Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-11-13 DOI:10.1016/j.stueduc.2024.101419

Jean-Baptiste M.B. Sanfo

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引用次数: 0

Abstract

Teaching quality is associated with student achievement, though the strength of this association may vary. This study employs hierarchical linear modeling using PISA-D data to examine the association between teaching quality (teacher support, classroom management, and cognitive support) and mathematics achievement, while disaggregating the analysis by student gender and socioeconomic status (SES). Our findings indicate that cognitive support is negatively associated with student achievement in Ecuador, with no significant association in Cambodia, Guatemala, Honduras, Paraguay, Senegal, or Zambia. Additionally, we found a positive association between classroom management and mathematics in Cambodia, Ecuador, Honduras, and Zambia, but no association in other countries. Similarly, teacher support showed a negative association with mathematics in Ecuador and Honduras, but no significant association in other countries. Beyond these direct associations, our findings suggest that the influence of teaching quality may vary across student gender and SES. We also discuss the policy implications of these findings.

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中低收入国家的教学质量与学生成绩不平等：分层线性模型分析

教学质量与学生的学习成绩息息相关，但这种关联的强度可能有所不同。本研究利用 PISA-D 数据，采用分层线性建模方法，研究教学质量（教师支持、课堂管理和认知支持）与数学成绩之间的关系，同时按学生性别和社会经济地位（SES）进行分类分析。我们的研究结果表明，在厄瓜多尔，认知支持与学生的数学成绩呈负相关，而在柬埔寨、危地马拉、洪都拉斯、巴拉圭、塞内加尔或赞比亚，认知支持与学生的数学成绩无显著关联。此外，我们还发现，在柬埔寨、厄瓜多尔、洪都拉斯和赞比亚，课堂管理与数学成绩呈正相关，而在其他国家则无相关。同样，在厄瓜多尔和洪都拉斯，教师支持与数学成绩呈负相关，但在其他国家则无明显关联。除了这些直接关联之外，我们的研究结果还表明，教学质量的影响可能因学生的性别和社会经济地位而异。我们还讨论了这些发现对政策的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.