| Autor: |
Malavika E. Santhosh, Jolly Bhadra, Zubair Ahmad, Noora Al-Thani |
| Jazyk: |
angličtina |
| Rok vydání: |
2024 |
| Předmět: |
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| Zdroj: |
Humanities & Social Sciences Communications, Vol 11, Iss 1, Pp 1-17 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2662-9992 |
| DOI: |
10.1057/s41599-023-02338-x |
| Popis: |
Abstract This article systematically reviews the pedagogies employed in mixed-ability high school biology classrooms to spotlight the most effective educational model, in terms of learning gains. A meta-analysis was performed on 32 eligible studies sorted via the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. The effect sizes (impacts) were calculated in terms of students’ affective, behavioral, and cognitive gains. The results confirmed that the overall effectiveness of non-traditional models was highly significant when compared to traditional lecture models (p |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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