEA Research for Education, 2019
Researchers agree that teachers are one of the most important school-based resources in determining students' future academic success and lifetime outcomes, yet have simultaneously had difficulties in defining what teacher characteristics make for an effective teacher. This chapter reviews the large body of literature on measures of teacher effectiveness, underscoring the diversity of methods by which the general construct of "teacher quality" has been explored, including experience, professional knowledge, and opportunity to learn. Each of these concepts comprises a number of different dimensions and methods of operationalizing. Single-country research (and particularly research from the United States) is distinguished from genuinely comparative work. Despite a voluminous research literature on the question of teacher quality, evidence for the impact of teacher characteristics (experience and professional knowledge) on student outcomes remains quite limited. There is a smaller, but more robust set of findings for the effect of teacher support on opportunity to learn. Five measures may be associated with higher student achievement: teacher experience (measured by years of teaching), teacher professional knowledge (measured by education and self-reported preparation to teach mathematics), and teacher provision of opportunity to learn (measured by time on mathematics and content coverage). These factors provide the basis for a comparative crosscountry model. Keywords Opportunity to learn • Teacher education • Teacher experience • Teacher quality • Trends in International Mathematics and Science Study (TIMSS) 2.1 Defining Teacher Effectiveness Researchers agree that teachers are one of the most important school-based resources in determining students' future academic success and lifetime outcomes (Chetty et al. 2014; Rivkin et al. 2005; Rockoff 2004). As a consequence, there has been a strong emphasis on improving teacher effectiveness as a means to enhancing student learning. Goe (2007), among others, defined teacher effectiveness in terms of growth in student learning, typically measured by student standardized assessment
International Journal of Academic Research in Business and Social Sciences, 2019
Among the many factors contributing to the students' competency in learning are students' motivation and teacher instructional practices. Motivation is the internal state of an individual that arouses, directs and sustains behaviour. Achievement goal theory has been one of the most prominent theories of motivation in educational research for more than 25 years (Senko, Hulleman, & Harackiewicz, 2011). It has been used in order to identify students' motivation and achievement-related behaviours. On the other hand, teacher instructional practices are one of the factors that could influence students' learning (Maulana, Opdenakker & Bosker, 2016). Many studies have described that teaching practices are related to effective classroom learning and students' outcome (Mercer & DeRosier, 2010). Different experts emphasised that different practices in teaching could efficiently move students forward in their learning. Therefore, this paper explores the relationships between students' achievement goals and academic achievement and also the possible moderation by teacher instructional practices. As this paper is driven by a concept paper approach, discussions on the findings are based on relevant literature review, which includes discussions on the theories and past research findings. A framework that signifies the possible relationship among the variables is provided.
Impediments to the Study of Teacher Effectiveness
Journal of Teacher Education, 1976
The heart of performance-and competency-based teacher education, evaluation, and accountability programs is the establishment of empirical relationships between teacher behavior as an independent variable and student achievement as a dependent variable. Before researchers can adequately establish those relationships they need to deal with the problems of instrumentation, methodology, and statistics. Workers in this area must come to grips with the inadequacy of standardized tests, the unknown predictive validity of tests from special teaching units, the problem of building multivariate outcome measures, the problems of measurement of appropriateness of teacher behavior, the lack of experience in choosing an appropriate unit of analysis for describing teaching behavior, and the lack of stability of many teacher behaviors. Also discussed are the problems of how student background affects measures of teacher effectiveness, what subject matters should be examined, how normative standards and volunteer teachers affect what can be said about teachers and teaching, how individual students react to teaching skills, and how students monitor and interpret a teacher's behavior in ways that may or may not coincide with how educational theorists interpret the phenomena. (JMF) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of m.:71..,,;i1 reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the edging. teachers in second-and fifth-grade classes in order to identify teacher behavior and classroom qualities that are related to reading and mathematics achievement.
Teaching Styles and Achievement: Student and Teacher Perspectives
Using data from a Spanish assessment program of fourth-grade pupils, we analyze to what extent using certain teaching practices and materials in class is related to achievement in maths and reading. We distinguish using traditional and modern teaching styles. As a novelty, we measure in-class work using two different sources of information -teacher and students. Our identification strategy relies on between-class within-school variation of teaching styles. We find that modern practices are related to better achievement, specially in reading, while traditional practices, if anything, are detrimental. There are differences depending on the source of information: the magnitude of coefficients is larger when practices are reported by students. These findings are robust to considering alternative definitions of teaching practices. We obtain heterogeneous effects of teaching styles by gender and type of school but only when using students' answers. Our findings highlight the importance of the source of information, teacher or students, to draw adequate conclusions about the effect of teaching style on achievement.