Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Intervention | 3 |
| Meta Analysis | 3 |
| Science Achievement | 3 |
| Effect Size | 2 |
| Chemistry | 1 |
| Concept Formation | 1 |
| Databases | 1 |
| Elementary School Students | 1 |
| Elementary Secondary Education | 1 |
| Game Based Learning | 1 |
| Higher Education | 1 |
| More ▼ | |
Author
| Alipasa Ayas | 1 |
| Ayas, Alipasa | 1 |
| Bag, Hasan | 1 |
| Chiu, Ming Ming | 1 |
| Hasan Bag | 1 |
| Lei, Hao | 1 |
| Muammer Çalik | 1 |
| Neslhan Ültay | 1 |
| Ultay, Neslihan | 1 |
| Wang, Chenxin | 1 |
| Wang, Danyi | 1 |
| More ▼ | |
Publication Type
| Information Analyses | 3 |
| Journal Articles | 3 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMuammer Çalik; Neslhan Ültay; Hasan Bag; Alipasa Ayas – Chemistry Education Research and Practice, 2024
The purpose of this study is to "meta"-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through "meta"-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases…
Descriptors: Chemistry, Meta Analysis, Effect Size, Intervention
Çalik, Muammer; Ultay, Neslihan; Bag, Hasan; Ayas, Alipasa – Chemistry Education Research and Practice, 2023
Through a meta-analysis, this study examines how effective particulate nature of matter (PNM)-based intervention studies are at improving academic performance. Well-known databases (e.g., ERIC, Springer Link, Taylor & Francis, and ScienceDirect) were used to look for the PNM-based intervention studies via specific keyword patterns. Also, a…
Descriptors: Science Achievement, Meta Analysis, Intervention, Databases
Lei, Hao; Chiu, Ming Ming; Wang, Danyi; Wang, Chenxin; Xie, Tongwei – Journal of Educational Computing Research, 2022
This meta-analysis examines the effects of game-based learning (GBL), compared with traditional instructional methods, on the science achievement of students, ranging from primary school to university. Results from the 41 primary studies of 6256 participants showed heterogeneity among effect sizes. The random effects model results showed a…
Descriptors: Game Based Learning, Science Achievement, Meta Analysis, Elementary Secondary Education
