A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms

Malavika E. Santhosh, Jolly Bhadra (), Zubair Ahmad and Noora Al-Thani
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Malavika E. Santhosh: Qatar University
Jolly Bhadra: Qatar University
Zubair Ahmad: Qatar University
Noora Al-Thani: Qatar University

Humanities and Social Sciences Communications, 2024, vol. 11, issue 1, 1-17

Abstract: Abstract 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 (p

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-023-02338-x

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DOI: 10.1057/s41599-023-02338-x

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