A Multi-Level Analysis of Math Cram Schooling in Junior High Students: The Students’ and School Teachers’ Factors on Mathematics Achievement

Abstract

Cram schooling has been popular in Taiwan for a long time This study intended to explore the impact of students' participation in math cram schooling on their mathematics achievements The present study used students’ gender stereotype studying time educational aspiration and pedagogy of cram schooling as the personal factors and used school teachers’ multi-teaching methods as teachers’ factor Hierarchical Linear Modeling was applied to investigate the moderation effect between personal and teacher’s factors Data used in the present study was the second-waved investigation of the restricted version of student and math teacher questionnaires from Taiwan Education Panel Survey There were 5 521 students and 910 math teachers used in the present study Each teacher has 4 to 22 students In the micro level controlling for students’ gender and teachers’ experiences the result showed that the relation between studying time and mathematics achievements was polynomial Besides using the cram school teaching materials—summarizing concepts clearly and enhancing practices indicated positive effects on mathematics achievement In the macro level controlling for students’ gender and teachers’ working years school teachers’ multi-teaching methods had positive effects on mathematics achievement Moreover positive moderating effects of teachers’ multi-teaching methods was found between studying time and mathematics achievement Furthermore negative moderating effects of teachers’ multi-teaching methods was found between the teaching materials and mathematics achievement Based on the results suggestions for teachers and future researchers are provided

Date of Award	2020
Original language	English
Supervisor	Wei-Ming Luh (Supervisor)