Meta-analysis of the Effectiveness of Teaching Models and Methods in Academic Performance

Ashrafzade, Tohid; Mesrabadi, JAVAD

doi:10.22055/edus.2024.47504.3628

Document Type : Research Paper

Authors

tohid ashrafzade ¹
JAVAD mesrabadi ²

¹ Ph.D. of Educational Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.

² Professor, Department of Education, Azarbaijan Shahid Madani University, Tabriz, Iran

10.22055/edus.2024.47504.3628

Abstract

Introduction
Academic performance refers to the measurement of the learning level achieved by students and is considered a key indicator of the effectiveness of educational institutions. Academic performance is a complex phenomenon influenced by the interaction of various factors. Teaching methods is one of these factors. A teaching method refers to a systematic approach or strategy educators employ to impart knowledge and facilitate learning among students. Over the past years, many researchers have examined the effect of teaching models and methods on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field to reach a general conclusion, resolve the existing contradictions, and discover possible moderators.

Method
The present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 2011-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Teaching models, Academic performance, Academic progress) and applying entry and exit criteria, 622 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software.
Results
From selected studies as a sample, in total, 758 effect sizes were extracted 41 extreme effect sizes were eliminated in sensitivity analysis and the next analyses were performed on 717 effect sizes. The value of the “fail-safe N” statistic was obtained at 2667, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.918 in the fixed model and 1.227 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, Sub-components of teaching models and methods were examined as the moderator variables. The results indicated that the effect size of teaching methods on academic performance in the information processing model is greater than other models. Also, the results indicated that in the teaching methods of information processing model, the effect size of the project-based learning method on academic performance is greater than other teaching methods.

Discussion
The results of the study showed that teaching models and methods had a significant effect on academic performance. Because of the different ways of learning and comprehending learners, it is suggested that teachers use various teaching models and methods.

Keywords

References

Altikulaç, S., Janssen, T. W. P., Yu, J., Nieuwenhuis, S., & Van Atteveldt, N. M. (2024). Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. British Journal of Educational Psychology, 1-21. https://doi.org/10.1111/bjep.12676

Alzahrani, A. K. D., & Griffiths, M. D. (2024). Problematic gaming and students’ academic performance: A systematic review. International Journal of Mental Health and Addiction. Advance online publication, 1-34. https://doi.org/10.1007/s11469-024-01338-5

Amsalu, A., & Belay, S. (2024). Analyzing the contribution of school climate to academic achievement using structural equation modeling. SAGE Open, 14(1), 1-11. https://doi.org/10.1177/21582440241227271

Ashrafzade, T., Mesrabadi, J., Yarigholi, B., & Sheikhalizade, S. (2023). Meta-analysis of the impact of cooperative learning on academic performance. Journal of Educational Sciences, 30(2), 17-40. https://doi.org/10.22055/edus.2023.43488.3448 [Persian]

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139

Britwum, B. A., Ntow, F. D., & Smith, J. A. (2024). Influence of teaching approaches on senior high school students’ mathematical mindset. SAGE Open, 14, 1-10. https://doi.org/10.1177/21582440241237060

Chaudhary, P., & Singh, R. K. (2022). A meta-analysis of factors affecting teaching and student learning in higher education. Frontiers in Education, 6, 1-8. https://doi.org/10.3389/feduc.2021.824504

Chen, L., Saharuddin, N., & Muhamad, M. M. (2024). An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China. International Journal of Chinese Education, 1-15. https://doi.org/10.1177/2212585X241234333

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (Second ed). Hillsdale, N J: Lawrence Erlbaum Associates.

Ejraee, R. (2013). The comparative impact of using intensive reading and task-based reading activities on intermediate Iranian EFL learners’ writing ability. M.A Dissertation, Islamic Azad University, Central Tehran Branch, Faculty of Foreign Languages-Department of English. [Persian]

Erfani Adab, E., Mesr Abadi, J., & Zavvar, T. (2014). The role of the meta-cognitive agent, Indicators of academic achievement: Meta-analysis of relevant research studies in the country. Iranian Higher Education, 5(3), 165-200. [Persian]

Esfijani, A., & Faraji, M. (2022). Investigate the effects of inquiry-based science education, integrated with mobile technology, on the academic achievement of fifth-grade elementary students, with the mediating role of academic motivation. Journal of Educational Sciences, 29(2), 127-146. https://doi.org/10.22055/edus.2022.38895.3291 [Persian]

Ganji, M., Zahed-Babelan, A., & MoeiniKia, M. (2012). Meta-analysis of studies carried out regarding the role of teaching models in students' academic achievement. Journal of School Psychology, 1(1), 93-107. https://doi.org/d_1_1_91_3_1_6 [Persian]

Garavand, Y., Omidian, M., Farhadi Rad, H., Razavi, A., & Maktabi, Gh. (2021). Meta-analysis of the effectiveness of constructivist approach-based education on academic performance in the experimental science course. Research in Curriculum Planning, 18(42), 94-112. https://doi.org/10.30486/jsre.2021.1898821.1639 [Persian]

Golami, Z. (2016). The effect of project-based learning on creativity, epistemological beliefs and academic achievement of 7th girl students. M.A Dissertation, University of Tabriz, Faculty of Psychology and Education, Department of Education. [Persian]

Hafezi, H., Pamenari, S. M., & Rezaei, M. (2022). Study of the effectiveness of teaching method based on the teacher- Assistant Project on environmental ethics of high school students. Journal of Educational Sciences, 29(2), 43-62. https://doi.org/10.22055/edus.2022.39888.3326. [Persian]

Higgins, J. P. T., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21, 1539-1558. https://doi.org/10.1002/sim.1186

Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analysis. British Medical Journal, 327, 557-560. https://doi.org/10.1136/bmj.327.7414.557

Hooman, H. A. (2008). Handbook on meta-analysis in scientific research. Tehran: Samt Publication. [Persian]

Hoseini, A., Eshkevari, A., & Majidi, N. (2020). The effectiveness of game-based laerning on students' learning and motivation in Arabic language. Language Related Research, 11(2), 363-388. [Persian]

Huang, Q., & Zeng, Y. (2024). Improving academic performance predictions with dual graph neural networks. Complex & Intelligent Systems, 10, 3557–3575. https://doi.org/10.1007/s40747-024-01344-z.

Jafari, S., & Mohamadi Zenouzagh, Z. (2018). The impact of project-based learning approach on Iranian EFL learners' learning of English idiomatic expressions. Journal of Foreign Language Research, 7(2), 325-354. https://doi.org/10.22059/jflr.2017.239690.376 [Persian]

Jalayer, T. (2013). The comparative effect of short stories and task-based reading on EFL learners’ reading comprehension. M.A Dissertation, Islamic Azad University, Central Tehran Branch, Faculty of Foreign Languages-Department of English. [Persian]

Joyce, B., Calhoun, E., & Hopkins, D. (2000). The new structure of school

improvement. Buckingham: Open University Press.

Karami Gazafi, A., Younesi, J., & Azizian, A. (2009). Comparing the effectiveness of chemistry laboratory instruction using educational software versus traditional one on students' educational progress. Technology of Education Journal (TEJ), 4(1), 1-9. https://doi.org/10.22061/tej.2009.1338. [Persian]

Keyhan, J. (2020). The effectiveness of computer-based puzzle game on the accuracy, speed, learning and stability of learning mathematics among secondary school students in the Salmas City. The Journal of New Thoughts on Education, 16(3), 167-189. https://doi.org/10.22051/jontoe.2020.17731.1991. [Persian]

Mehr Mohammadi, M., & Abedi, L. (2021). Models of learning: Tools for teaching. Tehran: Samt Publication. [Persian]

Mesr Abadi, J. (2010). Meta-Analysis of Bilingual Research in Terms of Quality, Quantity and Content (Research Project). Tehran: Education Research Institute. [Persian]

Mesr Abadi, J. (2016). Meta-analysis: Concepts, Software and Reporting. Tabriz: Shahid Madani University. [Persian]

Miraki, A. (2013). The impact of participatory teaching methods in social skills and academic achievement in high school chemistry students Arsanjan. M.A Dissertation, Islamic Azad University, Marvdasht Branch, Faculty of Educational Science and Psychology. [Persian]

Mohammadi, M., Abdollahy, F., & Hasani, R. (2024). Developing an effective teaching model in order to improve the educational level of schools. Management and Educational Perspective, 6(2), 37-67. https://doi.org/10.22034/jmep.2023.407379.1218. [Persian]

Okwuduba, E., & Okigbo, E. C. (2018). Effect of teaching methods on students academic performance in Chemistry in Nigeria: Meta-analytic review. Science and Education Policy, 12(2), 418-434.

Palacios, D., Berger, C., Kanacri, B. P. L., Huisman, M., & Veenstra, R. (2024). The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis. British Journal of Educational Psychology, 1-19. https://doi.org/10.1111/bjep.12675.

Rasuli Tabar, B., Malekian, F., Mosavi, F., & Karamafrooz, M. J. (2023). Presentation the learning organization model in Kermanshah province education with the approach of grounded theory. Journal of Educational Sciences, 30(2), 99-120. https://doi.org/10.22055/edus.2023.43211.3439. [Persian]

Saif, A. A. (2024). Modern educational psychology: Psychology of learning and instruction. Tehran: Dowran Publishing Company. [Persian]

Sugano, S. G. C., & Nabua, E. B. (2020). Meta-analysis on the effects of teaching methods on academic performance in Chemistry. Instruction, 13(2), 881-894. https://doi.org/10.29333/iji.2020.13259a.

Taherizadeh, S., Nateghi, F., & Faghihi, A. (2018). The effects of teaching-learning patterns on students' educational improvement in empirical sciences: A meta-analysis. Journal of Curriculum Studies, 12(47), 95-124. [Persian]

Taylor, J. C., Allen, L. M., Van, J., & Moohr, M. (2024). The Effects of project-based learning on student behavior and teacher burnout in an emotional/behavioral support classroom. Journal of Emotional and Behavioral Disorders, 32(2), 81-94. https://doi.org/10.1177/10634266241235933.

Tham, J. (2024). Project-based learning in bioethics education. International Journal of Ethics Education, 3, 1-16. https://doi.org/10.1007/s40889-024-00191-3.

Tuckman, H. (1975). Teacher effectiveness and student performance. Economics and Education, 34-39.

Yazdianpour, N., Yousefi, A., & Haggany, F (2009). The effect of teaching in project-cooperative method on academic achievement of senior girl students in Foolad Shahr high schools, in terms of statistics and modeling. Research in curriculum Planning, 22(6), 85-98. [Persian]

Zhang, J., Chen, H., Wang, X., Huang, X., & Xie, D. (2024). Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents. BMC Medical Education, 3(1), 1-10. https://doi.org/10.1186/s12909-024-05343-z.

Meta-analysis of the Effectiveness of Teaching Models and Methods in Academic Performance

References

References

Volume 32, Issue 1May 2025Pages 161-184

Volume 32, Issue 1
May 2025
Pages 161-184