The Effect of Inquiry Based Learning Strategy on Students' Higher Level Thinking Skills: A Meta-Analysis Study
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Abstract
The aim of this research is to investigate whether the inquiry-based learning in the science education using the meta-analysis method have a significant effect on higher level thinking skills of students. In this direction, 63 experimental and quasi-experimental studies conducted from 2000 to 2016 year in Turkey on the issue was investigated by metaanalysis. The effect sizes of each study were calculated by the CMA (Comprehensive Meta-Analysis) program. The data are interpreted according to random effects model. According to the findings obtained from the study, it was determined that the inquiry-based learning strategy in the science education has a positive effect on the higher level thinking skills and an effect on the level of 0.666. The value of the effect size was found to be significant with the Z test performed for statistical significance (Z = 10.217, p = 0.000 < 0.05). In addition to this, studies included in the research; the type of skills examined, education level and type of publication were made as moderator variables and their results were analyzed. As a result of the moderator analysis, the types of skills examined and the type of publication change the effect size on high-level thinking skills; it was found that the education level did not change the effect size. Consequently the effect size of these skills was 0.662, the effect size of education level was 0.575 and the effect size of publication types was 0.573 in terms of the effect on the higher level thinking skills of the inquiry-based learning strategy. These values show that there is a meaningful relationship between the variables.