影子教育能提高学业成绩吗?——基于35项实证研究的元分析

Can Shadow Education Improve Academic Achievement?--Meta-analysis Based on 35 Empirical Studies

“双减”政策的实施成效受到了家长认知与决策的影响。本研究基于35项实证研究,涉及76个效应量,运用元分析教育循证方法,对家长最为关切的影子教育成效进行了探讨。元分析结果表明,影子教育对学业成绩的提升效应有限(r=0.075);补习时长和国别差异并非影响影子教育成效的关键因素,但学科、学段、补习教师类型、测评方式对影子教育成效具有显著调节作用。具体而言,课后补习数学的效果更好;年级越高,影子教育对学业成绩的积极效应越有限;参与校内其他任课老师或校内自己任课老师开展的课外补习更为有效;若采用主观自评的学业测评方式,学生对补习效果的正向作用感知明显更大。建议理性认识影子教育,管治与疏导并置;多方协作推动优质教育资源的均衡化;继续深化教育评价改革机制,从源头上助力“双减”政策落地。

The implementation effect of“double reduction”policy is influenced by parents’cognition and decision.Based on 35 empirical studies involving 76 effect sizes,this study explores the effectiveness of shadow education,which is of greatest concern to parents,by using the meta-analysis of evidence-based education methods.The results of meta-analysis show that shadow education can slightly improve academic performance(r=0.075);The length of tutoring and the difference between different countries are not the key factors affecting the effect of shadow education,but the discipline,learning period and type of tutoring teachers have a significant moderating effect on the effect of shadow education.Specifically,after-school math is better;The higher the grade,the more limited the positive effect of shadow education on academic achievement;It is more effective to participate in after-class tutoring conducted by other teachers or their own teachers in the school.If the subjective assessment method is adopted,the positive perception of the remedial effect of students is significantly greater.It is suggested that rational understanding of shadow education should be combined with governance and guidance.Multi-party cooperation to promote the balance of quality education resources;We will continue to deepen the reform mechanism of education evaluation and support the implementation of“double reduction”policy from the source.