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.