




































BECE. Newsletter 

Vol.8, No.1, 2021 1063 

 

 

 

 

How do Learning and Teaching Strategies Improve 

Students’ Academic Performance? 

By Tang, Y., Wang, C., & Hu, Y. 
Correspondence to: Hu, Y., Faculty of Education, Beijing Normal University, 

China. Email: huym0718@bnu.edu.cn 

 STUDY published in Journal of East China Normal University (Edu-

cational Science) analyzed the three questions, including which teach-

ing strategies are more effective, which learning strategies are more effective, 

and whether the teaching strategies can improve learning strategies. Teaching 

strategies can be divided into individualized teaching strategies (ITS), partic-

ipatory teaching strategies (PTS), and guided inquiry teaching strategies 

(GTS). Meanwhile, learning strategies are consisting of cognitive strategies 

(CS), metacognitive strategies (MS), and inquiry strategies (IS). Researchers 

used the Hierarchical Linear Regression Model and the Coarsened Exact 

Matching (CEM) to design the quasi-experimental and then adding variables 

of teaching strategies and learning strategies to compare the results through 

effect size calculation. The research results are as follows: 

 The results of the hierarchical linear model show that the cogni-

tive strategy has the most significant influence among the three 

learning strategies, which means it is necessary for students to 

master the methods of information processing, in this way can in-

formation be efficiently accessed in memory. 

 Among the three teaching strategies, the guided inquiry strategy 

turned out to be the most significant. To be specific, when teach-

ers guide students to discuss a certain problem, it is suggested that 

teachers could connect the teaching content with daily life, guid-

ing students to think and put forward their own views, and en-

couraging students to solve problems in different ways, as a result, 

to effectively promote students’ academic performance. 

 The results prove teaching strategies can significantly promote 

various students’ learning strategies. But there was a significant 

difference between elementary and middle school. Cognition and 

inquiry strategies were significantly affected by teachers’ teach-

ing strategies in elementary school, while metacognitive strate-

gies were significantly affected by teachers’ teaching strategies in 

junior middle school. 

A 



 

Vol.8, No.1, 2021 1064 

In summary, researchers suggest that parents and teachers should have 

a deep understanding of the impact of learning strategies and teaching strate-

gies on elementary and middle school students’ learning, focusing on im-

proving students’ academic performance through more effective strategy 

guidance. At the same time, it is necessary to follow the tendency of interna-

tional education evaluation and drive the reform of basic education examina-

tion assignment in China more innovative and cooperative. 

 

Source: Journal of East China Normal University (Educational Science), 

2020; 38(3):93-105. 

 

 

 

 

 

 

 
 

 


