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Effective primary level science teaching in the Philippines

Author

Listed:
  • Lockheed, Marlaine E.
  • Fonacier, Josefina
  • Bianchi, Leonard J.

Abstract

Early studies of educational achievement in developing countries emphasized the effects of material inputs (such as textbooks) over teaching practices and classroom organization. This paper examines how five teaching practices affected the achievements of fifth grade students in the Philippines - and what affected teachers'decisions to use effective teaching practices. With school, teacher, and classroom characteristics held constant, achievement was higher for students whose teachers used three teaching practices that show promise for applications in developing countries because they are effective, low cost, or cost effective: frequent tests or quizzes; small group instruction, including peer tutoring; and teaching through laboratory work, particularly for science. Teachers'decisions about whether to test students frequently were unrelated to their prior education of work experience, suggesting that school-level management may be more important in encouraging effective teaching than preservice education and training.

Suggested Citation

  • Lockheed, Marlaine E. & Fonacier, Josefina & Bianchi, Leonard J., 1989. "Effective primary level science teaching in the Philippines," Policy Research Working Paper Series 208, The World Bank.
    • Handle: RePEc:wbk:wbrwps:208
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    References listed on IDEAS

    as
    1. Lockheed, Marlaine E. & Komenan, Andre, 1988. "School effects on student achievement in Nigeria and Swaziland," Policy Research Working Paper Series 71, The World Bank.
    2. Brown, Byron W. & Saks, Daniel H., 1987. "The microeconomics of the allocation of teachers' time and student learning," Economics of Education Review, Elsevier, vol. 6(4), pages 319-332, August.
    3. Levin, Henry M. & Tsang, Mun C., 1987. "The economics of student time," Economics of Education Review, Elsevier, vol. 6(4), pages 357-364, August.
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    Cited by:

    1. Harriet Nannyonjo, 2007. "Education Inputs In Uganda : An Analysis of Factors Influencing Learning Achievement in Grade Six," World Bank Publications - Books, The World Bank Group, number 6758, December.
    2. Lockheed, M.E. & Longford, N.T., 1989. "A Multilevel Model Of School Effectiveness In A Developing Country," World Bank - Discussion Papers 69, World Bank.

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