How do students react to longer instruction time?: Evidence from Italy
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 studen...
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| Veröffentlicht in: | Education economics 2016-12, Vol.24 (5/6), p.592-611 |
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| container_title | Education economics |
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| creator | Meroni, Elena Claudia Abbiati, Giovanni |
| description | 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. |
| doi_str_mv | 10.1080/09645292.2015.1122742 |
| format | Article |
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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.</description><identifier>ISSN: 1469-5782</identifier><identifier>ISSN: 0964-5292</identifier><identifier>EISSN: 1469-5782</identifier><identifier>DOI: 10.1080/09645292.2015.1122742</identifier><language>eng</language><publisher>Abingdon: Routledge</publisher><subject>Academic achievement ; Attitudes ; Bildungspolitik ; Comparative Analysis ; Control Groups ; Correspondence Study ; Education policy ; Education reform ; Educational Policy ; Evaluation ; Experimental Groups ; Females ; Foreign Countries ; Gender Differences ; Geschlechterkonflikt ; Home Study ; instruction time ; Intervention ; Italian ; Italian language ; Italy ; Language Tests ; Males ; Mathematics ; Mathematics Achievement ; Mathematics Tests ; Middle schools ; policy evaluation ; Program Effectiveness ; Scores ; Secondary School Students ; Secondary schools ; Social classes ; Statistical Analysis ; Student attitudes ; Student behavior ; Students ; Time Factors (Learning) ; Unterrichtszeit</subject><ispartof>Education economics, 2016-12, Vol.24 (5/6), p.592-611</ispartof><rights>2016 European Union. Published by Taylor & Francis. 2016</rights><rights>2016 European Union. Published by Taylor & Francis.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c524t-b39e1ede5bd5624bfdeebb25ce973f6f0705a94930db555339b68ac633f414a43</citedby><cites>FETCH-LOGICAL-c524t-b39e1ede5bd5624bfdeebb25ce973f6f0705a94930db555339b68ac633f414a43</cites><orcidid>0000-0002-0236-8787 ; 0000-0003-4904-9238</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27843,27901,27902</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=1130024$$DAccess content in the German Education Portal$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1115836$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Meroni, Elena Claudia</creatorcontrib><creatorcontrib>Abbiati, Giovanni</creatorcontrib><title>How do students react to longer instruction time?: Evidence from Italy</title><title>Education economics</title><description>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. 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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.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1080/09645292.2015.1122742</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0002-0236-8787</orcidid><orcidid>https://orcid.org/0000-0003-4904-9238</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Education economics, 2016-12, Vol.24 (5/6), p.592-611 |
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| source | Education Source; PAIS Index; EBSCOhost Business Source Complete |
| subjects | Academic achievement Attitudes Bildungspolitik Comparative Analysis Control Groups Correspondence Study Education policy Education reform Educational Policy Evaluation Experimental Groups Females Foreign Countries Gender Differences Geschlechterkonflikt Home Study instruction time Intervention Italian Italian language Italy Language Tests Males Mathematics Mathematics Achievement Mathematics Tests Middle schools policy evaluation Program Effectiveness Scores Secondary School Students Secondary schools Social classes Statistical Analysis Student attitudes Student behavior Students Time Factors (Learning) Unterrichtszeit |
| title | How do students react to longer instruction time?: Evidence from Italy |
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