Which Teaching Modalities Are More Effective in Promoting Deep Learning among Junior Secondary School Students
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| Title: | Which Teaching Modalities Are More Effective in Promoting Deep Learning among Junior Secondary School Students |
|---|---|
| Language: | English |
| Authors: | Yashuang Wang, Zhijuan Chen |
| Source: | Best Evidence in Chinese Education. 2026 23(1):2087-2091. |
| Availability: | Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_bece@bonoi.org; Web site: http://bonoi.org/index.php/bece |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Junior High Schools Middle Schools Elementary Education Grade 7 Grade 8 |
| Descriptors: | Foreign Countries, Learning Modalities, Teaching Methods, Intermode Differences, Gender Differences, Active Learning, Inquiry, Individualized Instruction, Didacticism, Instructional Effectiveness, Cooperative Learning, Learning Processes, Junior High School Students, Grade 7, Grade 8 |
| Geographic Terms: | China |
| ISSN: | 2639-5312 2639-5320 |
| Abstract: | Deep learning is a learning approach that is highly advocated in China's basic education curriculum reform. Based on a survey of 1,277 junior secondary school students from 12 schools in S City, Jiangsu Province, China, this study seeks to explore the effects of teaching modalities on deep learning of students at the junior secondary level. Analysis methods include OLS regression and random forest. The study's results reveal that inquiry-based teaching has the most significant positive effect on student deep learning, though with gender differences; that differentiated instruction is the most frequently used teaching modality and positively affects student deep learning; that didactic teaching makes the smallest difference to student higher-order learning and integrative learning; and that cooperation-focused teaching positively affects student integrative learning, but its impact on student reflective learning is minimal. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1516254 |
| Database: | ERIC |
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