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Published Jan 31, 2023

Liping Ma  

Abstract

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.

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Keywords
References
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
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