Attainment of basic competencies and mathematics teaching quality from students’ point of view

  • Andrea B. Erzinger Universität Bern
  • Boris Eckstein Pädagogische Hochschule St.Gallen
  • Christian Brühwiler Pädagogische Hochschule St.Gallen
DOI: https://doi.org/10.24452/sjer.42.2.4
Keywords: Verification of the attainment of basic competencies, mathematics, teaching quality, instruction clarity, autonomy support, classroom disturbances, school type

Abstract

The «Verification of the Attainment of Basic Competencies» showed that only 62.2 % of youth in Switzerland meet the minimum standards in mathematics at the end of compulsory schooling. This article examines successful conditions in teaching. Based on the data from the Verification 2016 it examines to what extent the mathematics teaching quality from the student›s point of view relates to the achievement of basic competencies. Logistic regressions showed that low level classroom disturbances accompanied by high level instruction clarity and autonomy support is related to an increased probability of attaining basic mathematical competencies. Taking into account the attended school type, differential effect were observed.
Published
2020-10-14
How to Cite
Erzinger, A. B., Eckstein, B. and Brühwiler, C. (2020) “Attainment of basic competencies and mathematics teaching quality from students’ point of view”, Swiss Journal of Educational Research, 42(2), pp. 343–366. doi: 10.24452/sjer.42.2.4.
Issue
Vol. 42 No. 2 (2020): Verification of the Attainment of Basic Competencies in Switzerland at the end of compulsory school
Section
Thematic contribution

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