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Does a student's preference for a teacher's instructional style matter? An analysis of an economic approach

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  • Tin-chun Lin

    (Indiana University - Northwest)

Abstract

The hypothesis that a student's preference for a teacher's instructional style indirectly affects a student's grade performance positively and significantly is posed and accepted. In this analysis, one additional higher scale used to indicate student preferences for a teacher's instructional style is estimated to indirectly enhance students' grade performance by 2.302 points; a 1% increase in a student's rating of preference for a teacher's instructional style is estimated to lead to a 1.2039% improvement in a student's grade performance.

Suggested Citation

  • Tin-chun Lin, 2010. "Does a student's preference for a teacher's instructional style matter? An analysis of an economic approach," Economics Bulletin, AccessEcon, vol. 30(2), pages 1320-1332.
    • Handle: RePEc:ebl:ecbull:eb-10-00189
    as

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    References listed on IDEAS

    as
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    More about this item

    Keywords

    Attendance; Instructional style; Grade performance; Economic behavior;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
    • C4 - Mathematical and Quantitative Methods - - Econometric and Statistical Methods: Special Topics

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    Access and download statistics

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