- Title
- Teaching methodology and performance in PISA 2015: Critical analysis
- Creator
- Álvarez Morán, Sara; Carleos Artime, Carlos E.; Corral Blanco, Norberto O.; Prieto Rodríguez, Elena
- Relation
- Revista de Educacion Vol. 2017, Issue 379, p. 85-113
- Publisher Link
- http://dx.doi.org/10.4438/1988-592X-RE-2017-379-370
- Publisher
- Ministerio de Educacion, Cultura y Deporte
- Resource Type
- journal article
- Date
- 2018
- Description
- The controversy among those who argue that the teaching of science must be teacher-directed and those who claim that it should be student-centred or enquiry-based has been under study for decades. In the 2015 PISA edition it is highlighted that the teacher- directed instruction in Sciences (TDTEACH index) is one of the variables with most influence on test results. This study examines whether the PISA sample representing Spain may be conditioned by other factors. Results show that TDTEACH has practically the s ame influence on student performance in Science, Mathematics and Reading, it is surprising that the way of teaching science is related with the results of other competences evaluated in PISA. It is also shown that the intra-center variability of TDTEACH is much more important than inter-centre variability, which is quite shocking because, a priori, the methodologies of work are agreed within a school. It is proved that when each centre is represented by its average values, TDTEACH's influence on performance fails after taking into account the economic, social and cultural status of the centre, which would indicate that there is no relation between TDTEACH and scores obtained by the students. Finally, there is a positive correlation between TDTEACH and research-based teaching (IBTEACH). All the results lead us to think: (1) the TDTEACH index does not properly measure teacher-directed instruction in science; (2) in the Spanish education system, it is not therefore justified to assume that teacher-directed science instruction produces better student outcomes.
- Subject
- plausible values; teacher-directed instruction (TDTEACH); enquiry-based instruction (IBTEACH); Pearson correlation; multiple regression; economic; social and cultural status (ESCS); SDG 4; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1466382
- Identifier
- uon:47538
- Identifier
- ISSN:0034-8082
- Language
- eng
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