How Do Students React to Longer Instruction Time? Evidence from Italy

Autor/inn/en	Meroni, Elena Claudia; Abbiati, Giovanni
Titel	How Do Students React to Longer Instruction Time? Evidence from Italy
Quelle	In: Education Economics, 24 (2016) 6, S.592-611 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meroni, Elena Claudia) ORCID (Abbiati, Giovanni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2015.1122742
Schlagwörter	Foreign Countries; Time Factors (Learning); Secondary School Students; Italian; Mathematics Achievement; Language Tests; Mathematics Tests; Scores; Intervention; Statistical Analysis; Program Effectiveness; Control Groups; Experimental Groups; Comparative Analysis; Italy + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Italienisch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language test; Sprachtest; Statistische Analyse; Italien
Abstract	This paper investigates the effects on achievement, study behaviours and attitudes of an intervention providing extra instruction time in language and in mathematics in lower secondary schools in Southern Italy. We use a difference-in-differences strategy and compare two contiguous cohorts of students enrolled in the same class for two consecutive years. We find that an average increase of in instruction time leads to an increase in 0.12 sd in mathematics test score for both females and males, while no effect is found on Italian language test scores. Cross-disciplinary effects seem to suggest that extra-classes in mathematics are beneficial for girls also for language scores. The pattern of results found on attitudes and self-reported study behaviours suggests that girls use the extra instruction time as a complement to regular home study, while boys may use it as a substitute. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01