All innovative teaching-method categories showed statistically significant positive effects on chemistry performance, with weighted mean effect sizes ranging from 0.50 to 1.80¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Every innovative teaching-method category in the synthesis exhibited a significant positive influence (p < 0.05) on student performance, with weighted mean effect sizes ranging from 0.50 to 1.80. → Sugano 2020

Evidence¶

Sugano 2020¶

Sugano, S. G. C., & Nabua, E. B. (2020). Meta-Analysis on the Effects of Teaching Methods on Academic Performance in Chemistry. International Journal of Instruction, 13(2), 881-894. https://doi.org/10.29333/iji.2020.13259a

q3 · i2 · quant-synthesis · r2

Meta-analysis by treatment category (Table 3): combination learning d = 0.687, cooperative learning d = 1.268, individualized instruction d = 0.933, inquiry-based d = 1.783, MMMR d = 1.072, problem-based d = 1.276, project-based d = 1.035, technology-aided d = 1.017, all p < 0.05.

"In the meta-analysis, all innovative teaching methods presented in Table 3 exhibited a significant positive influence (p < 0.05) in terms of their mean effect size on student performance. The weighted mean effect size of the treatment categories ranges from 0.50 to 1.80."

Discussion¶

Related Claims¶

• Inquiry-based learning has the largest mean effect size on chemistry academic performance among the treatment categories (d = 1.783) — a narrower finding that bears on this claim
• Small sample sizes and publication bias against non-significant findings may inflate meta-analytic effect size estimates in the chemistry teaching-method categories — related
• Inquiry-based learning and manipulatives/models/multiple representations were the most studied chemistry teaching methods, while project-based, combination, and multicultural approaches were least studied — related