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The question of the effectiveness of education and training systems has always attracted the attention of researchers in the education sciences, including education economists.
Very often compared to a business, the educational establishment makes use of “input” resources of different types to “produce” “output” graduates after a certain number of years of training.
The question that arises is to what extent do these different inputs have an effect on output? and which of these inputs is (are) the most efficient in the “production” process? or in improving learners' academic results.
From a theoretical point of view, student performance varies from one teacher to another or from one group of teachers to another. Numerous studies have shown that these differences in performance are explained by the difference in the characteristics of the teachers such as the levels of the teacher's qualification, the teaching method used, length of service, etc.
One of the methods of calculating the “teaching effect” is based on so-called multilevel statistical analysis, which has the advantage of taking into account, in the same model, the first level variables (those related to students) and those of the second level (relating to teachers).
This paper has a double objective:
- Explain the principle of the teaching effect measurement method;
- Present the results of some studies carried out by “pioneer” researchers in the field as well as the results of the PNEA survey conducted in 2008 by the CSE.
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