Mathematics

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29 pages, 987 KiB

Open AccessArticle

Factors Influencing Teachers’ Use of ICT in Class: Evidence from a Multilevel Logistic Model

by Nerea Gómez-Fernández and Mauro Mediavilla

Mathematics 2022, 10(5), 799; https://doi.org/10.3390/math10050799 - 02 Mar 2022

Cited by 6 | Viewed by 4200

Information and Communication Technologies (ICTs) have become a key factor in the educational context, especially in the aftermath of the COVID-19 pandemic, and, correctly implemented, can help to improve academic performance. The aim of this research was to analyse the factors that influence [...] Read more.

Information and Communication Technologies (ICTs) have become a key factor in the educational context, especially in the aftermath of the COVID-19 pandemic, and, correctly implemented, can help to improve academic performance. The aim of this research was to analyse the factors that influence teachers’ decisions to use ICT more- or less frequently to carry out tasks and exercises in their classes. To this end, we estimated a multilevel logistic model with census data from the individualized evaluation of students of the Community of Madrid (Spain) carried out at the end of the 2018–2019 academic year in primary and secondary education. Additionally, we applied multiple imputation techniques to deal with missing values. Based on our results, we found that motivated teachers who have received ICT training, teach calm and respectful classes, and work at schools where students have access to digital devices and frequently use ICT at home, have a high predisposition to use ICT in their classes. Considering our results, our recommendations are aimed at improving teacher training in ICT, encouraging a frequent but responsible use of ICT at home, and increasing the provision of technological resources in schools. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

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22 pages, 347 KiB

Open AccessArticle

Why Subsidize Independent Schools? Estimating the Effect of a Unique Canadian Schooling Model on Educational Attainment

by Pierre Lefebvre and Philip Merrigan

Mathematics 2022, 10(4), 605; https://doi.org/10.3390/math10040605 - 16 Feb 2022

Viewed by 1867

Abstract

Canada is recognized as one of the top 10 countries in secondary education according to PISA results. A particularly intriguing case in this country is the large system of highly subsidized independent schools in the province of Québec where students also perform extremely [...] Read more.

Canada is recognized as one of the top 10 countries in secondary education according to PISA results. A particularly intriguing case in this country is the large system of highly subsidized independent schools in the province of Québec where students also perform extremely well in PISA testing. This paper uses the year 2000 PISA cohort of 15-year-olds in Québec to estimate the ATT effect of independent schooling on educational attainment. We find large, positive, robust, and statistically significant effects of independent schooling on attainment. The robustness of the results to omitted variable bias is addressed through a sensitivity analysis for matching estimators. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

23 pages, 1528 KiB

Open AccessArticle

Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models

by Juan Luis Quiroz, Ludo Peeters, Coro Chasco and Patricio Aroca

Mathematics 2022, 10(2), 280; https://doi.org/10.3390/math10020280 - 17 Jan 2022

Cited by 5 | Viewed by 2865

Abstract

This study contributes to the debate on accessibility of higher education in Chile, with a special focus on the geospatial dimension of access to university studies. This paper addresses the central question of whether geography (physical distance and neighborhood effects) plays a significant [...] Read more.

This study contributes to the debate on accessibility of higher education in Chile, with a special focus on the geospatial dimension of access to university studies. This paper addresses the central question of whether geography (physical distance and neighborhood effects) plays a significant role in determining the accessibility of higher education to students in Chile. We use Heckman probit-type (Heckit) models to adjust for selection during application for higher education—that is, pre-selection among applications to study at university and, ultimately, admission (or denial) to a higher educational institution. Of all high school graduates who took the university selection test (PSU), only 37.9% were able to attend higher education. The results show that the geospatial elements—neighborhood characteristics and distance from the city of Santiago—have a significant local effect on the student’s application and access to Chilean universities. Specifically, the most significant local range for each candidate is 300 neighbors. We also find that, when distance to the capital city increases, the probability of applying to university increases to a threshold of 1400 km, at which point probability begins to decrease. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

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17 pages, 1872 KiB

Open AccessArticle

Professional Development and Teacher Job Satisfaction: Evidence from a Multilevel Model

by Mike Smet

Mathematics 2022, 10(1), 51; https://doi.org/10.3390/math10010051 - 24 Dec 2021

Cited by 15 | Viewed by 5808

Abstract

Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional [...] Read more.

Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional development for teachers (as well as interactions of these aspects) on job satisfaction. The main goal is to disentangle the interactions between need for and participation in professional development activities, allowing more detailed and precise analyses that may lead to a better substantiated understanding of the mechanisms at work. We use data from the 2018 wave of the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data structure of teachers nested in schools, nested in regions requires the use of appropriate estimation techniques: multilevel or hierarchical linear modelling (HLM). We find a significant positive relationship between job satisfaction and need for professional development for teaching diversity and special needs, which is (negatively) moderated by the number of professional development activities a teacher had participated in. Another indicator, measuring the need for professional development in subject matter and pedagogy, shows a significant negative relationship with job satisfaction and is (positively) moderated by the amount of professional development. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

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19 pages, 322 KiB

Open AccessArticle

Economies of Scope between Research and Teaching in European Universities

by Andrea Bonaccorsi, Paola Belingheri and Luca Secondi

Mathematics 2022, 10(1), 42; https://doi.org/10.3390/math10010042 - 23 Dec 2021

Cited by 1 | Viewed by 2390

Abstract

The estimation of economies of scope between research and teaching has been the object of a large literature in economics of education and efficiency analysis, with parametric and non-parametric specifications. The paper contributes to the literature by building a pan-European dataset that integrates [...] Read more.

The estimation of economies of scope between research and teaching has been the object of a large literature in economics of education and efficiency analysis, with parametric and non-parametric specifications. The paper contributes to the literature by building a pan-European dataset that integrates official statistics on higher education at country level with bibliometric indicators. The dataset allows a breakdown by scientific and educational field, accounting for the heterogeneity among disciplines. We applied a technique which has not been used for the efficiency estimation of economies of scope in higher education, namely seemingly unrelated regression (SUR) applied to separate input–output equations describing the production of education and research. We found confirmation for economies of scope in some fields and with some specifications, or no relation between the equations. In no case did we find diseconomies of scope between teaching and research. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

15 pages, 297 KiB

Open AccessFeature PaperArticle

Inequality and Dropout in Higher Education in Colombia. A Multilevel Analysis of Regional Differences, Institutions, and Field of Study

by María Inés Barbosa-Camargo, Antonio García-Sánchez and María Luisa Ridao-Carlini

Mathematics 2021, 9(24), 3280; https://doi.org/10.3390/math9243280 - 17 Dec 2021

Cited by 4 | Viewed by 3903

Abstract

In Colombia, the gaps of regional inequalities and social opportunities permeate people’s economic, political, and social participation. Additionally, the initial endowments of individual and socioeconomic background, barriers to financial aid, and academic and personal skills restrict decision-making about studying. In this context, the [...] Read more.

In Colombia, the gaps of regional inequalities and social opportunities permeate people’s economic, political, and social participation. Additionally, the initial endowments of individual and socioeconomic background, barriers to financial aid, and academic and personal skills restrict decision-making about studying. In this context, the main objective is to analyze the determinants of dropout rates in Colombia and the differences between the type of institutions, field of study, and regions. We used data from three public administrative agencies for the period 2000–2012. The methodology combines multiple correspondence analysis and a lineal hierarchical model to explain the effect of variables operating at different levels. As a result, we retained four dimensions to represent the individuals’ socioeconomic and financial conditions. The findings obtained from the multilevel model suggest the variation between institutions (11%) and the interaction between institutions and the program cycle (17.8%). It confirms the influence of inequities on desertion. The student chooses between programs with differences in fees and study costs in general, such as quality, social recognition, and employment. In sum, contextual and institutional disparities in the dropout phenomenon’s behavior are explained mainly by the supply conditions in these regions and the individuals’ socioeconomic backgrounds. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

26 pages, 2329 KiB

Open AccessArticle

Peer Effects on First-Year University Students’ Results: The Role of Classmates’ Academic Performance and Socioeconomic Status

by Angela Granger-Serrano and Alexander Villarraga-Orjuela

Mathematics 2021, 9(23), 3115; https://doi.org/10.3390/math9233115 - 03 Dec 2021

Cited by 2 | Viewed by 2553

Abstract

Peer effects in the context of higher education have lately received increased attention. Higher diversity in the composition of new cohorts of students, generated mainly in countries where public and institutional policies have enabled access to students from low socioeconomic conditions and races [...] Read more.

Peer effects in the context of higher education have lately received increased attention. Higher diversity in the composition of new cohorts of students, generated mainly in countries where public and institutional policies have enabled access to students from low socioeconomic conditions and races who unusually attend postsecondary education, make these effects even more relevant. This research estimates and analyzes the effect of peers’ academic performance and course composition by socioeconomic origin on students’ academic achievement at a private Colombian university between 2008 and 2019. The estimates, by Ordinary Least Squares and Multilevel models, support the existence of significant peer effects. There was a positive effect of peers’ performance on Calculus I academic results, principally of medium and high-performance peers, and a null effect of the socioeconomic level in Calculus I, but a significant effect in Communication Skills I, although with a limited impact. By introducing heterogeneities, it is evident that students perceived a greater benefit from performance improvements from peers who are in the same performance category or socioeconomic level. These results provide evidence of the existence, direction, and magnitude of peer effects in Colombian higher education. Additionally, they suggest that the most relevant characteristic of classmates is their academic performance and not their socioeconomic origin. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

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17 pages, 1248 KiB

Open AccessArticle

One Laptop per Child? Using Production Frontiers for Evaluating the Escuela2.0 Program in Spain

by Daniel Feliciano, Laura López-Torres and Daniel Santín

Mathematics 2021, 9(20), 2600; https://doi.org/10.3390/math9202600 - 15 Oct 2021

Cited by 3 | Viewed by 1849

Abstract

Over the last few decades, public programs have driven the gradual adoption of information and communication technologies (ICTs) in education. The most ambitious project in Spain so far was Escuela 2.0, which provided students from the regions that opted into the program [...] Read more.

Over the last few decades, public programs have driven the gradual adoption of information and communication technologies (ICTs) in education. The most ambitious project in Spain so far was Escuela 2.0, which provided students from the regions that opted into the program with laptops. The objective of this paper is to evaluate the impact of this program on school performance and productivity. To do this, we developed a new methodological approach based on combining causal inference techniques and the analysis of production frontiers. We calculated the differences in productivity and performance between treated and control schools using the base-group Camanho–Dyson Malmquist index and the base-group performance gap index. We estimate the impact of the program as the variation of these differences, following the essence of the difference-in-differences analysis. The main results are that Escuela 2.0 had a negative impact on performance and productivity. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

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15 pages, 313 KiB

Open AccessArticle

ICT Use and Successful Learning: The Role of the Stock of Human Capital

by Gregorio Gimenez and Luis Vargas-Montoya

Mathematics 2021, 9(14), 1648; https://doi.org/10.3390/math9141648 - 13 Jul 2021

Cited by 7 | Viewed by 2929

Abstract

Previous empirical studies have found a weak nexus between the use of information and communication technologies (ICT) for learning and students’ outcomes. However, this literature has not considered the role that the countries’ stock of human capital can have in the successful use [...] Read more.

Previous empirical studies have found a weak nexus between the use of information and communication technologies (ICT) for learning and students’ outcomes. However, this literature has not considered the role that the countries’ stock of human capital can have in the successful use of ICT for learning. In this paper, we test empirically the existence of complementarities between human capital and technology adoption for learning. We carry out an empirical analysis with PISA data from a large-scale sample of 363,412 students enrolled in 13,215 schools in 48 countries. We estimate a hierarchical linear model (HLM) of three levels: students, schools, and countries. Our results strongly support the evidence of a positive externality of the stock of human capital on ICT use for learning. When we consider the moderator-effect of the stock of human capital, we find that the negative outcome of ICT use on students’ outcomes in mathematics, reading and science turns positive (greater and more positive the higher the stocks of human capital are). The greater the stock of human capital an economy has, the more benefits it can get from investments in ICT for learning. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

34 pages, 1589 KiB

Open AccessFeature PaperArticle

Analyzing the Impact of Spanish University Funding Policies on the Evolution of Their Performance: A Multi-Criteria Approach

by Samira El Gibari, Carmen Perez-Esparrells, Trinidad Gomez and Francisco Ruiz

Mathematics 2021, 9(14), 1626; https://doi.org/10.3390/math9141626 - 09 Jul 2021

Cited by 5 | Viewed by 2558

Abstract

The relationship between university performance and performance-based funding models has been a topic of debate for decades. Promoting performance-based funding models can create incentives for improving the educational and research effectiveness of universities, and consequently providing them with a competitive advantage over its [...] Read more.

The relationship between university performance and performance-based funding models has been a topic of debate for decades. Promoting performance-based funding models can create incentives for improving the educational and research effectiveness of universities, and consequently providing them with a competitive advantage over its competitors. Therefore, this paper studies how to measure the performance of a university through a mathematical multicriteria analysis and tries to link these results with certain university funding policies existing in the Spanish case. To this end, a reference point-based technique is used, which allows the consideration and aggregation of all the aspects regarded as relevant to assess university performance. The simple and easy way in which the information is provided by this technique makes it valuable for decision makers because of considering two aggregation scenarios: the fully compensatory scenario provides an idea of the overall performance, while the non-compensatory one detects possible improvement areas. This study is carried out in two stages. First, the main results of applying the proposed methodology to the performance analysis evolution of the largest three Spanish public university, over a period of five academic years, are described. Second, a discussion is carried out about some interesting features of the analysis proposed at regional level, and some policy messages are provided. The “intra” regions university performance analysis reveals some institutions with noteworthy behaviors, some with sustained trends throughout the analyzed period and other institutions with more erratic behaviors, within the same regional public university system despite having the identical funding model. However, the findings “inter” regions also reveal that only Catalonia has developed a true performance-based model, in theory and in practice, which has contributed to achieving excellent results at regional level in both teaching and research. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

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16 pages, 601 KiB

Open AccessArticle

Efficiency Analysis with Educational Data: How to Deal with Plausible Values from International Large-Scale Assessments

by Juan Aparicio, Jose M. Cordero and Lidia Ortiz

Mathematics 2021, 9(13), 1579; https://doi.org/10.3390/math9131579 - 05 Jul 2021

Cited by 12 | Viewed by 3553

Abstract

International large-scale assessments (ILSAs) provide several measures as a representation of educational outcomes, the so-called plausible values, which are frequently interpreted as a representation of the ability range of students. In this paper, we focus on how this information should be incorporated into [...] Read more.

International large-scale assessments (ILSAs) provide several measures as a representation of educational outcomes, the so-called plausible values, which are frequently interpreted as a representation of the ability range of students. In this paper, we focus on how this information should be incorporated into the estimation of efficiency measures of student or school performance using data envelopment analysis (DEA). Thus far, previous studies that have adopted this approach using data from ILSAs have used only one of the available plausible values or an average of all of them. We propose an approach based on the fuzzy DEA, which allows us to consider the whole distribution of results as a proxy of student abilities. To assess the extent to which our proposal offers similar results to those obtained in previous studies, we provide an empirical example using PISA data from 2015. Our results suggest that the performance measures estimated using the fuzzy DEA approach are strongly correlated with measures calculated using just one plausible value or an average measure. Therefore, we conclude that the studies that decide upon using one of these options do not seem to be making a significant error in their estimates. Full article

(This article belongs to the Special Issue Economics of Education: Quantitative Methods for Educational Policies)

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