Publication details
Moderating Effects of Student Participation in Classroom Dialogue on the Relationship between Teaching Quality and Student Achievement
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| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
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| Description | This study explores the nuanced relationship between teaching quality, student participation in classroom dialogue, and student achievement, focusing on how these elements interact to influence learning outcomes. Drawing on data from a panel study involving 134 primary schools, this research incorporates the perspectives of 2,569 sixthgrade students, 1,755 teachers, and 134 principals. It assesses student test scores in mathematics and the mother tongue, alongside perceptions of teaching quality and a newly developed scale for measuring student participation in classroom dialogue. Through confirmatory factor analysis, the study validates models for teaching quality—cognitive activation, supportive climate, classroom management—and student participation. Hierarchical linear models are then applied to determine the impact of these factors on learning outcomes, considering both individual and classroom levels, and adjusting for socioeconomic status. Preliminary findings reveal that teaching quality positively influences student outcomes, with varying impacts across different dimensions. Notably, student participation serves as a moderator, potentially mitigating the negative effects of high cognitive demands. This research contributes to understanding how educational practices can be optimized for equity and excellence, highlighting the critical role of classroom discourse in mediating the effects of teaching quality on diverse student groups. |
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