Do teaching practices matter for students’ academic achievement? A case of linguistic activity

Ryuichi Tanaka and Kazumi Ishizaki

Journal of the Japanese and International Economies, 2018, vol. 50, issue C, 26-36

Abstract: This study analyzes the effects of teaching practices on the educational achievements of elementary school students. Using unique student-level test score data and controlling for school fixed effects, we estimate the impact of a linguistic activity, which is an activity to promote logical thinking through linguistic communication, in a classroom on reading and mathematics test scores of sixth-grade students in primary schools. We find that linguistic activities improve students reading and mathematics test scores and that their impacts are substantial. We find no statistically significant difference in the effects of these activities across class sizes and cram schooling status of students. These findings indicate that linguistic activities are effective for all students in various home and school environments.

Keywords: Education; National achievement test; Linguistic activity; Japan (search for similar items in EconPapers)
JEL-codes: I21 I26 (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (6)

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Working Paper: Do Teaching Practices Matter for Students' Academic Achievement? A case of linguistic activity (2017)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:jjieco:v:50:y:2018:i:c:p:26-36

DOI: 10.1016/j.jjie.2018.06.002

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