Claims

Stratified teaching improves performance across short, medium, and long experiment periods, with the largest single-period effect in short experiments (SMD = 0.82)

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · 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? Between-period differences were not significant (QBET = 1.944, P = 0.378), yet the short-period effect size (0.82, 3 datasets) exceeded medium (0.45) and long (0.50) periods. → 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 · r3

Experiment-period moderator analysis (Table 5) of the included studies: 3 short, 17 medium, and 6 long datasets, combined test Z = 10.933, P = 0.000, between-group QBET = 1.944, P = 0.378 (no significant difference).

"In terms of a single period, the effect size of the short period SMD = 0.82, reaching a significant level; compared to the medium and long periods, the stratified teaching in the short experimental period has the most apparent effect on students' academic performance."

Discussion

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