Inquiry-based learning has the largest mean effect size on chemistry academic performance among the treatment categories (d = 1.783)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Among the teaching-method categories, inquiry-based learning showed the largest weighted mean effect size (d = 1.783) on student academic performance in secondary chemistry, exceeding problem-based learning (d = 1.276) and cooperative learning (d = 1.268). → 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 · i3 · quant-synthesis · r2

Random-effects synthesis of the treatment categories in Table 3 (inquiry-based learning: N = 828, 95% CI 1.118–2.449, Z = 5.253, p = 0.000). The category ranking is the review's own comparison of weighted mean effect sizes across the qualified studies.

"Using the random-effect model, the inquiry-based learning (d = 1.783) has the largest mean effect size, followed by problem-based learning (d = 1.276) and cooperative learning (d = 1.268) which are close in effect values."

Discussion¶

Related Claims¶

• 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 — a broader claim this one bears on
• 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
• 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-driven teaching yields the largest creativity effect among teaching methods, followed by design-based and project-based teaching — related