Stratified teaching's effect does not differ significantly between middle school and high school students¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Combined effect sizes were 0.577 for middle school and 0.47 for high school, with no significant between-group difference (QBET = 1.176, p = 0.278). → Shi 2020
Evidence¶
Shi 2020¶
Shi, H., Cheung, E.S.T., & Cheung, A.C.K. (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
q3 · i? · quant-synthesis · r2
Moderator analysis of the 22 included studies split by school stage (middle school and high school, as reported in Table 2). The article prints combined effect sizes of 0.577 (middle school) and 0.47 (high school), both around 0.5, and a non-significant between-group test "QBET = 1.176, p = 0.278"; equivalence was not directly tested.
"The between-group effect test shows that the difference between the two groups in middle school and high school shows that QBET = 1.176, p = 0.278 (p > 0.05), indicating that stratified teaching has no significant difference in the academic performance of middle school students and high school students."
Discussion¶
Related Claims¶
- Stratified teaching has a moderate positive effect on Chinese middle and high school students' academic performance (SMD = 0.53) — a broader claim this one bears on
- Stratified teaching improves performance across short, medium, and long experiment periods, with the largest single-period effect in short experiments (SMD = 0.82) — related
- Stratified teaching has a larger effect in medium-size classes (SMD = 0.64) than in large classes (SMD = 0.44) — related
- Shift-class stratification shows a larger effect (SMD = 0.99) than in-class stratification (SMD = 0.51), though the between-group difference is not statistically significant — related
- Stratified teaching positively affects all seven studied subjects, with larger effects in English, physics, and geography than in chemistry, biology, and mathematics — related
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