Elementary School Mathematics Productivity in Twelve Countries

The mathematics achievement scores of 28,274 students in 1443 Australian, Belgian, English, Finish, French, German, Israeli, Japanese, Dutch, Scotch, Swedish, and U.S. elementary schools were correlated with, and regressed on socioeconomic status, highest math course taken, weekly hours of homework,...

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Bibliographic Details
Published in:	British educational research journal 1986-10, Vol.12 (3), p.237-248
Main Authors:	Walberg, Herbert J., Harnisch, Delwyn L., Tsai, Shiow-ling
Format:	Article
Language:	eng
Subjects:	Arithmetic mean Correlations Curriculum subjects: programmes and methods Educational research Educational sciences Homework Mathematical variables Mathematics Mathematics achievement Mathematics education Outcomes of education Productivity Socioeconomic status Teaching methods
Online Access:	Get full text
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Summary:	The mathematics achievement scores of 28,274 students in 1443 Australian, Belgian, English, Finish, French, German, Israeli, Japanese, Dutch, Scotch, Swedish, and U.S. elementary schools were correlated with, and regressed on socioeconomic status, highest math course taken, weekly hours of homework, interest in mathematics, and several other variables with both individuals and schools within each country as units of analysis. The results corroborate recent syntheses of small-scale studies of productive factors in academic learning as well as regression analyses of large-scale surveys. Among directly alterable variables, the amount and the quality or vigour of instruction including homework most strongly influence achievement.
ISSN:	0141-1926 1469-3518