Effectiveness of treatments teaching the topic ‘cell division’ in improving students’ academic performance: a meta-analysis study


Çalık M., Sezen Vekli G.

RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, vol.4, pp.1-19, 2025 (SSCI)

  • Publication Type: Article / Article
  • Volume: 4
  • Publication Date: 2025
  • Doi Number: 10.1080/02635143.2025.2456777
  • Journal Name: RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Page Numbers: pp.1-19
  • Yozgat Bozok University Affiliated: Yes

Abstract

ABSTRACTBackground: Science educators have tested several alternativepedagogical treatments (e.g. brain-based learning, computer-assisted instruction, and modelling) with different grades andimplementation durations to improve students’ academic perfor-mance and overcome their alternative conceptions of the topic ‘celldivision’. However, the relevant literature has not explored thedegree to which the treatments improve participants’ academicperformance. Thus, the current meta-analysis study handles thisunexplored issue to fill in an important gap in the related literature.Purpose: The study aimed to explore the effectiveness of thetreatments teaching the topic ‘cell division’ in improving students’academic performance throughout a meta-analysis.Sample: The corpus of the data consisted of 47 experimentalstudies 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 tocalculate 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 be1.392 and labelled under the very large effect. Also, the findings ofthe 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 per-formance through the treatments, whereas the type of treatmentwas non-significant (Q-value = 4.656; df = 6; p > .05).Conclusion: The overall effect-size of the treatments points toa higher effect (a very large) in the students’ academic perfor-mance of the topic ‘cell division’ that means a better improve-ment than a traditional instruction. Thus, they have challengedthe difficulties and dilemmas of a traditional instruction thatmakes little contribution to the students’ academic performanceof the topic. Similarly, a U-shaped developmental curve of themean effect-sizes of educational levels illuminates the need andprominence of this topic (with fundamental concepts) for middle school.