A Meta-analysis of Research Related to Learning Model Efficiencies in Affecting Development of Student's Scientific Reasoning at Basic Educational Level
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Abstract
The objectives of the study were to 1) analyze the basic characteristics of research studies, and 2) compare the effect sizes of different methods of learning on the development of scientific reasoning. The sample of studies was selected according to the PRISMA 2020 guidelines. The study used 27 out of 55 full-text theses published in the Thai language, which were searched in the TDC database for years from 2003 to 2024. The research instrument was a form used to record study characteristics. The data were analyzed using a statistical package with descriptive statistics and a meta-analysis with the random effects model. The assessment of publication bias showed asymmetry in the funnel plot, and Egger's test confirmed its statistical significance (6.738, p<.05). The Trim and Fill approach was used, but no further research was cited. The total effect size after adjustment was 2.44 (95% CI [1.73, 3.15]). The heterogeneity analysis showed significant differences (Q=376.96, p<.001), with τ²=3.36 (REML) and I²=97.65%, confirming statistically significant differences between the studies. The results of the omnibus moderation test showed that F=3.477 (p=0.042) with statistical significance. Meta-regression revealed that the inquiry-based and argument learning groups showed bigger effect sizes than the problem, context, and social learning groups, with a 95% confidence level.
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