A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms
Author | Santhosh, Malavika E. |
Author | Bhadra, Jolly |
Author | Ahmad, Zubair |
Author | Al-Thani, Noora |
Available date | 2024-02-05T08:19:19Z |
Publication Date | 2024-12-01 |
Publication Name | Humanities and Social Sciences Communications |
Identifier | http://dx.doi.org/10.1057/s41599-023-02338-x |
Citation | Santhosh, M.E., Bhadra, J., Ahmad, Z. et al. A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms. Humanit Soc Sci Commun 11, 175 (2024). https://doi.org/10.1057/s41599-023-02338-x |
Abstract | This article systematically reviews the pedagogies employed in mixed-ability high school biology classrooms to spotlight the most effective educational model, in terms of learning gains. A meta-analysis was performed on 32 eligible studies sorted via the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. The effect sizes (impacts) were calculated in terms of students’ affective, behavioral, and cognitive gains. The results confirmed that the overall effectiveness of non-traditional models was highly significant when compared to traditional lecture models (p < 0.001). Furthermore, this impact is even more profound when problem-based, inquiry-based, and argumentation-based approaches are adopted, contributing to students’ cognitive, affective, and behavioral gains. Further findings also propound the necessity for future studies evaluating affective gains during project-based, problem-based, and argumentation-based models and behavioral gains during blended models. This study would benefit researchers, policymakers, and academicians to innovate and implement novel pedagogical strategies, considering the students’ learning gains in mixed-ability biology classrooms. |
Language | en |
Publisher | Springer Nature |
Subject | meta-analysis high school biology classrooms pedagogies Development studies Education |
Type | Article Review |
Issue Number | 1 |
Volume Number | 11 |
ESSN | 2662-9992 |
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