A Meta-Analysis of the Effect of Student-Perceived Teaching Quality on Learning Achievement in K–12 Education

• In Event: Critical Dimensions in Education: A Deeper Look at Teaching Quality, Class Sizes, and Cultural Practices

Abstract

In K-12 education, student ratings are an inexpensive, effective, and low-threshold way to capture teaching quality (TQ) from the students' perspective. The validity and reliability of student ratings for assessing TQ has been demonstrated in previous research. Nevertheless, the question of explicitly the ratings of students are associated with student achievement measures from a meta-perspective has not been addressed in recent research in detail. This meta-analysis investigates how student ratings of different dimensions of TQ are associated with their learning achievement. In a systematic literature search, we identified 48 suitable studies with 536 effect sizes, resulting in a mean weighted effect of r = .17. Deepening moderator analyses revealed significant differences between different dimensions of TQ.

Authors

• Sebastian Röhl, University of Education - Freiburg

• Ann-Kathrin Jaekel, University of Tübingen