How Do Students React to Longer Instruction Time? Evidence from Italy
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| Title: | How Do Students React to Longer Instruction Time? Evidence from Italy |
|---|---|
| Language: | English |
| Authors: | Meroni, Elena Claudia (ORCID |
| Source: | Education Economics. 2016 24(6):592-611. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Time Factors (Learning), Secondary School Students, Italian, Mathematics Achievement, Language Tests, Mathematics Tests, Scores, Intervention, Statistical Analysis, Program Effectiveness, Control Groups, Experimental Groups, Comparative Analysis |
| Geographic Terms: | Italy |
| DOI: | 10.1080/09645292.2015.1122742 |
| ISSN: | 0964-5292 |
| Abstract: | This paper investigates the effects on achievement, study behaviours and attitudes of an intervention providing extra instruction time in language and in mathematics in lower secondary schools in Southern Italy. We use a difference-in-differences strategy and compare two contiguous cohorts of students enrolled in the same class for two consecutive years. We find that an average increase of in instruction time leads to an increase in 0.12 sd in mathematics test score for both females and males, while no effect is found on Italian language test scores. Cross-disciplinary effects seem to suggest that extra-classes in mathematics are beneficial for girls also for language scores. The pattern of results found on attitudes and self-reported study behaviours suggests that girls use the extra instruction time as a complement to regular home study, while boys may use it as a substitute. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2016 |
| Accession Number: | EJ1115836 |
| Database: | ERIC |
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| Abstract: | This paper investigates the effects on achievement, study behaviours and attitudes of an intervention providing extra instruction time in language and in mathematics in lower secondary schools in Southern Italy. We use a difference-in-differences strategy and compare two contiguous cohorts of students enrolled in the same class for two consecutive years. We find that an average increase of in instruction time leads to an increase in 0.12 sd in mathematics test score for both females and males, while no effect is found on Italian language test scores. Cross-disciplinary effects seem to suggest that extra-classes in mathematics are beneficial for girls also for language scores. The pattern of results found on attitudes and self-reported study behaviours suggests that girls use the extra instruction time as a complement to regular home study, while boys may use it as a substitute. |
|---|---|
| ISSN: | 0964-5292 |
| DOI: | 10.1080/09645292.2015.1122742 |
