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The causal effect of East Asian 'mastery' teaching methods on English children's mathematics skills?

Author

Listed:
  • John Jerrim

    (Department of Quantitative Social Science, Institute of Education, University College London)

  • Anna Vignoles

    (Faculty of Education, University of Cambridge)

Abstract

A small group of high-performing East Asian economies dominate the top of the Programme for International Student Assessment (PISA) rankings. Although there are many possible explanations for this, East Asian teaching methods and curriculum design are two factors to have particularly caught policymakers' attention. Yet there is currently little evidence as to whether any particular East Asian teaching method actually represents an improvement over the status quo in England, and whether such methods can be successfully introduced into Western education systems. This paper provides new evidence on this issue by presenting results from two clustered Randomised Controlled Trials (RCT's), where a Singaporean inspired 'mastery' approach to teaching mathematics was introduced into a selection of England's primary and secondary schools. We find evidence of a modest but positive treatment effect. Moreover, even under conservative assumptions, the programme has the potential to offer substantial economic returns.

Suggested Citation

  • John Jerrim & Anna Vignoles, 2015. "The causal effect of East Asian 'mastery' teaching methods on English children's mathematics skills?," DoQSS Working Papers 15-05, Quantitative Social Science - UCL Social Research Institute, University College London.
    • Handle: RePEc:qss:dqsswp:1505
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    File URL: https://repec.ucl.ac.uk/REPEc/pdf/qsswp1505.pdf
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    References listed on IDEAS

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    1. John Jerrim, 2014. "Why do East Asian children perform so well in PISA? An investigation of Western-born children of East Asian descent," DoQSS Working Papers 14-16, Quantitative Social Science - UCL Social Research Institute, University College London.
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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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