TY  - JOUR
TT  - Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis
AU  - Caglak, Serdar
PY  - 2017
DA  - January
DO  - 10.21891/jeseh.275708
JF  - Journal of Education in Science Environment and Health
JO  - JESEH
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2149-214X
SP  - 69
EP  - 87
VL  - 3
IS  - 1
KW  - Hands-on science
KW  - Meta-analysis
KW  - Effect size
KW  - Science achievement
KW  - Random-effects model
KW  - Mixed-effects model
N2  - This study aimed to investigate to what extent the use of hands-onscience activities influences on students’ academic achievement in science.Review of literature revealed several research studies focusing upon such aimand thus, a meta-analysis of these researches was carried out to obtain anoverall effect size estimate of hands-on science activities on scienceachievement. Of the available studies, 15 with multiple outcomes satisfied thepre-determined inclusion criteria. In addition to the estimation of overalleffect size using fixed- and random-effects models, subgroup analyses were alsorun through a mixed-effect model to determine whether heterogeneity in effectsize estimates is due to the influence of moderator variables. Results showedthat the estimated effect size was statistically significant (Z=8.57, p < .01). The magnitude of the overall effect size estimateindicated that the hands-on activities had a very large impact on students’science achievement (Hedge`s g = 1.55, 95% CI= [1.20-1.91]). The effectsize estimates for each moderator variable was also statistically significantat alpha level of .01, but no difference was found within sub-categories ofmoderator variables.
CR  - Caglak, S. (2017). Does hands-on science practices make an ımpact on achievement in science? A meta-analysis. Journal of Education in Science, Environment and Health (JESEH), 3(1), 69-87.
UR  - https://doi.org/10.21891/jeseh.275708
L1  - https://dergipark.org.tr/en/download/article-file/256908
ER  -