The Effects of Teaching-Learning Patterns on Students' Educational Improvement in Empirical Sciences: A Meta-Analysis

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TAHERIZADEH S.; NATEGHI F.; FAGHIHI A.

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Journal: JOURNAL OF CURRICULUM STUDIES (J.C.S.) Year:2018 | Volume:12 | Issue:47 Page(s): 95-124

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Information Journal Paper

Title

The Effects of Teaching-Learning Patterns on Students' Educational Improvement in Empirical Sciences: A Meta-Analysis

Author(s)

TAHERIZADEH S. | NATEGHI F. | FAGHIHI A. | Issue Writer Certificate

Keywords

meta-analysisQ2

teaching/learning patternsQ1

educational improvementQ2

teaching empirical scienceQ2

Abstract

This study seeks to analyze the findings of the conducted researches about the effects of the teaching/learning patterns on educational improvement of the learners in empirical sciences field though meta-analysis method. For this purpose, 22 researchers were selected for conducting the analysis, using checklist for research selection considering technological and methodological aspects. CMA-2 software has been used for calculating the indexes. In order to analyze the primary studies, both constant and random effect models were used for finding the effect size factors. In order to analyze the publication bias, the sensitivity analysis was conducted through using funnel plot and the statistics of the number of safe destruction. For analyzing the heterogeneity, Cochran's Q test and I square were used. In order to convert the effect size, Fisher z-transformation was used. The findings of the study revealed that inquiry-based instruction has the maximum effects, while the traditional method of using software has the minimum effects on learning. In addition, learning cycle method has the maximum effects and the method of concept mapping has the minimum effects on the educational improvement of the learners in the field of empirical sciences.

Cites

The Relationships between Emotions of Students, Teachers and Parents and Academic Performance in Science Course

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APA: Copy

TAHERIZADEH, S., NATEGHI, F., & FAGHIHI, A.. (2018). The Effects of Teaching-Learning Patterns on Students' Educational Improvement in Empirical Sciences: A Meta-Analysis. JOURNAL OF CURRICULUM STUDIES (J.C.S.), 12(47 ), 95-124. SID. https://sid.ir/paper/101042/en

Vancouver: Copy

TAHERIZADEH S., NATEGHI F., FAGHIHI A.. The Effects of Teaching-Learning Patterns on Students' Educational Improvement in Empirical Sciences: A Meta-Analysis. JOURNAL OF CURRICULUM STUDIES (J.C.S.)[Internet]. 2018;12(47 ):95-124. Available from: https://sid.ir/paper/101042/en

IEEE: Copy

S. TAHERIZADEH, F. NATEGHI, and A. FAGHIHI, “The Effects of Teaching-Learning Patterns on Students' Educational Improvement in Empirical Sciences: A Meta-Analysis,” JOURNAL OF CURRICULUM STUDIES (J.C.S.), vol. 12, no. 47 , pp. 95–124, 2018, [Online]. Available: https://sid.ir/paper/101042/en

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