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Published Oct 27, 2020

Hui Shi

Alan C.K. Cheung

Elizabeth S.T. Cheung  

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 quasi-experimental 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.

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Keywords

Meta-Analysis, Stratified Teaching, Middle School Education, Academic Performance, Effect Size

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How to Cite
Shi, H., Cheung, A. C., & Cheung, E. S. (2020). The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis. Science Insights Education Frontiers, 7(1), 735-760. https://doi.org/10.15354/sief.20.re012
Section
Review