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More is more? The effect of increased instruction time on students’ performance – evidence from TIMSS 2019

Persson, Felix LU (2021) NEKN01 20211
Department of Economics
Abstract
Students performs differently in international comparable school evaluations such as TIMSS and PISA. One possible explanation discussed in economic research literature is that differences in the amount of instruction time across countries are the reason for international gaps in student performance. Using a within-student between-subject fixed effects model and the data from the TIMSS 2019 evaluation, I find a positive and statistically significant effect for increased instruction time on students’ performance on test scores in math and science in high income countries which is in line with what previously papers has shown. I also find that students with different background characteristics benefit differently from increased instruction... (More)
Students performs differently in international comparable school evaluations such as TIMSS and PISA. One possible explanation discussed in economic research literature is that differences in the amount of instruction time across countries are the reason for international gaps in student performance. Using a within-student between-subject fixed effects model and the data from the TIMSS 2019 evaluation, I find a positive and statistically significant effect for increased instruction time on students’ performance on test scores in math and science in high income countries which is in line with what previously papers has shown. I also find that students with different background characteristics benefit differently from increased instruction time. However, when extending the analysis to other groups of countries and using different types of weights, the effect seems to be lower and statistically insignificant. I conclude that although the effect of increased instruction time on students’ performance is positive in high income countries, the effect seems to vary between countries. (Less)
Please use this url to cite or link to this publication:
author
Persson, Felix LU
supervisor
organization
course
NEKN01 20211
year
type
H1 - Master's Degree (One Year)
subject
keywords
instruction time, student achievement, TIMSS, teacher characteristics, PISA
language
English
id
9064508
date added to LUP
2021-10-14 10:10:36
date last changed
2021-10-14 10:10:36
@misc{9064508,
  abstract     = {{Students performs differently in international comparable school evaluations such as TIMSS and PISA. One possible explanation discussed in economic research literature is that differences in the amount of instruction time across countries are the reason for international gaps in student performance. Using a within-student between-subject fixed effects model and the data from the TIMSS 2019 evaluation, I find a positive and statistically significant effect for increased instruction time on students’ performance on test scores in math and science in high income countries which is in line with what previously papers has shown. I also find that students with different background characteristics benefit differently from increased instruction time. However, when extending the analysis to other groups of countries and using different types of weights, the effect seems to be lower and statistically insignificant. I conclude that although the effect of increased instruction time on students’ performance is positive in high income countries, the effect seems to vary between countries.}},
  author       = {{Persson, Felix}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{More is more? The effect of increased instruction time on students’ performance – evidence from TIMSS 2019}},
  year         = {{2021}},
}