文章基本信息

标题：Meta-Analysis on the Effects of Teaching Methods on Academic Performance in Chemistry
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作者：Shalom Grace C. Sugano ; Edna B. Nabua
期刊名称：International Journal of Instruction
印刷版ISSN：1694-609X
电子版ISSN：1308-1470
出版年度：2020
卷号：13
期号：2
页码：881-894
DOI：10.29333/iji.2020.13259a
出版社：International Journal of Instruction
摘要：This study utilized the quantitative meta-analysis technique to integrate chemistryeducation research findings conducted in the Philippines covering the period 2005– 2016. It aimed to describe and examine the effects of teaching methodologies onacademic performance in the secondary chemistry teaching-learning process. Asearch procedure and broad literature review were conducted to identify thepotential and qualified chemistry studies from both published and unpublishedgraduate theses, dissertations and journal articles. Meta-analysis was effectivelyand systematically carried out through study acquisition, study coding,determination of inter-rater reliability, establishing inclusion criteria, computationof effect size including mean and interpreting the analyses. A total of 51 studiesmet the criteria and have qualified in the meta-analysis. Results presented that astatistically significant positive effect (Cohen’s d = 1.208) was observed in the useof teaching interventions on academic performance. The findings affirmed theeffectiveness of the use of varied teaching strategies in chemistry education towardstudent achievement in contrast to the traditional teaching method. The metaanalyticreview revealed that during the last decade, the incorporation of otheravenues of learning via innovative teaching methods promotes academic gain. Asfar as quality of instruction is concerned, the findings give a holistic understandingof the current educational practices in chemistry instruction that would serve asbasis for future educational reforms.
关键词：chemistry education; meta;analysis review; teaching method; academic;achievement; effect size