AUTHOR=Xie Chen , Wang Mingshuai , Hu Huimin TITLE=Effects of Constructivist and Transmission Instructional Models on Mathematics Achievement in Mainland China: A Meta-Analysis JOURNAL=Frontiers in Psychology VOLUME=9 YEAR=2018 URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.01923 DOI=10.3389/fpsyg.2018.01923 ISSN=1664-1078 ABSTRACT=
The innovation of teaching and learning methods has been a common theme among these meta-analyses in the field of mathematics education. However, no published study has reviewed the effects of teaching models on mathematics achievement in mainland China. This review is intended to examine effects of constructivist instructional models and improved transmission instructional models on mathematics performance in mainland China. Using rigorous inclusion criteria, we identified 89 studies for constructivist instruction and 25 studies for improved transmission instruction in grades 1–12. Compared with traditional transmission instruction, the weighted mean effect sizes of constructivist instruction and improved transmission instruction were +0.55 and +0.63, respectively. These two effect sizes were not significantly different. Of the included studies, inquiry-based learning (