Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data

Bokhove, Christian

doi:10.1177/27527263221109752

Cited by 6 publications

(5 citation statements)

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“…Additional research involving 50 Dutch mathematics teachers showed that textbook choice in uenced teaching methodologies (Fitzmaurice et al, 2021). Consistent correlations between e-textbook features and teaching practices were also observed in the TIMSS 2019 study and its associated video analysis (Bokhove, 2022). A TIMSS analysis of U.S. eighth-grade data demonstrated a positive correlation between the number of topics covered in a textbook and the instructional time allocated (Moon, 2020) E-textbooks dictate the topics covered in mathematics lessons and in uence their presentation and perceived importance (Yerushalmy, 2015).…”

Section: Literature Reviewmentioning

confidence: 55%

Comparative Study of Traditional vs. Digital Learning Materials in Ghanaian Schools

Atuahene,

Xu,

Bentum-Micah

2024

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This paper examines the escalating concerns within the Ghanaian educational sector, particularly in primary and secondary education. It delves into the influence of rapidly evolving scientific and technological landscapes and their impact on educational quality. A specific focus is placed on the critical role of textbook selection, mainly electronic textbooks, in enhancing students' academic performance. A quasi-experimental study targeted the efficacy of e-textbook selection in a mathematics curriculum among fifth-grade students in a Ghanaian primary school. The rapid advancement in technology and its integration into educational methodologies has prompted a reevaluation of traditional teaching resources, mainly textbooks. In Ghana, this paradigm shift has sparked an interest in understanding how these changes impact student learning outcomes. The selection of appropriate educational materials, especially in foundational subjects like mathematics, is crucial in this digital era. The study employed a quasi-experimental design involving 280 fifth-grade students from a primary school in Ghana. These students, with an average age of nine, were divided into two groups, each using a different type of e-textbook for mathematics learning. The research methodology was designed to measure the impact of these textbooks on student performance quantitatively. The ANCOVA analysis of the data indicated a notable difference in the academic performance between the two groups. The second type of e-textbook group demonstrated a higher average score of 72.75 in the assessment, compared to 66.58 in the first group. This difference (F = 9.34, p < 0.05) was statistically significant, suggesting the choice of e-textbook plays a vital role in academic achievement. The findings suggest that selecting e-textbooks is critical in enhancing student learning outcomes. The study also provides educators with valuable criteria for selecting high-quality e-textbooks. These criteria, grounded in theoretical and empirical research, can significantly influence the educational process and outcomes. This research highlights the potential of e-textbooks to transform educational experiences and outcomes in primary education, particularly in mathematics. It underscores the need to carefully select digital educational resources based on robust educational theories and quality indicators. The implications of this study are significant for educators and policymakers in the Ghanaian education system as they navigate the integration of technology in teaching and learning processes.

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Section: Literature Reviewmentioning

confidence: 55%

Comparative Study of Traditional vs. Digital Learning Materials in Ghanaian Schools

Atuahene,

Xu,

Bentum-Micah

2024

Preprint

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“…While some comparative studies use results from large-scale international studies such as Trends in International Mathematics and Science Study (TIMSS) (e.g., Şen & Arıcan, 2015), others use these results in order to compare instructional practices among different countries (e.g., Bokhove, 2022). Moreover, some studies can be narrower oriented, focusing only on particular topics or concepts (e.g., Chin & Lin, 2009).…”

Section: Introductionmentioning

confidence: 99%

A diagnostic comparison of Spanish and Turkish middle school students’ proportional reasoning

Juste

Arıcan

Escolano

et al. 2023

Asian Journal for Mathematics Education

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This small-scale comparative study investigated Spanish and Turkish middle school students’ mastery of four core cognitive skills required for proportional reasoning using the log-linear cognitive diagnosis model. We compared students in the two samples for their proportional reasoning and provided a diagnostic assessment of their strengths and weaknesses. The study included 314 Spanish eighth grade and 282 Turkish seventh grade students. The students were administered a proportional reasoning test with 22 multiple-choice items. We found significant differences between the two samples in two of the cognitive skills. While the Spanish sample were better at understanding nonproportional relationships, the Turkish sample were better at understanding the concept of ratio. Furthermore, while the Spanish sample had a more dispersed distribution of students among different attribute profiles, the Turkish sample mostly consisted of either low-performing or high-performing students. To better understand the similarities and differences between the two samples, we compared students’ performance on some specific test items. The study shows how cognitive diagnostic models, which are not widely used in small-scale comparative studies, can be very useful in revealing similarities and differences between two samples that cannot be detected by traditional psychometric models.

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“…In recent decades, teaching quality has been recognized as the crucial driving force for shaping student achievement and thus identifying the elements of effective instructional practices becomes an important task for researchers, especially in the field of mathematics education (Barber & Mourshed, 2007;Bokhove, 2022;Cheng, 2014;Stigler & Hiebert, 2009). Referring to the overall effectiveness of teaching as often measured by improvement in student academic achievement (Hill et al, 2012;Little et al, 2009), teaching quality is a multifaceted theoretical construct that encompasses various aspects of instructional practices, including specific strategies, techniques, and methods that teachers utilize to facilitate effective teaching and learning experiences in the classroom (Bell et al, 2020;Praetorius et al, 2017Praetorius et al, , 2018Van der Lans, 2018).…”

Section: Introductionmentioning

confidence: 99%

Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights

Cheng,

Shen,

Zhang

2023

Asian Journal for Mathematics Education

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This study examined the alignment and predictive power of instructional practices as reported by teachers, students, and external raters by using the Shanghai data that included 85 teachers and 2,613 students who participated in the Global Teaching Insights study. Results from exploratory and confirmatory factor analysis along with ordinary least square regression indicate that the same four conceptual components including classroom discourse (e.g., allowing students to explain their ideas and engage in peer discussions), meaning-making (e.g., explaining why a mathematical procedure works), cognitive activation (e.g., encouraging students’ critical thinking in solving complex tasks), and clarity instruction (e.g., teachers’ giving clear explanation of subject matter) were identified in the instructional practices reported by teachers and their students. The cognitive activation factor in the data reported by teachers emerged as the most significant predictor of students’ post-test scores, whereas the classroom discourse factor in the data reported by students accounted for the largest portion of variance in students’ post-test scores. Furthermore, our analysis revealed that the alignment between ratings reported by students and external raters was the highest, and student ratings of their mathematics teachers’ instructional practices demonstrated the highest predictive power for students’ post-test scores. Results of this study provide important empirical evidence for the merit of cognitive activation and classroom discourse in mathematics teaching and inspire researchers, practitioners, and policy-makers to pay careful attention to student-reported instructional practices that can serve as a better source of data in measuring mathematics teaching quality.

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Are instructional practices different between East and West? An analysis of Grade 8 TIMSS 2019 data

Cited by 6 publications

References 58 publications

Comparative Study of Traditional vs. Digital Learning Materials in Ghanaian Schools

Comparative Study of Traditional vs. Digital Learning Materials in Ghanaian Schools

A diagnostic comparison of Spanish and Turkish middle school students’ proportional reasoning

Comparing perceived and observed instructional practices and their predictive power for student mathematics achievement: An analysis of Shanghai data from OECD global teaching inSights

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