An analysis of the differences in information-based teaching to improve the learning achievements of Chinese higher vocational college students

As a concept, technology, and method, information-based teaching precisely connects teachers and students at the two ends. In the context of Chinese vocational colleges, where there are differences between teachers’ information-based teaching abilities and students’ subjectivity, the paper examines the differences in the effects of information-based teaching on student learning achievements in vocational colleges. The study shows, first, that learning achievements are significantly improved after adopting an information-based teaching mode. Second, an analysis of the heterogeneity of students based on assessment levels found that information-based teaching has a relatively limited effect on the learning achievements of students with poor academic performance due to their low level of motivation. Third, an analysis of the heterogeneity of teachers’ information-based teaching strengths found that stronger information-based teaching abilities significantly improved the performance of vocational college students. These findings provide useful insights for Chinese vocational colleges to improve the effectiveness of information-based teaching reform.