Can Less Be More? Effects of Study Load on Science Achievement Among Chinese Eighth-Grade Students

• In Event: Studying School Effectiveness and School Improvement From Various Approaches

Abstract

The present study addressed a core research question of “Can less be more?”. The IPO (input-process-output) model was used to explore effects of teacher and school characteristics on the relationship between study load and science achievement. The sample included 40,536 students and 946 science teachers from 118 Chinese middle schools. The current analyses employed multiple membership multilevel models (MMMM) with the Marko Chain Monte Carlo (MCMC) estimation. Results revealed that with adjustment in-school learning on weekends had a significant and negative effect. Reducing individual study load and fostering school climates with lower academic pressure and less parental involvement in academic activities can result in more successful students’ achievement in science. Finally, implications for policies and practices in education were discussed.

Authors

• Xian Wu, University of Kentucky

• Xin Ma, University of Kentucky

• Xingkai Luo