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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| _version_ | 1864513545488564224 |
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| author | Malavika E. Santhosh (19676188) |
| author2 | Jolly Bhadra (14147823) Zubair Ahmad (4345072) Noora Al-Thani (12186212) |
| author2_role | author author author |
| author_facet | Malavika E. Santhosh (19676188) Jolly Bhadra (14147823) Zubair Ahmad (4345072) Noora Al-Thani (12186212) |
| author_role | author |
| dc.creator.none.fl_str_mv | Malavika E. Santhosh (19676188) Jolly Bhadra (14147823) Zubair Ahmad (4345072) Noora Al-Thani (12186212) |
| dc.date.none.fl_str_mv | 2024-01-26T09:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1057/s41599-023-02338-x |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/A_meta-analysis_to_gauge_the_impact_of_pedagogies_employed_in_mixed-ability_high_school_biology_classrooms/29446007 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Curriculum and pedagogy Education systems Mixed-ability classrooms Biology education Pedagogical models Non-traditional teaching Problem-based learning (PBL) |
| dc.title.none.fl_str_mv | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <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> |
| eu_rights_str_mv | openAccess |
| id | Manara2_f3b2941a74a9e925fca79f54c142b10e |
| identifier_str_mv | 10.1057/s41599-023-02338-x |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/29446007 |
| publishDate | 2024 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classroomsMalavika E. Santhosh (19676188)Jolly Bhadra (14147823)Zubair Ahmad (4345072)Noora Al-Thani (12186212)EducationCurriculum and pedagogyEducation systemsMixed-ability classroomsBiology educationPedagogical modelsNon-traditional teachingProblem-based learning (PBL)<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>2024-01-26T09:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1057/s41599-023-02338-xhttps://figshare.com/articles/journal_contribution/A_meta-analysis_to_gauge_the_impact_of_pedagogies_employed_in_mixed-ability_high_school_biology_classrooms/29446007CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/294460072024-01-26T09:00:00Z |
| spellingShingle | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms Malavika E. Santhosh (19676188) Education Curriculum and pedagogy Education systems Mixed-ability classrooms Biology education Pedagogical models Non-traditional teaching Problem-based learning (PBL) |
| status_str | publishedVersion |
| title | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms |
| title_full | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms |
| title_fullStr | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms |
| title_full_unstemmed | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms |
| title_short | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms |
| title_sort | A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms |
| topic | Education Curriculum and pedagogy Education systems Mixed-ability classrooms Biology education Pedagogical models Non-traditional teaching Problem-based learning (PBL) |