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研究生:貝雅
研究生(外文):BEA TREENA BURAYAG MACASAET
論文名稱(外文):How Teaching Practices Affect Reading Literacy: A PISA 2018 Investigation on Southeast Asian Countries
指導教授:詹盛如詹盛如引用關係
指導教授(外文):CHAN, SHENG-JU
口試委員:洪志成林許淑謙
口試委員(外文):HUNG, CHIH-CHENGLIN, ANNA WARANGKANA
口試日期:2020-07-03
學位類別:碩士
校院名稱:國立中正大學
系所名稱:教育領導與管理發展國際碩士學位學程
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:英文
論文頁數:109
外文關鍵詞:teaching practicesdirect instructionadaptive teachingfeedbackPISA
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Motivated by the role of teaching in what has been described as the “black box” of learning, the study problematizes the link of student achievement in reading literacy to three individual teaching practices, namely direct instruction, adaptive teaching, and feedback, in the context of the Southeast Asian countries of Brunei, Indonesia, Malaysia, the Philippines, and Thailand. Hence contributing to the literature on teacher effects, described as an important determinant of differences in school quality, the study challenges theories supporting the influence of these teaching practices in the classroom and urges changes in education policies surrounding them. Through a secondary analysis of the 2018 round of the Programme for International Student Assessment, multiple regression models were fit to identify the association between the reading literacy scores and student-reported measures of teaching practices using data on 35,000 students from the five countries. The results showed a unique positive relationship between direct instruction and reading literacy in the Philippines, while negative associations were observed in Indonesia, Malaysia, and Thailand. Adaptive teaching related to higher reading literacy scores in all countries while feedback related to lower scores in Brunei, Malaysia, Indonesia, and the Philippines. The findings have significant implications on the repositioning of these teaching practices in the Southeast Asian classroom, where the study asserts the imperative to close the gap between national policies on student-centered approaches, one of them adaptive teaching, and the persistence of traditional methods like direct instruction. Moreover, the study suggests a reassessment of the measures of effective feedback, similarly concluded by other previous PISA studies to be negatively related to student achievement. Further implications entail informing policies on teacher training and professional development by practices evidenced to drive student achievement.
ABSTRACT i
TABLE OF CONTENTS ii
LIST OF TABLES v
LIST OF FIGURES vi
Chapter 1 Introduction 1
Background of the Study 1
Statement of the problem 4
Purpose of the study 5
Significance of the study 6
Scope and delimitations 8
Research structure 9
Chapter 2 Literature Review 11
Teaching practices of DI, adaptive teaching, and feedback in the classroom 11
Direct instruction 11
Adaptive teaching 15
Feedback 18
Reading literacy among adolescents 21
Teaching practices and student achievement explored in literature 24
DI and student achievement 24
Adaptive teaching and student achievement 25
Feedback and student achievement 26
Profiles of countries and education systems 27
Brunei Darussalam 27
Indonesia 29
Malaysia 31
Philippines 33
Thailand 35
Chapter 3 Methodology and Design 37
Research design 37
Research framework 38
Data 40
OECD’s PISA 40
Variables in study 40
Instruments 45
Sampling and data cleaning 48
Data analysis 50
Chapter 4 Research Findings and Discussion 53
Descriptive statistics 53
Findings 58
Research question 1: What is the relationship between DI and student achievement in reading literacy in Brunei, Indonesia, Malaysia, the Philippines, and Thailand? 58
Research question 2: What is the relationship between adaptive teaching and student achievement in reading literacy across the five countries? 60
Research question 3: What is the relationship between feedback and student achievement in reading literacy in the five Southeast Asian countries? 62
Discussion of findings 64
More Southeast Asian readers are ready to turn away from traditional teaching methods 64
Adolescent readers in Southeast Asia could gain more from adaptive teaching 69
Lower reading literacy scores associated with feedback call for further investigation on feedback that works 72
The reputation of DI questioned, the potential of adaptive teaching reinforced, and the conditional nature of feedback exposed 74
Chapter 5 Conclusions 77
Summary of the research 77
DI and student achievement in reading literacy were negatively associated except in Brunei and the Philippines 78
Adaptive teaching and student achievement in reading literacy were positively associated in all five countries 78
Feedback and student achievement in reading literacy were negatively associated in all countries but Thailand 79
Theoretical implications 79
Practical implications 81
Closing the gap between teaching policy and practice in the Southeast Asian classroom 81
Reassessing measures of effective feedback 82
Restructure policies on language instruction 82
Strengthening practices of teacher training and professional development 83
Implications for further research 84
Limitations 85
REFERENCES 87
APPENDICES 101
Appendix A 101
Appendix B 102
Appendix C 103
Appendix D 106
Appendix E 107

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