Exploring the effect of teachers’ self-reported practices and mathematics topics taught on fourth-grade students’ achievement on the simce 2011 examination in chile
Antillanca Quintrequeo, Rayen Valeria
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The present study explores the association between self-reported teaching practices used by teachers and the students’ achievement. Also, this study includes the extent to which teachers taught some topics and their self-reported perception to teach these topics. To this end, a regression analysis was performed to select the teaching practices and the most influential topics with students’ achievement; their association was studied with multilevel analysis. I used the data from a test taken in Chile, called 2011 SIMCE. This data contains the result of the standardized examination of the subjects of Spanish, mathematics, and science. In addition, this dataset includes answers of questionnaires for teachers, parents and students. The main results gave evidence that the most influential teaching practices in Chilean classrooms were students’ group work, and solving HW and explaining the workbook and textbook exercises solutions to the whole class. This practices work better together than separately. In addition, this study identified fractions and decimals as the weak topics among fourth grade teachers in Chile. These types of teaching practices work better with a specific topic taught, e.g. the solve HW and explain the workbook and textbook exercise solutions to the whole class work better together with the fractions topic. From all the variables used, the best predictor of students’ achievement was the teachers’ self-reported expectation of their students’ future schooling.