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Patterns of participation and performance at the class level in English online education: A longitudinal cluster analysis of online K-12 after-school education in China

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Abstract

Studies have shown that course participation and academic performance are key factors in defining the success of online education, but much remains unknown regarding how best to define the success of online K-12 after-school education that are popular in Asian countries. To address this issue, we used a longitudinal clustering approach to analyze the course records of a large online education company in China. In total, we analyzed data on 166 online English courses offered by a Chinese K12 after-school education company for the entire fall semester, and after excluding data on 10 classes where there were consecutive missing courses, the remaining 156 classes covered more than 200,000 primary school students enrolled in grades 1–6 in public schools. The results showed that there were two different patterns: classes with poor learning outcomes generally had high participation rates, while classes with good learning outcomes generally had low participation rates. Further analysis revealed that teacher's teaching experience, the difficulty of the course, and students' grade level helped explain the dichotomy. This finding shows that there can be dissociation between participation and achievement at the class level in online K-12 after-school education, which likely resulted from misalignment between requirements set by the course and the expectations from teachers and parents. This study provides important insight for future research and practice in online K-12 after-school education.

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Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Funding

This study was supported by the National Natural Science Foundation of China (U2133209 and 52072406), and the key project of Chongqing Technology Innovation and Application Development (grant no. cstc2021jscx-dxwtBX0020).

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Authors and Affiliations

  1. CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Road, Chaoyang District, Beijing, 100101, China

    Fei Wang, Lingli Pi & Jingyu Zhang

  2. Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049, China

    Fei Wang, Lingli Pi & Jingyu Zhang

  3. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China

    Fei Wang

  4. Chongqing Changan Automobile Co., Ltd., Chongqing, 400000, China

    Xiaopeng Zhu

  5. Berkeley School of Education, University of California, Berkeley, CA, 94720, USA

    Xingyao Xiao

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Contributions

Fei Wang: Conceptualization, Methodology, Data curation, Writing- Original draft preparation, Writing- Reviewing and Editing, Data analysis, Xiaopeng Zhu: Data curation, Writing- Original draft preparation, Writing- Reviewing and Editing, Linli Pi: Conceptualization, Writing- Original draft preparation, Data analysis, Xingyao Xiao: Validation, Visualization, Data curation, Writing-review & editing, Jingyu Zhang: Conceptualization, Methodology, Resources, Writing-Review & Editing, Supervision, Project administration, Funding acquisition.

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Correspondence to Jingyu Zhang.

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Wang, F., Zhu, X., Pi, L. et al. Patterns of participation and performance at the class level in English online education: A longitudinal cluster analysis of online K-12 after-school education in China. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12451-2

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  • DOI: https://doi.org/10.1007/s10639-024-12451-2

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