Instruction Time and Students' Academic Achievement: A Cross-Country Comparison

Autor/inn/en	Lopez-Agudo, Luis Alejandro; Marcenaro-Gutierrez, Oscar David
Titel	Instruction Time and Students' Academic Achievement: A Cross-Country Comparison
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 1, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lopez-Agudo, Luis Alejandro) ORCID (Marcenaro-Gutierrez, Oscar David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1737919
Schlagwörter	Time Management; Academic Achievement; Correlation; Grade 4; Preadolescents; Elementary School Students; Learner Engagement; Time on Task; Comparative Education; Achievement Tests; International Assessment; Foreign Countries; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Zeitmanagement; Schulleistung; Korrelation; School year 04; 4. Schuljahr; Schuljahr 04; Pre-adolescence; Präadoleszenz; Zeitaufwand; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland
Abstract	There is a common belief that the more the time students spend in the classroom the more they learn; a conception which has been supported by considerable empirical research. However, most of these studies are correlational, which does not provide solid support for their conclusions. In this research work we intend to go a step further in the analysis of the influence of instruction time on students' academic achievement, using student fixed-effects to exploit the variability of instruction time within-students between-subjects for fourth grade students in 24 different countries. Our results show that instruction time does not seem to be positively associated with students' academic performance for any of the countries under analysis, even when students remain engaged with the lesson during this instruction time. Based on these results, policy interventions have been suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01