Meta-Analysis on the Effectiveness of Learning Cycle Models and Online Teaching Strategies in Chemistry Education

Abstract

The purpose of this meta-analysis was to look at the effects of Learning Cycle Models (LCMs) and Online Teaching Strategies (OTSs) on academic achievement of students in chemistry. The study gathered information from 17 published sources, including dissertations and journal papers, and included a total of 2049 students. The findings revealed high heterogeneity among the included research, necessitating the use of a random-effects model. The overall effect size study found that LCMs and OTSs had a relatively large and beneficial influence on students' academic progress, with an effect size of 1.44. The analysis further examined the impact of different factors on the effect sizes, including grade level, learning modality, duration, and subject matter. Elementary and high school students demonstrated very large effect sizes, while college students had a small effect size. In-person classes showed larger effect sizes than online teaching strategies, although both approaches had positive effects. Longer durations of interventions resulted in larger effect sizes, and specific subject matters, such as matter and acids & bases, showed very large effect sizes. The findings suggest that tailored instructional approaches, incorporating a variety of LCMs and OTSs, can enhance students' academic achievement in chemistry education. Recommendations were provided for educators, curriculum designers, and policymakers to guide the implementation of LCMs and OTSs, considering specific grade levels, learning modalities, durations, and subject matters. Continued research is necessary to refine instructional strategies and improve outcomes in chemistry education.