Comparison of Three Learner Profiles under the Influence of the Double Reduction Policy — Evidence from the K-means Clustering Approach

Abstract

The “double reduction” policy is a national educational policy issued by the Chinese government in 2021, aiming to reduce the amount of homework and study time of K-12 students. In this study, we collected various data on students’ demographic characteristics, learning patterns, and learning perceptions under the “double reduction” policy using a self-developed questionnaire, and obtained their standardized semester-end test results as measurement of learning outcomes. A total of 8100 5th graders from 45 primary schools in a school district in Wuhan participated in this study. Based on the K-means clustering results, we classified the students into three profile categories: Challenged Learners, Policy Followers, and Competitive Learners and further compared the three learner profiles to identify differences in learning load, learning motivation, and learning outcomes. The study results inform individualized education to accommodate profile differences and inform the sustainable implementation and refinement of the “double reduction” policy.