Meta-Analysis of the Effective Learning Activities Model On Students' Problem-Solving Thinking: Propensity Score Matching
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Abstract
The research aimed to: 1) investigate the effect sizes and research characteristics that influence students' problem-solving thinking, and 2) compare the effect sizes of the learning activity model to develop students' problem-solving thinking after adjusting the propensity score matching. Thirty-five graduate-level research papers published from 2002 to 2022 were studied. Data were gathered, using a form for recording research characteristics and an assessment form for assessing research quality. Effect sizes were calculated, using Glass's method, and the data were analyzed, using random effects, fixed effects, meta-regression, and propensity score matching techniques. The research findings revealed that:
1) Researches focusing on learning management models significantly influenced students' problem-solving abilities at a high level ( = 1.395). The research characteristics with 4 variables—the university producing the research, the field, the total duration, and the quality—significantly influenced students' problem-solving thinking at a statistically significant level of .05; and 2) after adjusting the propensity score matching, it was found that inquiry-based learning had the greatest impact on students' problem-solving thinking. Designing learning activities that allow students to explore problems, create understanding, expand their thinking through collaborative discussion, and assess outcomes according to the appropriateness of each context will improve students' problem-solving thinking.
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