Meta-analysis of the Effectiveness of Visual Organizers Strategy in Public School Students’ Achievement of Natural Sciences

Document Type : Original Article

Authors

1 قسم المناهج وطرق التدريس، كلية التربية، جامعة الأزهر.

2 Curriculum and Instruction Department, Faculty of Education, Al-Azhar University.

Abstract

This study aimed to investigating the effectiveness of visual organizers strategies in public school students’ achievement of natural sciences, identifying whether the effectiveness of utilizing visual organizers strategies vary based on: type of strategy, stage of study or field of study. To meet this end, meta-analysis was used to collect and summarize the results of some primary studies that were administered during between 2000-2020 in Egypt and the Arab countries. 183 primary studies were surveyed, and the researcher applied the inclusion and exclusion criteria as well as the quality standards to come out with 51 studies that are the sample of the final meta-analysis. The data were encoded using the designed coding form. 51 effect sizes were calculated using the Hedges index, heterogeneity test, publication bias assessment, and subgroup analysis using the experimental version of the comprehensive meta-analysis software (CMA, v3). The results revealed that there is a high impact of the visual organizers strategies according to the random effects model in the achievement of natural sciences instead of the usual teaching strategies.  The mean joint effect size was (ES = 1.2), and the percentage value corresponding to the mean joint effect size was (38%).  The results of the subgroup analysis indicated that there are similar effects of the visual organizers strategies in the achievement of natural sciences regardless of the type of strategy, grade level or field of study. In light of these results, the researcher recommends the need to take advantage of the visual organizers strategies and include them in the teacher training programs before and during service.
 

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