Is Traditional Teaching Really All That Bad? A Within-Student Between-Subject Approach
By Guido Schwerdt, Amelie Wuppermann. Social Science Research Network, 2011
308 citations recorded by the source corpus.
Recent studies conclude that teachers are important for student learning but it remains uncertain what actually determines effective teaching. This study directly peers into the black box of educational production by investigating the relationship between lecture style teaching and student achievement. Based on matched student-teacher data for the US, the estimation strategy exploits between-subject variation to control for unobserved student traits. Results indicate that traditional lecture style teaching is associated with significantly higher student achievement. No support for detrimental effects of lecture style teaching can be found even when evaluating possible selection biases due to unobservable teacher characteristics.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/3ecb6beafaf20e751117632c8d5d4296af0876e7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- E. Becker
- Thomas Goetz
- Madeleine Bieg
- John A. C. Hattie
- Fabio Sticca
- V. Morger
- Reinhard Pekrun
- K. Branden
Citations in the corpus
- The applicability of Visible Learning to higher education. (2015, background): “Although their data are from high schools, Schwerdt and Wuppermann (2011) compared lecture style teaching with problem-based learning.”
- Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach (2017, methodology): “Previous research on teaching methods in mathematics education has used one-time self-reports of teachers or students (Goetz et al. 2005; Schwerdt and Wuppermann 2011) or video data (Givvin et al.”
- Enhancing student engagement using the flipped classroom. (2015, background): “’’(2) The classroom lecture alone has been criticized by many as an ineffective way to help students acquire needed knowledge and skills.(4,5) In addition, research on lectures has demonstrated that a student's attention declines after the first 10 minutes of class, and although it may return at the”