Meta-Analysis of Active Teaching Methods on Students' Academic Achievement

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MAHMOODI FIROOZ; SADEGHI FARZANEH

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Journal: Studies in Learning and Instruction Year:2018 | Volume:10 | Issue:1 (74-1) Page(s): 25-55

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Information Journal Paper

Title

Meta-Analysis of Active Teaching Methods on Students' Academic Achievement

Author(s)

MAHMOODI FIROOZ | SADEGHI FARZANEH | Issue Writer Certificate

Keywords

Active teachingQ2

Active learningQ1

Students' Academic AchievementQ1

Meta-AnalysisQ2

Abstract

Introduction Active teaching methods refer to approaches that can improve students’ activities and change learning to interactive process, involving activities such as group discussion, problem solving, case studies, role-playing, essay writing, question making, etc. Therefore, the main focus of Active teaching process is on the students and their learning requirements. Over the past two decades, many researchers have examined the impact of Active learning methods on students’ academic achievements in experimentally and semiexperimentally designed studies. Most of researcher’ s results have shown that using Active teaching methods in most cases, led to improvements in the students’ academic achievement. However, in some cases, the results are contradictory and unclear, not giving readers a convincing answer about the impact of Active teaching methods on academic achievement. Further undetermined is the extent to which Active teaching can affect academic achievement. Applying a Meta-Analysis approach can help researchers to resolve the existing ambiguities. Meta-Analysis is a quantitative statistical method for synthesizing and integrating descriptive statistics from primary research studies that address and test the same research question and hypothesis. This method provides many advantages to researchers and policy makers for policy and decision-making purposes. Objectivity, bias reduction, statistical power, improved generalizability, research quality control, and precision of the meta analytic quantitative estimates are examples of such advantages. Research questions The present Meta-Analysis study integrates the results obtained from different studies to determine the total effect size of Active teaching methods on the student’ s academic achievement. The main purpose of this study is to quantitatively combine the results of different studies about the causal relationships between Active teaching methods and the students’ academic achievement by using Meta-Analysis approach. Method This is a Meta analysis. Participants and procedure The statistical population in this study included all valid scientific studies in data bases and master-of-science and PhD dissertations that were done using experimental and semi experimental methods to investigate the effectiveness of Active teaching methods on students’ academic achievement from 1996 to 2014. The sample, on the other hand, included 37 studies, selected from a body of 70 related research studies to be used in the Meta-Analysis. To collect data and estimate the effect size of this teaching method, the study adopted Hunter and Schmidt’ s approach. The studies involved in this research were collected from different data bases such as Iran doc, Scientific information Databases (SID), Iranian magazines, Iranian journals (Magiran), Noorma, Human Science database and dissertations of Tabriz university. After evaluating the inclusion and exclusion criteria (such as focusing on the effectiveness of Active teaching for improving student achievement, having the necessary methodological properties, using experimental or semi-experimental designs, availability of the required statistics (e. g. mean, standard deviation, etc. ) for estimating effect size, using samples within the age range of 8-18 that did not suffer from any mental disabilities, having been conducted between 1996 and 2014) the selected studies were analyzed with Comprehensive Meta-Analysis software (CMA). Because some studies had used different variables or intervention, they were analyzed several times in the process of Meta-Analysis so that in the end, 55 effect sizes were extracted from all the selected research. In order to answer research questions regarding the effect size of each intervention, integrative effect size with two models of fixed-effect and random-effect, moderated analysis with 95% confidence interval compared to the weighted average size, funnel plot, sensitivity analysis homogeneity test and S-statistics were used and reported. Results The result of the present Meta-Analysis review showed that during the last two decades, many different forms of Active teaching methods have been applied, all having a positive and significant impact on the students’ academic achievement with 90% effect size, which according to Cohen scale, suggests a high level of impact. Moreover, taking the gender of participants as a variable, the results revealed that the effect size for the impact of Active teaching on female students’ learning was 88 and for male students 86, both being statistically significant at 0. 001. Discussion In sum, based on the results of the present review study, it can be concluded that applying different forms of Active teaching could significantly improve the students’ academic achievement.

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APA: Copy

MAHMOODI, FIROOZ, & SADEGHI, FARZANEH. (2018). Meta-Analysis of Active Teaching Methods on Students' Academic Achievement. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 10(1 (74-1) ), 25-55. SID. https://sid.ir/paper/373432/en

Vancouver: Copy

MAHMOODI FIROOZ, SADEGHI FARZANEH. Meta-Analysis of Active Teaching Methods on Students' Academic Achievement. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2018;10(1 (74-1) ):25-55. Available from: https://sid.ir/paper/373432/en

IEEE: Copy

FIROOZ MAHMOODI, and FARZANEH SADEGHI, “Meta-Analysis of Active Teaching Methods on Students' Academic Achievement,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 10, no. 1 (74-1) , pp. 25–55, 2018, [Online]. Available: https://sid.ir/paper/373432/en

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