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

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Listed:
  • Malavika E. Santhosh

    (Qatar University)

  • Jolly Bhadra

    (Qatar University)

  • Zubair Ahmad

    (Qatar University)

  • Noora Al-Thani

    (Qatar University)

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

Suggested Citation

  • Malavika E. Santhosh & Jolly Bhadra & Zubair Ahmad & Noora Al-Thani, 2024. "A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-17, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-023-02338-x
    DOI: 10.1057/s41599-023-02338-x
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