The impact of online lesson study on students’ achievement in mathematics in China

Abstract

ABSTRACT Chinese education has been striving to enhance student achievement in mathematics, and one approach that has shown promise is the improvement of teacher preparation. However, the implementation of formalized Lesson Study (LS) in China necessitates the establishment of new and effective structures to facilitate its practice. Additionally, due to the 2019 coronavirus pandemic, distance education has become increasingly prevalent. To investigate the potential benefits of combining LS with online education, the authors conducted an action research study of classroom practices. This mixed-method study aimed to determine whether the use of O-LS (Online Lesson Study) among in-service secondary mathematics teachers would improve student performance in mathematics and to explore the factors that influenced teachers’ pedagogical practice. For the quantitative research component of the study, a sample size of 68 was selected from two intact mixed-ability classes in a secondary school population, with 34 participants in each of the experimental and control groups. This action research study highlights the significance of O-LS in the context of Chinese society and demonstrates the successful integration of online education with LS to improve student achievement in mathematics.