Teaching Styles and Achievement: Student and Teacher Perspectives

53 Pages Posted: 24 Feb 2015

See all articles by Ana Hidalgo Cabrillana

Ana Hidalgo Cabrillana

Universidad Autónoma de Madrid

Cristina Lopez-Mayan

Euncet Business School

Date Written: February 24, 2015

Abstract

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

Keywords: Students and teacher reports, Test scores, Teacher quality, Modern and traditional teaching

JEL Classification: I20, I21, J24

Suggested Citation

Hidalgo Cabrillana, Ana and Lopez-Mayan, Cristina, Teaching Styles and Achievement: Student and Teacher Perspectives (February 24, 2015). Available at SSRN: https://ssrn.com/abstract=2569020 or http://dx.doi.org/10.2139/ssrn.2569020

Ana Hidalgo Cabrillana

Universidad Autónoma de Madrid

Campus Cantoblanco
C/Kelsen, 1
Madrid, Madrid 28049
Spain

Cristina Lopez-Mayan (Contact Author)

Euncet Business School ( email )

Ctra. de Talamanca Km. 3
Terrassa, Barcelona 08225
Spain

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