Does a student's preference for a teacher's instructional style matter? An analysis of an economic approach
The hypothesis that a student's preference for a teacher's instructional style indirectly affects a student's grade performance positively and significantly is posed and accepted. In this analysis, one additional higher scale used to indicate student preferences for a teacher's instructional style is estimated to indirectly enhance students' grade performance by 2.302 points; a 1% increase in a student's rating of preference for a teacher's instructional style is estimated to lead to a 1.2039% improvement in a student's grade performance.
Volume (Year): 30 (2010)
Issue (Month): 2 ()
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- Dolton, Peter & Marcenaro, Oscar D. & Navarro, Lucia, 2003.
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Economics of Education Review,
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