Stratified teaching has a moderate positive effect on Chinese middle and high school students' academic performance (SMD = 0.53)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across 22 Chinese experimental and quasi-experimental studies, stratified teaching improved academic performance with a moderate combined effect size (SMD = 0.53). → 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 · i2 · quant-synthesis · r2

Meta-analysis of 22 experimental and quasi-experimental studies (26 datasets, approximately 3135 junior and senior high school students in China), analyzed with Comprehensive Meta-Analysis 3.0. The article reports a combined effect size with value SMD = 0.53, a "moderate effect" by Cohen's theory; Table 1 also lists a random-effects estimate of 0.50.

"According to Table 1, the combined effect size SMD of the included study was 0.53. According to Cohen's statistical theory of effect size, the study produced a moderate effect."

Discussion¶

Related Claims¶

• Stratified teaching's effect does not differ significantly between middle school and high school students — a narrower finding that bears on this claim
• Stratified teaching improves performance across short, medium, and long experiment periods, with the largest single-period effect in short experiments (SMD = 0.82) — a narrower finding that bears on this claim
• 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