The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

Autor/inn/en	Shi, Hui; Cheung, Elizabeth S. T.; Cheung, Alan C. K.
Titel	The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis
Quelle	In: Science Insights Education Frontiers, 7 (2020) 1, S.735-760 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Teaching Methods; Academic Achievement; Middle School Students; Meta Analysis; Academic Aptitude; Models; Mathematics Instruction; English (Second Language); Second Language Instruction; Physics; Geography Instruction; Information Science Education; Biology; Chemistry; Class Size; Learning Processes; Telecommunications; Handheld Devices; Foreign Countries; Research Reports; Comparative Analysis; Outcomes of Education; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Meta-analysis; Metaanalyse; Analogiemodell; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Physik; Geography education; Geography lessons; Geografieunterricht; Informationstechnologische Bildung; Biologie; Chemie; Klassengröße; Learning process; Lernprozess; Telekommunikationstechnik; Ausland; Research report; Forschungsbericht; Lernleistung; Schulerfolg
Abstract	Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasiexperimental studies to observe the impact of stratified teaching on students' academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students' academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching's order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system. (As Provided).
Anmerkungen	Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01