Lecturing style teaching and student performance

Teachers in the Netherlands tend to spend less time in front of the class, and often adopt a more personal approach. This allows them to better adjust their lecturing style to the needs of the individual student with the aim of increasing student performance. However, a more personal approach is als...

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Bibliographic Details
Published in:Economics of education review 2011-08, Vol.30 (4), p.729-739
Main Author: Van Klaveren, Chris
Format: Article
Language:English
Subjects:
Academic Achievement
Foreign Countries
Lecture Method
Lecturing styles
Lecturing styles Teacher quality Student performance
Netherlands
Student performance
Teacher quality
Time Factors (Learning)
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Summary:Teachers in the Netherlands tend to spend less time in front of the class, and often adopt a more personal approach. This allows them to better adjust their lecturing style to the needs of the individual student with the aim of increasing student performance. However, a more personal approach is also more time consuming and potentially reduces the complementary and scale effects of the more traditional lecture style teaching. This study examines whether the proportion of time that teachers lecture in front of the class influences the cognitive performance of students in the Netherlands. In this study we find no relationship between the proportion of time spent lecturing in front of the class and student performance.
ISSN:0272-7757
1873-7382
DOI:10.1016/j.econedurev.2010.08.007