Effectiveness of Treatments Teaching the Topic ‘Cell Division’ in Improving Students’ Academic Performance: A Meta-Analysis Study

Abstract

Background Science educators have tested several alternative pedagogical treatments (e.g. brain-based learning, computer-assisted instruction, and modelling) with different grades and implementation durations to improve students' academic performance and overcome their alternative conceptions of the topic 'cell division'. However, the relevant literature has not explored the degree to which the treatments improve participants' academic performance. Thus, the current meta-analysis study handles this unexplored issue to fill in an important gap in the related literature. Purpose The study aimed to explore the effectiveness of the treatments teaching the topic 'cell division' in improving students' academic performance throughout a meta-analysis. Sample The corpus of the data consisted of 47 experimental studies extracted from well-known educational databases (e.g. ERIC and Taylor & Francis) via the keyword patterns. Design and Methods This study used the meta-analysis method to calculate effect-sizes (Hedges' g) of 47 experimental studies (k = 49) and compare them in regard to moderator variables. Results The overall effect-size of the treatments was found to be 1.392 and labelled under the very large effect. Also, the findings of the moderator variables indicated that educational level (Qvalue = 6.527; df = 2; p < .05) and implementation duration (Q-value = 8.300; df = 2; p < .05) significantly moderated the students' academic performance through the treatments, whereas the type of treatment was non-significant (Q-value = 4.656; fdf = 6; p > .05). Conclusion The overall effect-size of the treatments points to a higher effect (a very large) in the students' academic performance of the topic 'cell division' that means a better improvement than a traditional instruction. Thus, they have challenged the difficulties and dilemmas of a traditional instruction that makes little contribution to the students' academic performance of the topic. Similarly, a U-shaped developmental curve of the mean effect-sizes of educational levels illuminates the need and prominence of this topic (with fundamental concepts) for middle school.