Trends in Chemistry Education Research on Student Transformation in the Philippines: A Meta-analytic Review

Abstract

Creating innovative methodologies and interventions in chemistry education is
essential to promote positive student transformation outcomes. Although
chemistry educators are key in utilizing its potential in the classroom, very little is
known about its efficacy in teaching and learning. This study aims to determine
the current research trends in chemistry education. It examines the effect of
chemistry education research findings included in the meta-analysis on using
varied teaching methodologies on student transformation outcomes. A systematic
review and meta-analysis of a pool of studies related to chemistry instruction in
the Philippines and through on site or online browsing were conducted. Results
show that the country's pedagogical trend in chemistry education centers mainly
on cooperative and inquiry-based learning, which aligns with and supports the
framework and goals of 21st-century teaching. Results suggested that chemistry
teachers can consider employing one of the various pedagogies and methods that
effectively improve students' cognitive and affective outcomes. Heterogeneity test
warrants that significant differences exist between the grouped features. The effect
size data are directly influenced by the significance of the test derived from each
study. Studies with significant results tend to have a larger effect size and
significantly affect the study variables.