What works where? The relationship between instructional variables and schools' mean scores in mathematics and science in low-, medium-, and high-achieving countries

Abstract

Background: The association between frequent use of certain instructional practices in mathematics and science and learning outcomes in schools in low-, medium-, and high-achieving countries is the focus of this study. It not only looks at teaching practices "that work" (positively associated with achievement) but whether they "work" similarly in the three groups of countries. Method: Hierarchical multilevel regressions analysis was employed to explore the relationships between frequent use ofcertain instructional practices in mathematics and science and schools' learning outcomes in these areas, in low-, medium-, and high-achieving countries.

A dataset from TIMSS to examine the relationship between computer use and mathematics achievement

“…Regarding the quantity of their use, computers should not be used frequently (at most once or twice a month). This is in accord with Zuzovsky (), who found that frequent use of computers had a negative association with MA. Why is this relationship negative?…”

“…Why is this relationship negative? When students use computers frequently, teachers may focus less on mathematical knowledge and skills (adapted from Thomas, ) due to, among other reasons, their insufficient knowledge of successful technology integration (Zuzovsky, ).…”

“…However, PISA 2006 evidenced that more computer use does not result in better student achievements (OECD, ). In particular, frequent use of computers may even have a negative association with achievement (Zuzovsky, ). However, it is not only the quantity of computer use that matters; the quality of computer use may be more important (Lei, ).…”

The effect of netbook ownership on children's academic achievement in mathematics, reading, and writing

“…Research that compares academic achievement of students with and without access to computer technology for learning has varied findings. Studies that compare large international datasets such as the PISA 2006 data have concluded that more computer use does not correlate with higher academic achievement (OECD, 2011;Zuzovsky, 2013). This contrasts with analysis of data from the 2011-2012 TIMSS, PIRLS, and PISA datasets which identified a positive effect of national ICT policy implementation with individual academic achievements (Skryabin, Zhang, Liu, & Zhang, 2015).…”

“…Studies that compare large international datasets such as the PISA 2006 data have concluded that more computer use does not correlate with higher academic achievement (OECD, 2011;Zuzovsky, 2013). Studies that compare large international datasets such as the PISA 2006 data have concluded that more computer use does not correlate with higher academic achievement (OECD, 2011;Zuzovsky, 2013).…”