Instructional quality is essential for improving learning. However, instructional practices may have different effects, and most teaching practices in low- and middle-income countries (LMICs) are from the West. This research focuses on seven LMICs (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia). Its objectives are (1) to examine the extent to which theoretically and empirically “approved” dimensions of teaching quality (classroom management, supportive classroom, and clarity of instruction) are associated with learning mathematics and (2) to explore differences in the association by student gender and socioeconomic status (SES). The research employs PISA for Development (PISA-D) data that it analyzes using a three-level Hierarchical Linear Modeling (HLM). Findings suggest that disciplinary climate is positively associated with mathematics in four countries and is not associated with this outcome in three. However, this association varies by student SES and gender. A supportive classroom is negatively associated with mathematics in five countries and not associated with this outcome in two. However, this association varies by student SES and gender in three countries. Clarity of instruction is negatively associated with mathematics in four countries and not associated with the outcome in three of them. However, the association varies by student gender and by student SES in three countries. Different teaching approaches may have different impacts, but student gender and SES may mitigate these impacts.

Authors:
Mohamadou Bassirou Jean-Baptiste Sanfo, The University of Shiga Prefecture, Japan

About the Presenter(s)
Dr Mohamadou Bassirou Jean-Baptiste SANFO is a University Assistant Professor/Lecturer at The University of Shiga Prefecture in Japan

See this presentation on the full schedule – Wednesday Schedule

Bookmark