View in EDS HTML Full Text PDF Full Text

Review-based learning by teaching promoted deeper learning competencies of the challenged students.

Saved in:
Bibliographic Details
Title: Review-based learning by teaching promoted deeper learning competencies of the challenged students.
Authors: Cai, Hongmei, Zhang, Qiyao, Bai, Jian, Yang, Xuesong, Cheng, Xin
Source: Journal of Educational Research. 2025, Vol. 118 Issue 3, p257-267. 11p.
Subjects: Didactic method (Teaching method), Learning by teaching, Cluster analysis (Statistics), Critical thinking
Geographic Terms: China
Abstract: Traditional didactic lectures persist as the predominant teaching method in mainland China's middle schools. Albeit criticized for inadequately fostering profound reflection and collaboration among students. This study introduces an adapted approach to learning by teaching (LdL), explicitly employing a review-based learning process, to nurture students' capacity for deep learning. Our findings underscore the positive impact of review-based LdL on enhancing crucial competencies such as learning ability, social and emotional skills, and critical thinking and expressive capacity. Analyzing student feedback through cluster analysis revealed that academically and socially challenged students, among the four experimental groups considered, experienced the most significant benefits. The results of the PLS-SEM analysis manifested that the total effect of social and emotional skills on deeper learning competency was 0.881 among the cohort. The three-month pilot study also indicated diminishing learning aptitude among happy learners and social weariness among socially inclined individuals within the traditional teaching paradigm. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 184106373
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Review-based learning by teaching promoted deeper learning competencies of the challenged students.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cai%2C+Hongmei%22">Cai, Hongmei</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Qiyao%22">Zhang, Qiyao</searchLink><br /><searchLink fieldCode="AR" term="%22Bai%2C+Jian%22">Bai, Jian</searchLink><br /><searchLink fieldCode="AR" term="%22Yang%2C+Xuesong%22">Yang, Xuesong</searchLink><br /><searchLink fieldCode="AR" term="%22Cheng%2C+Xin%22">Cheng, Xin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2025, Vol. 118 Issue 3, p257-267. 11p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+by+teaching%22">Learning by teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Cluster+analysis+%28Statistics%29%22">Cluster analysis (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Traditional didactic lectures persist as the predominant teaching method in mainland China's middle schools. Albeit criticized for inadequately fostering profound reflection and collaboration among students. This study introduces an adapted approach to learning by teaching (LdL), explicitly employing a review-based learning process, to nurture students' capacity for deep learning. Our findings underscore the positive impact of review-based LdL on enhancing crucial competencies such as learning ability, social and emotional skills, and critical thinking and expressive capacity. Analyzing student feedback through cluster analysis revealed that academically and socially challenged students, among the four experimental groups considered, experienced the most significant benefits. The results of the PLS-SEM analysis manifested that the total effect of social and emotional skills on deeper learning competency was 0.881 among the cohort. The three-month pilot study also indicated diminishing learning aptitude among happy learners and social weariness among socially inclined individuals within the traditional teaching paradigm. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=184106373
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00220671.2025.2464043
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 257
    Subjects:
      – SubjectFull: Didactic method (Teaching method)
        Type: general
      – SubjectFull: Learning by teaching
        Type: general
      – SubjectFull: Cluster analysis (Statistics)
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Review-based learning by teaching promoted deeper learning competencies of the challenged students.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cai, Hongmei
      – PersonEntity:
          Name:
            NameFull: Zhang, Qiyao
      – PersonEntity:
          Name:
            NameFull: Bai, Jian
      – PersonEntity:
          Name:
            NameFull: Yang, Xuesong
      – PersonEntity:
          Name:
            NameFull: Cheng, Xin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00220671
          Numbering:
            – Type: volume
              Value: 118
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Educational Research
              Type: main
ResultId 1