Stratified teaching has a larger effect in medium-size classes (SMD = 0.64) than in large classes (SMD = 0.44)¶
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? The between-group test reached significance (QBET = 4.727, P = 0.030), with the medium-size class effect size (0.64) exceeding the large-size class effect size (0.44). → 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
Class-size moderator analysis of the included studies (Table 4): 15 large-class and 11 medium-class datasets, combined test Z = 11.712, P = 0.000. No small-class studies met the inclusion criteria, so medium versus small could not be compared.
"the student effect size of the large size class is 0.44, the student effect size of the medium size class is 0.64, SMD medium size > SMD large size, indicating that stratified teaching has a more significant impact on the academic performance of students in middle-size classes than students in large-size classes."
Discussion¶
Related Claims¶
- 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's effect does not differ significantly between middle school and high school students — related
- 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 moderate positive effect on Chinese middle and high school students' academic performance (SMD = 0.53) — related
- Flipped classroom shows significant positive effects across class sizes, with the largest reported effect for medium-sized classes — related
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