The Effects of Teaching-Learning Patterns on Students' Educational Improvement in Empirical Sciences: A Meta-Analysis

Document Type : Original Article

Authors

A. U

Abstract

This study seeks to analyze the findings of the conducted researches about the effects of the teaching/learning patterns on educational improvement of the learners in empirical sciences field though meta-analysis method. For this purpose, 22 researchers were selected for conducting the analysis, using checklist for research selection considering technological and methodological aspects. CMA-2 software has been used for calculating the indexes. In order to analyze the primary studies, both constant and random effect models were used for finding the effect size factors. In order to analyze the publication bias, the sensitivity analysis was conducted through using funnel plot and the statistics of the number of safe destruction. For analyzing the heterogeneity, Cochran's Q test and I square were used. In order to convert the effect size, Fisher z-transformation was used. The findings of the study revealed that inquiry-based instruction has the maximum effects, while the traditional method of using software has the minimum effects on learning. In addition, learning cycle method has the maximum effects and the method of concept mapping has the minimum effects on the educational improvement of the learners in the field of empirical sciences.
 

Keywords

References

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Journal of Curriculum Studies
Volume 12, Issue 47
March 2018
Pages 95-124

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History

  • Receive Date: 10 July 2017
  • Revise Date: 17 June 2018
  • Accept Date: 17 June 2018

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