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AuthorSanthosh, Malavika E.
AuthorBhadra, Jolly
AuthorAhmad, Zubair
AuthorAl-Thani, Noora
Available date2024-02-05T08:19:19Z
Publication Date2024-12-01
Publication NameHumanities and Social Sciences Communications
Identifierhttp://dx.doi.org/10.1057/s41599-023-02338-x
CitationSanthosh, 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
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85183345186&origin=inward
URIhttp://hdl.handle.net/10576/51528
AbstractThis 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.
Languageen
PublisherSpringer Nature
Subjectmeta-analysis
high school biology classrooms
pedagogies
Development studies
Education
TitleA meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms
TypeArticle Review
Issue Number1
Volume Number11
ESSN2662-9992
dc.accessType Open Access


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