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

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dc.contributor.authorÖztürk, Bilge
dc.contributor.authorKaya, Metin
dc.contributor.authorDemir, Mustafa
dc.date.accessioned2024-10-04T18:58:39Z
dc.date.available2024-10-04T18:58:39Z
dc.date.issued2022
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThis 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. © 2022, Duzce University, Faculty of Education. All rights reserved.en_US
dc.identifier.doi10.33902/JPR.202217481
dc.identifier.endpage216en_US
dc.identifier.issn2602-3717
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-85139061425en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage201en_US
dc.identifier.urihttps://doi.org/10.33902/JPR.202217481
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3950
dc.identifier.volume6en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherDuzce University, Faculty of Educationen_US
dc.relation.ispartofJournal of Pedagogical Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectInquiry-based learning modelen_US
dc.subjectLearning outcomesen_US
dc.subjectMeta-analysisen_US
dc.subjectSecond-orderen_US
dc.titleDoes inquiry-based learning model improve learning outcomes? A second-order meta-analysisen_US
dc.typeArticleen_US

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