More hours do not necessarily pay off. The effect of learning time on student performance at different school types in Switzerland.

Autor/inn/en	Angelone, Domenico; Moser, Urs
Titel	More hours do not necessarily pay off. The effect of learning time on student performance at different school types in Switzerland.
Quelle	Aus: Prenzel, Manfred (Hrsg.); Kobarg, Mareike (Hrsg.); Schöps, Katrin (Hrsg.); Rönnebeck, Silke (Hrsg.): Research on PISA. Research outcomes of the PISA research conference 2009. Dordrecht u.a.: Springer (2013) S. 129-143 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	94-007-4457-9; 978-94-007-4457-8
DOI	10.1007/978-94-007-4458-5_8
Schlagwörter	Empirische Untersuchung; Mehrebenenanalyse; Vergleich; Schuljahr 09; Schulform; Realschule; Gymnasium; Schülerleistung; Lernen; Unterrichtszeit; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Einflussfaktor; Schweiz
Abstract	Learning time is an important determinant of academic performance. More learning time tends to be correlated with better academic performance. This article examines whether this correlation is influenced by selection in tracked schooling models. Using Swiss PISA grade 9 data for 2006, and taking science and mathematics as examples, the authors tested whether the correlation between learning time and performance differs among school types with different requirement levels. The results suggest that those students in school types with more advanced requirements benefit from additional learning time, but in school types with low requirements, additional learning time barely shows any positive effect. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2