Evaluation of teachers’ use of research evidence for primary school students’ literacy outcomes: A randomised controlled trial in China

The effectiveness of using research evidence in improving teaching remains underexplored. This study reports on a randomised controlled trial in China evaluating the impacts of teachers’ use of research evidence for students’ Chinese literacy, with 153 teachers and 6791 students participating. The study indicated a modest improvement in students’ Chinese test scores from the intervention (+0.07), coupled with a slight reduction in the time spent on Chinese literacy homework (-0.06). While the impact is small, teachers’ use of research evidence in teaching has been shown to be feasible and cost-effective in Chinese teaching contexts. This allows for wider implementation even within limited budgets. • Research evidence use is feasible and cost-effective in Chinese teaching contexts. • Teachers’ use of research evidence improves pupils’ Chinese language learning. • Teachers’ use of research evidence helps reduce pupils’ homework burden. • The intervention may lead to lasting teaching changes with careful monitoring.