A RESEARCH SYNTHESIS OF INFLUENC OF TEACHING STRATEGIES AND STUDENT'S LEARNING METHODS ON STUDENT ACHIEVEMENT IN CHEMISTRY

Abstract

              The purposes of this research were: 1) To study research attributes which are related to teaching strategies of teachers and learning methods of students that have effects on learning achievement in Chemistry subject 2) to study the effect size of research which is related to teaching strategies of teachers and learning methods of students that have effects on learning achievement in Chemistry subject, and 3) to summarize knowledge from a synthesis of research on the influence of teaching strategies of teachers and learning methods of students that have effects on learning achievement in Chemistry subject. The researches in this study were 56 papers. The standard indices of the studies were 82. The research instruments were the coding protocol and the study quality assessment scales. Data were analyzed using descriptive statistics, one-way ANOVA, Multiple regression analysis, and Hierarchical Linear Model analysis.

           The research findings that: The research characteristics consisted of 4 factors; publication characteristics factor (8 moderators), substantive factor (7 moderators), research procedural factor (9 moderatos), and research quality factor (1 moderator). A common effect size of the studies is high at .555. For each moderator, teaching by other methods had a high effect size at .804, child center learning at .638 and fundamentals of chemistry at .583 respectively. The common effect size of the studies was significant differences among moderator variables (19 variables). All moderatos significantly contribute to the variance of effect size at 69.1% and The differences among studies mainly contribute to effect size.