A Latent Profile Analysis and Structural Equation Modeling of the Instructional Quality of Mathematics Classrooms Based on the PISA 2012 Results of Korea and Singapore

Autor/inn/en	Yi, Hyun Sook; Lee, Yuree
Titel	A Latent Profile Analysis and Structural Equation Modeling of the Instructional Quality of Mathematics Classrooms Based on the PISA 2012 Results of Korea and Singapore
Quelle	In: Asia Pacific Education Review, 18 (2017) 1, S.23-39 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yi, Hyun Sook)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-016-9455-4
Schlagwörter	Structural Equation Models; Teacher Behavior; Profiles; Mathematics Instruction; Foreign Countries; Classroom Techniques; Achievement Tests; International Assessment; Secondary School Students; Educational Quality; Cross Cultural Studies; Affective Behavior; Outcomes of Education; Teaching Methods; Mathematics Achievement; South Korea; Singapore; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Charakterisierung; Profilanalyse; Mathematics lessons; Mathematikunterricht; Ausland; Klassenführung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Quality of education; Bildungsqualität; Cultural comparison; Kulturvergleich; Affective disturbance; Active behaviour; Affektive Störung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korea; Republik; Singapur
Abstract	Teachers' classroom behaviors and their effects on student learning have received significant attention from educators, because the quality of instruction is a critical factor closely tied to students' learning experiences. Based on a theoretical model conceptualizing the quality of instruction, this study examined the characteristics of instructional quality represented by cognitive activation, student-oriented teacher behavior, class management, and learning support and investigated the relationships between instructional quality and students' affective and cognitive outcomes. The PISA 2012 survey, administered to students in Korea and Singapore, was used to conduct a latent profile analysis and structural equation modeling. It was found that using more student-oriented instruction and less strategies of cognitive activation was positively associated with lower performance in math, while well-managed classroom and learning support were positively associated with higher performance. The level of instructional quality was generally higher for Singapore than Korea in every index at all achievement levels. Most affective characteristics and the math teachers' instructional focus were positively associated with higher profiles of instructional quality. However, discrepant results were found between the two countries: Cognitive activation had positive effects on interest and self-concept in math as well as math performance for Korean students, whereas it only had a positive effect on math performance for Singaporean students. In contrast, student-oriented instruction had negative effects on interest in math as well as math performance in Korea, but a positive effect on interest in math in Singapore. The implications of each finding were discussed in detail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01