A panel analysis of student mathematics achievement in the US in the 1990s. Does increasing the amount of time in learning activities affect math achievement?

Autor/inn/en	Aksoy, Tevfik; Link, Charles R.
Titel	A panel analysis of student mathematics achievement in the US in the 1990s. Does increasing the amount of time in learning activities affect math achievement?
Quelle	In: Economics of education review, 19 (2000) 3, S. 261-277Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 54; Tabellen 4
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/S0272-7757(99)00045-X
Schlagwörter	Empirische Untersuchung; Soziale Herkunft; Lehrer; Schüler; Schülerleistung; Hausaufgabe; Unterrichtszeit; Mathematikunterricht; Forschungsstand; Leistung; Literaturbericht; USA
Abstract	Panel estimation techniques are utilized to estimate econometrics models of the determinants of mathematic achievement for a nationally representative sample of US high school students from the National Education Longitudinal Studies program (NELS88). Among the results, several relate to variables discussed as potentially important policy variables. Extra time spent on mathematics homework increases student test scores while extra hours per day of watching television negatively impacts math test scores. The results of the estimation also indicate the positive and significant effect of an increase in the number of minutes of each class period for mathematics. Given the means and standard deviation of these variables, 3 hours per week for math homework, 2.6 hours per day of watching TV, 52 minutes per math class period, as well as the relatively large effects associated with these variables, the potential for manipulating them to enhance math achievement seems like a real possibility. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)