A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms
<p dir="ltr">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 Report...
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2024
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| Summary: | <p dir="ltr">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 (<i>p </i>< 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.</p><h2>Other Information</h2><p dir="ltr">Published in: Humanities and Social Sciences Communications<br>License: <a href="https://creativecommons.org/licenses/by/4.0" target="_blank">https://creativecommons.org/licenses/by/4.0</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1057/s41599-023-02338-x" target="_blank">https://dx.doi.org/10.1057/s41599-023-02338-x</a></p> |
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