Learning processes and their mediating role between teaching quality and student achievement: A systematic review. (December 2022)

• Record Type: Journal Article
• Authors: Alp Christ, Ayşenur; Capon-Sieber, Vanda; Grob, Urs; Praetorius, Anna-Katharina
• Is Part Of: Studies in educational evaluation. Volume 75(2022)
• Publication Date: 2022-12
• Subjects: Teaching quality -- Learning processes -- Achievement -- Mediation analysis -- Systematic review; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2022.101209
• Languages: English
• ISSNs: 0191-491X

Abstract

Abstract: This systematic literature review was conducted in order to further the understanding of how learning processes act as mediators between teaching quality and student achievement. Eighteen quantitative studies were included for analysis. In 24 of 53 mediation paths (45%) learning processes were identified and confirmed as mediators and in 29 mediation paths (55%) non-significant mediating effects were found. The complexity of the included studies' context, methodology, conceptualization, and operationalization posed challenges for a quantitative synthesis. The findings provide some initial ideas for how to better design future research into indirect effects of teaching quality. Highlights: Indirect effects of teaching quality on student achievement are mixed. The use and understanding of the constructs strongly differs across studies. Further research should analyze specific teaching quality dimensions and mediators. Collaborative work can reduce complexity while building synthesis.