A Meta-analysis for the Effectiveness of Metacognitive Strategies Use in Achieving some Biological Sciences Learning Outcomes among Public School Students

Document Type : Original Article

Authors

قسم المناهج وطرق التدريس، کلية التربية، جامعة الأزهر

Abstract

This study aimed to reach a general conclusion about the effectiveness of metacognitive strategies use in achieving some biological sciences learning outcomes among public school students utilizing the meta-analysis approach. The study population included 323 primary research and studies that were undertaken between 2000-2020. These studies were analysed based on a list of inclusion and exclusion criteria, as well as a list of quality standards. Based on these criteria and standards, 35 studies were selected to be analysed and reassuring their validity and reliability. They included 51 effect sizes, nine of them were excluded being extremes, and 42 of them were the final effect sizes to be included in the study. According to the results of data analysis, the meta-analysis sample revealed that the results of these studies are heterogeneous. To get deep analysis, the mean effect size was calculated according to the random effects model, and it was found that it is equal to (1.094, 1.186, 1.232, 1.133) for (conceptual achievement, thinking skills, attitudes towards the subject, and learning outcomes as a whole), respectively.  The results also revealed that the distribution of effect sizes for sample studies is not completely symmetrical around the mean effect size, which confirms the publication bias. To correct this bias, deletion and addition were used. This method showed that by adding the missing studies (9), the value of the mean effect size changed to (0.85), which indicates a significant effectiveness of metacognitive strategies on biological science learning outcomes. On the other hand, the results of subgroup analysis showed that the impact of metacognitive strategies on biological science learning outcomes does not change according to the field of study, the study stage of the participants, and the type of metacognitive strategy.
 

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