Does Between-Class Grouping Benefit Teaching and Learning?—Evidence from PISA2018 in the Reading Domain
In the realm of both research and practical application,there remains a lack of consensus regarding the efficacy of be-tween-class grouping policies in Chinese secondary schools.Utilizing data from the PISA2018 study across four Chinese provinces and municipalities,a comprehensive analysis employing both multilevel linear regression models and quantile regression models was conduc-ted to assess the impact,equity,and underlying mechanisms of school-based between-class grouping on the teaching and learning out-comes in the field of reading.The findings suggest that,concerning students'reading proficiency,both the emphasis on between-class grouping and the subject-based grouping do not contribute positively to overall academic performance enhancement within schools.More-over,these approaches potentially exacerbate or perpetuate disparities in academic achievement among students.Regarding the mecha-nisms at play,the establishment of key classes within schools does not inherently foster improvements in the teaching practices of read-ing subject instructors,thus failing to elevate students'reading proficiency.Conversely,the subject-based grouping provides a conducive environment for reading subject educators to enhance instructional effectiveness,thereby exerting a positive moderating influence on teaching outcomes.
万方数据
