Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasiexperimental studies to observe the impact of stratified teaching on students' academic performance, but the results are quite different. So, can stratified teaching…

The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to…

To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers…

Self-efficacy and mathematics anxiety have been identified as predictors of mathematics achievement. In the present study, secondary analyses on matrix summaries available from prior published studies were utilized to investigate the contribution that self-efficacy and mathematics anxiety made in mathematics performance. Commonality analyses were…

This manuscript examines the practical differences between quantitative and qualitative inquiry by comparing the differences between one article from each paradigm. Quantitative research differs greatly from qualitative inquiry in purpose, assumptions, methodology, and representation. While quantitative research has been the dominant paradigm for…