Small‐ and large‐group instruction and a didactic method in mathematics for low‐performing adolescents: results from a randomized field experiment
通过随机实验发现，为八年级数学低分学生提供新培训教师、新教材和小组教学，可提升成绩0.06个标准差；大组教学无显著效果，表明小组和针对性教学有助于缩小差距。
Abstract There is an increasing focus on helping low‐performing adolescents in school. We have randomly exposed low‐performing adolescents in mathematics in grade 8 to variations in key school inputs: teacher training, teaching material, and group size. Test scores of students in small groups taught by newly trained teachers provided with teaching material increased by 0.06 standard deviation. We find no impact on students in large groups with trained teachers and no new teaching material. Classroom observations indicate higher implementation fidelity of the didactic method among teachers of small groups, suggesting that targeted instruction with suitable teaching material in small and homogeneous groups can improve results for low‐performing adolescents and reduce achievement gaps in lower secondary education.