Does inquiry-based learning model improve learning outcomes A second-order meta-analysis

This research study aims to utilize a second-order meta-analysis procedure to synthesize the effects of inquiry-based learning model (IBLM) on learning outcomes. An extensive systematic review process resulted in the inclusion of 10 meta-analyses conducted between 2015 and 2022 with minimal overlap...

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Bibliographic Details
Published in:Journal of pedagogical research 2022-09, Vol.6 (4), p.201-216
Main Authors: Öztürk, Bilge, Kaya, Metin, Demir, Mustafa
Format: Article
Language:English
Subjects:
Critical thinking
Decision making
Education
Educational objectives
Hypotheses
Inquiry method
inquiry-based learning model
Knowledge
Learning
learning outcomes
Meta-analysis
Pedagogy
R&D
Research & development
second-order
Students
Teachers
Variables
Citations: Items that cite this one
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Description
Summary:This research study aims to utilize a second-order meta-analysis procedure to synthesize the effects of inquiry-based learning model (IBLM) on learning outcomes. An extensive systematic review process resulted in the inclusion of 10 meta-analyses conducted between 2015 and 2022 with minimal overlap between primary studies. The results revealed that IBLM has a medium-level positive effect (d=0.62 ) on learning outcomes. The analyses showed that mobile inquiry-based model, learning cycle model and conceptual change text model have high-level positive effect on learning outcomes. Moderator analyses revealed that the effect sizes were not significantly moderated by grade level, content area, location, quality, primary research report type, and publication bias. Limitations, educational implications, and directions for future research are provided.
ISSN:2602-3717
2602-3717
DOI:10.33902/JPR.202217481