Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Year 2017, Volume: 3 Issue: 1, 69 - 87, 31.01.2017

Serdar Caglak

https://doi.org/10.21891/jeseh.275708

Cited By: 2

Abstract

This study aimed to investigate to what extent the use of hands-on
science activities influences on students’ academic achievement in science.
Review of literature revealed several research studies focusing upon such aim
and thus, a meta-analysis of these researches was carried out to obtain an
overall effect size estimate of hands-on science activities on science
achievement. Of the available studies, 15 with multiple outcomes satisfied the
pre-determined inclusion criteria. In addition to the estimation of overall
effect size using fixed- and random-effects models, subgroup analyses were also
run through a mixed-effect model to determine whether heterogeneity in effect
size estimates is due to the influence of moderator variables. Results showed
that the estimated effect size was statistically significant (Z=8.57, p < .01). The magnitude of the overall effect size estimate
indicated 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 effect
size estimates for each moderator variable was also statistically significant
at alpha level of .01, but no difference was found within sub-categories of
moderator variables.

Keywords

Hands-on science, Meta-analysis, Effect size, Science achievement, Random-effects model, Mixed-effects model

References

• 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.