Published Jan 31, 2023

Liping Ma  


Currently, the traditional teacher lecturing-dominated instruction remains the prevalent teaching method in Chinese basic education. In recent years, as a result of the deepening curriculum reform, teachers have increased the use of group discussion in classroom teaching. In this article, teaching methods were classified into three categories: teacher lecturing, group discussion, and teacher-student interaction. Based on the baseline survey and follow-up data of China Education Panel Survey (CEPS), the study used the difference-in-differences (DID) model and the PSM (propensity score matching) -DID model to examine the respective effects of the three teaching approaches on student academic achievements in Chinese, mathematics, and English.


How to Cite
Ma, L. (2023). Lecturing, Discussion, or Interaction: The Heterogenous Effects of Teaching Methods on Academic Achievements of Junior Secondary School Students. Best Evidence in Chinese Education, 13(1), 1693–1694. Retrieved from https://bonoi.org/index.php/bece/article/view/945