Does a student's preference for a teacher's instructional style matter? An analysis of an economic approach

Tin-chun Lin ()
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Tin-chun Lin: Indiana University - Northwest

Economics Bulletin, 2010, vol. 30, issue 2, 1320-1332

Abstract: The hypothesis that a student's preference for a teacher's instructional style indirectly affects a student's grade performance positively and significantly is posed and accepted. In this analysis, one additional higher scale used to indicate student preferences for a teacher's instructional style is estimated to indirectly enhance students' grade performance by 2.302 points; a 1% increase in a student's rating of preference for a teacher's instructional style is estimated to lead to a 1.2039% improvement in a student's grade performance.

Keywords: Attendance; Instructional style; Grade performance; Economic behavior (search for similar items in EconPapers)
JEL-codes: A2 C4 (search for similar items in EconPapers)
Date: 2010-05-11
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