Teaching quality: an online intervention

Abstract

Several interventions have been designed and tested to modify the teaching quality; however, more research is needed to design scalable and replicable interventions. Therefore, in this research we have designed and tested the efficacy of an internet-based intervention to modify the teaching quality and students’ motivation to learn and achievement. 667 middle school students and 26 math teachers took part in the study. Variables were assessed three times. Via a multilevel model we observed a significant Time X Group X Classroom interaction in teaching quality indicators, motivation to learn and grades. This research provides preliminary evidence of an online intervention to modify teaching quality, students’ motivation to learn and grades.