Research on the Impact of Information-based Teaching in Urban and Rural Middle Schools on Students' Academic Performance

DOI: https://doi.org/10.62517/jhet.202515637

Author(s)

Wantong Yao

Affiliation(s)

School of Computer Science and Technology, Hengyang Normal University, Hengyang, Hunan, China

Abstract

With the continuous advancement of educational informatization in China, the application of information technology in secondary school teaching is becoming increasingly common. However, there are still differences between urban and rural areas in terms of information infrastructure, resource utilization, and teacher information literacy, and their actual impact on students' academic performance urgently needs empirical testing. This article takes 331 urban and rural middle school classes as samples, constructs a multiple regression model, and explores the impact of information-based teaching on students' academic performance from four dimensions: the proportion of multimedia teaching, the degree of informationization in lesson preparation, the degree of informationization in teaching content, and the proportion of information-based self-directed learning. Heterogeneity effects are analyzed through teaching experience grouping. The research results indicate that multimedia teaching, lesson preparation informatization, and teaching content informatization all have a significant positive effect on students' academic performance, with the degree of lesson preparation informatization having the most prominent impact; The proportion of information-based self-directed learning has no significant impact on academic performance, indicating that the effectiveness of self-directed learning is constrained by students' self-discipline and usage patterns. Heterogeneity analysis shows that teachers with lower teaching experience have a more significant promoting effect on multimedia and content informatization, while the experience of homeroom teachers with higher teaching experience has a greater impact on academic performance improvement. This study provides empirical reference for promoting the balanced development of information technology in urban and rural education, enhancing teachers' information literacy, and regulating students' self-directed learning.

Keywords

Urban and Rural Middle Schools; Information-based Teaching; Academic Performance; Multiple Regression

References

[1] Sun, D. (2025). The development path of physical education teaching informatization in colleges and universities in the context of modern teaching theory. Applied Mathematics and Nonlinear Sciences, 10(1). [2] Li, X., & Liu, M. (2024). A model for enhancing pre-service teachers' information-based teaching competencies. Jiangsu Higher Education, (12), 112–116. [3] Zhu, F. C., & Xu, B. Y. (2024). Exploring secondary mathematics teachers' information-based teaching from a teaching anthropology perspective. Journal of Mathematics Education, 33(04), 40–45. [4] Zhang, H. Y., & Wang, Y. (2023). Evaluation of Secondary Chemistry Teachers' Information-Based Teaching Competencies in the Post-Pandemic Era. Chemistry Education (Chinese and English), 44(05), 96–102. [5] Zhu, M. Y. (2015). Reflections on Information-Based Teaching in Secondary English Education: Insights from an iPad Teaching Observation at Nanjing H Secondary School. Teaching and Management, (06), 113–115. [6] Hu, Y., & Xu, M. (2025). Exploring the "Code" of Academic Achievement: An Analysis of Factors Influencing Elementary and Junior High School Students' Grades Using Network Analysis Methods. Peking University Journal of Education, 23(03), 113–138+190–191. [7] Gu, X. (2024). Analysis of factors influencing academic achievement of middle school students. Journal of Arts, Society, and Education Studies, 6(4), 1–13. [8] Zhang, Zihan, & Lei, Wanpeng. (2024). Factors influencing academic performance among disadvantaged students and their operational mechanisms. Educational Research and Experiment, (01), 98–106. [9] Zhang, Long, Lu, Chun Tian, & Chen, Baoxue. (2021). Pathways through which physical exercise influences academic achievement among secondary school students. Youth Research, (06), 70–82+93. [10] Liu, X. Q., & Wei, Y. (2020). Unlocking the "black box" of academic achievement determinants: Teacher characteristics. Contemporary Education Science, (09), 59–69. [11] Ding Jing, Tian Yahui, & Yao Jijun. (2020). An Empirical Analysis of the Correlation Between Educational Informatization Investment and Primary Students' Academic Performance: A Case Study in Nanjing, Jiangsu Province. China Information Technology Education, (20), 89–91. [12] Ma, H. M., Chen, Y., & Xiao, Y. T. (2020). The "digital divide" in school informatization from a global perspective and its impact on student performance. Modern Distance Education Research, 32(05), 86–94. [13] Zhu, Q. M. (2020). The impact of information technology on rural students' academic performance. (Doctoral dissertation). Southwest University of Finance and Economics. [14] Tian, Y. H., Yao, J. J., & Ding, J. (2020). How school information technology hardware investment affects student performance: An empirical study based on junior high schools in Nanjing. Academic Monthly of Education, (01), 87–94. [15] Mbugua, N. S., Kiboss, J., & Tanui, E. (2015). Influence of integration of information communication technology in teaching on students' academic performance. Journal of Education and Practice, 6(24), 7–13