Dockx Jonas, Bellens Kim, De Fraine Bieke
Centre for Educational Effectiveness and Evaluation, KU Leuven, Leuven, Belgium.
Methodology of Educational Sciences Research Group, KU Leuven, Leuven, Belgium.
Front Psychol. 2020 Jan 21;10:2959. doi: 10.3389/fpsyg.2019.02959. eCollection 2019.
This study assessed whether textbooks affect academic performance and engagement in reading comprehension in primary education in Flanders (Belgium). The data of the Progress in International Reading Literacy Study 2016 and a reassessment of this study in 2018 were used to describe students' learning progress in reading comprehension and evolution in engagement between the fourth and sixth grade. The sample consisted of 3051 students in 98 schools. The averages of students' learning progress and engagement were compared for five textbooks by using multilevel autoregression model and multilevel change score models. Contrasts between textbooks in average learning progress and engagement were also estimated. To control for differences between student populations that are educated with the different textbooks, we controlled for student's socioeconomic status, language and initial academic performance in fourth grade at the student- and school-level. The main hypotheses were that textbooks affect learning progress and reading engagement. This was based on the literature and prior (mainly) cross-sectional research which describe textbooks as playing an important role in the curriculum that is taught to students on a daily basis. The results of both models showed that textbooks do not affect student's average learning progress in reading comprehension and evolution in engagement between the fourth grade and sixth grade in Flanders. Hence, the hypotheses were rejected.
本研究评估了教科书是否会影响比利时弗拉芒地区小学教育中的学业成绩和阅读理解参与度。2016年国际阅读素养进展研究的数据以及2018年对该研究的重新评估数据被用于描述学生在阅读理解方面的学习进展以及四年级至六年级期间参与度的变化。样本包括98所学校的3051名学生。通过使用多层自回归模型和多层变化分数模型，对五本教科书的学生学习进展和参与度平均值进行了比较。还估计了不同教科书在平均学习进展和参与度方面的差异。为了控制使用不同教科书教育的学生群体之间的差异，我们在学生和学校层面控制了学生的社会经济地位、语言以及四年级时的初始学业成绩。主要假设是教科书会影响学习进展和阅读参与度。这是基于文献以及之前（主要是）横断面研究，这些研究将教科书描述为在日常教授给学生的课程中发挥重要作用。两个模型的结果均表明，教科书不会影响弗拉芒地区四年级至六年级学生在阅读理解方面的平均学习进展以及参与度的变化。因此，这些假设被驳回。
