Work detail

Investigation of cross-country differences in student performance in standardized tests: the role of modern and traditional teaching methods

Author: Mgr. Marie Ptáčníková
Year: 2021 - winter
Leaders: Mgr. Barbara Pertold-Gebicka M.A., Ph.D.
Consultants:
Work type: Finance, Financial Markets and Banking
Masters
Language: English
Pages: 137
Awards and prizes: Nomination Deloitte Outstanding Thesis Award
Link: https://is.cuni.cz/webapps/zzp/detail/212859/
Abstract: There is an ongoing debate about what teaching practices are the most effective ones in order
to improve student performance. However, little is known about the impact across countries
and literature is highly inconclusive. In this work, we extend the portfolio of countries and
provide evidence about the role of modern and traditional teaching practices on students’ test
scores in 43 countries. Our analysis is performed in two steps and is a typical example of
hierarchical linear modelling (HLM). In the first step, we perform student fixed effect method
to account for majority of selection issues. We identify a positive, negative or no effect of
modern or traditional teaching methods on student performance. These results are priceless for
policy makers suggesting that there is no one-fits-all-approach towards modern or traditional
teaching methods to order to improve students’ test scores. As a great variation is observed, we
continue further and investigate what country characteristics could explain these differences
across countries. Bayesian model averaging (BMA) method supports us in a model uncertainty
and a particular variable selection. Our findings indicate that cultural dimension uncertainty
avoidance, which describes country’s rigidity in behaviour and institutions, assists in explaining
these differences. In particular, our results suggest that uncertainty avoidance is positively
related to the estimated effect of modern teaching practices on students’ test scores. On the
other hand, our findings reveal that uncertainty avoidance is negatively related to the estimated
effect of traditional teaching practices on student’s performance.

Partners

Deloitte

Sponsors

CRIF
McKinsey
Patria Finance