Do teaching practices matter for students’ academic achievement? A case of linguistic activity

Abstract

This paper analyzes the effects of teaching practices on the educational achievement of elementary school students. Using unique student-level test score data and controlling for school fixed effects, we estimate the impact of linguistic activity in the classroom on reading and mathematics test scores of sixth grade students. We find that linguistic activities improve students reading and mathematics test scores and that their impacts are substantial. We find heterogeneity in the effect of these activities across class size environment and home environment such as cram schooling. These findings indicate that the types of language teaching practices matter for students' academic achievement, and the effectiveness may depend on the learning environment in school and at home.

Determinants of Teacher Value-Added in Public Primary Schools: Evidence from Administrative Panel Data

“…Hojo (2012) and Hojo and Oshio (2013) found a positive association of female teachers with math test scores of 8 th grade students with TIMSS data from 2007. Tanaka and Ishizaki (2018) examined the effect of teaching practice of classroom teachers on test score of students in public primary schools. They found that teaching methods focusing on logical thinking had a positive impact on students' test score of both language arts and mathematics.…”

Teaching Grammar Through Project based Learning: Empowering Students' English Proficiency

“…Suradin et al, (2022) discovered that students' attitudes toward explicit and implicit grammar instruction approaches differ, with some favoring one over the other. Tanaka & Ishizaki (2018) discovered that linguistic activities in the classroom increased kids' reading and math exam scores, but the impact may vary depending on the learning environment. Ahmed (2013) discovered that students in Bangladesh fail to grasp grammatical competence, and he recommends creating dynamic and fascinating techniques to teach grammar in order to increase student performance.…”

Do teachers’ college majors affect students’ academic achievement in the sciences? A cross-subfields analysis with student-teacher fixed effects

“…Recent studies have shown that some teaching practices substantially impact educational outcomes (Schwerdt and Wuppermann, 2011;Van Klaveren, 2011;Bietenbeck, 2014;Lavy, 2016;Tanaka and Ishizaki, 2018;Motegi and Oikawa, 2019). It is possible that differences in teachers' majors may cause differences in their knowledge and teaching practices, affecting students' academic achievement.…”