Causal Inference in Educational Effectiveness Research: A Comparison of Three Methods to Investigate Effects of Homework on Student Achievement

Autor/in	Gustafsson, Jan-Eric
Titel	Causal Inference in Educational Effectiveness Research: A Comparison of Three Methods to Investigate Effects of Homework on Student Achievement
Quelle	In: School Effectiveness and School Improvement, 24 (2013) 3, S.275-295 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2013.806334
Schlagwörter	Attribution Theory; Homework; Mathematics Achievement; Regression (Statistics); Grade 8; Educational Research; Instructional Effectiveness; Correlation; Observation; Longitudinal Studies; Cross Cultural Studies; Mathematics Tests; Study Habits; Time on Task; Foreign Countries; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Hausaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsforschung; Pädagogische Forschung; Unterrichtserfolg; Korrelation; Beobachtung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cultural comparison; Kulturvergleich; Study behavior; Study behaviour; Studienverhalten; Zeitaufwand; Ausland
Abstract	In educational effectiveness research, it frequently has proven difficult to make credible inferences about cause and effect relations. The article first identifies the main categories of threats to valid causal inference from observational data, and discusses designs and analytic approaches which protect against them. With the use of data from 22 countries which participated both in the Trends in International Mathematics and Science Study (TIMSS) 2003 and TIMSS 2008 with samples of Grade 8 students, 3 different methods are then applied to investigate effects of amount of time spent on homework on mathematics achievement: (a) 2-level regression, which is applied to separate student-level relations from class-level relations; (b) instrumental variables regression, using teacher-reported homework time to instrument student-reported homework time; and (c) a difference-in-differences analysis investigating country-level change between 2003 and 2007. All 3 methods showed that there is a positive effect of homework time on student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10