Teaching practices and academic success in higher education: a multilevel analysis
(2026) EARLI SIG-4 — Location: Helsinki (10.June.2026)
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SIG4 De Clercq Duguet 2026.pdf
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- Abstract
- Improving teaching practices (TPs) has become an ongoing concern in Higher Education. Yet, despite a vast body of research on individual factors, the specific role of TPs on academic achievement is still understudied. More precisely, it is unclear today to what extent TPs are important correlates of academic achievement when the role of individual variables are considered. In order to overcome those limitations, this paper analyses, through multilevel analysis, the role cumulative role of background characteristics, student engagement, course characteristics and TPs on academic achievement. Data were carried out 884 bachelor students from 20 different lectures. Results demonstrates that TPs focusing on instructional support were significantly linked with student’s achievement beyond the significant impact of past performance and behavioral engagement. The presentation will discuss the practical implications of those results to depict a more global picture of achievement process in higher education.
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Citations
De Clercq, M., & Duguet Amélie. (2026, June 10). Teaching practices and academic success in higher education: a multilevel analysis. EARLI SIG-4, Helsinki. https://doi.org/10.14786/flr.v9i2.671