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Teaching Styles and Achievement: Student and Teacher Perspectives

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  • Ana Hidalgo-Cabrillana
  • Cristina Lopez-Mayan

Abstract

Using data from a Spanish assessment program of fourth-grade pupils, we analyze to what extent using traditional and modern teaching styles in class is related to achievement in maths and reading. As a novelty, we measure in-class work using two different sources of information -teacher and students. Our identifcation strategy relies on between-class within-school variation of teaching styles. We find that modern practices are related to better achievement, especially in reading, while traditional practices, if anything, are detrimental. There are dif- ferences 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 defini- tions 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.

Suggested Citation

  • Ana Hidalgo-Cabrillana & Cristina Lopez-Mayan, 2015. "Teaching Styles and Achievement: Student and Teacher Perspectives," UFAE and IAE Working Papers 958.15, Unitat de Fonaments de l'Anàlisi Econòmica (UAB) and Institut d'Anàlisi Econòmica (CSIC).
  • Handle: RePEc:aub:autbar:958.15
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    Cited by:

    1. Sule Alan & Enes Duysak & Elif Kubilay & Ipek Mumcu, 2023. "Social Exclusion and Ethnic Segregation in Schools: The Role of Teachers' Ethnic Prejudice," The Review of Economics and Statistics, MIT Press, vol. 105(5), pages 1039-1054, September.
    2. Philip Sirinides & Abigail Gray, 2022. "Dexterity, Deliberateness, And Disposition: An Investigation of Instructional Strength for Early Literacy," Journal of Education and Training Studies, Redfame publishing, vol. 10(1), pages 26-37, January.
    3. Bambang Budi Wiyono & Ach. Rasyad & Maisyaroh, 2021. "The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning," SAGE Open, , vol. 11(2), pages 21582440211, April.
    4. Sarah Flèche, 2017. "Teacher quality, test scores and non-cognitive skills: evidence from primary school teachers in the UK," CEP Discussion Papers dp1472, Centre for Economic Performance, LSE.
    5. José Antonio Molina Marfil & Oscar David Marcenaro Gutierrez & Ana Martín Marcos, 2016. "Procesos de enseñanza-aprendizaje y producción educativa: un análisis de la competencia matemática," Investigaciones de Economía de la Educación volume 11, in: José Manuel Cordero Ferrera & Rosa Simancas Rodríguez (ed.), Investigaciones de Economía de la Educación 11, edition 1, volume 11, chapter 32, pages 585-604, Asociación de Economía de la Educación.
    6. Florentina MOGONEA, 2018. "The Role Of Training Strategies In The Digital Age," Annals of the University of Craiova, Series Psychology, Pedagogy, Teacher Training Department, University of Craiova, vol. 37(1), pages 99-113, June.
    7. Simon Briole, 2019. "From Teacher Quality to Teaching Quality: Instructional Productivity and Teaching Practices in the US," Working Papers halshs-01993616, HAL.
    8. Zoltan Hermann & Marianna Kopasz, 2018. "Educational policies and the gender gap in test scores: A cross-country analysis," Budapest Working Papers on the Labour Market 1805, Institute of Economics, Centre for Economic and Regional Studies.

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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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