Impact of Productive Pedagogy Approaches on Academic Performance in Shanghai, China: Moderating Effect of Socioeconomic Status

Abstract

This study examines the relationship between Productive Pedagogy Approaches and academic performance and the moderating role of socioeconomic status (SES) among elementary school students in Shanghai, China. Specifically, the study focuses on five variables related to Productive Pedagogy Approaches: collaborative learning, inquiry-based learning, differentiated instruction, active learning and technology integration. The study uses a mixed-methods research design and collects data from elementary school teachers in Shanghai, China, through surveys and interviews. The data are analyzed using descriptive and inferential statistics to identify the most effective Productive Pedagogy Approaches and to examine the relationship between these approaches, academic performance and SES. The findings of this study could provide insights into how educators can design effective pedagogical approaches to improve academic outcomes and reduce achievement gaps between students from different socioeconomic backgrounds.