The Meta-Analysis of The Teaching Models Efficiency Affecting The Analytic Thinking of the Learners.

Abstract

The purposes of this research were to analyze the experimental and developmental researches on the teaching models to develop the learners’ analytical thinking. The specific objectives were to analyze the effect size of the teaching models affecting the learners’ analytical thinking and to compare the efficiency of  the teaching models affecting the learners’ analytical thinking, to study the correlation between the teaching models to develop the learners’ analytical thinking and the class level and the subject, to study the differences of the efficiency of the teaching models affecting the learners’ analytical thinking from the characteristics of the research and to analyze the direct and indirect effect of the research characteristics towards the effect size with the causal factor analysis by using LISREL. The sample were 69 researches from the population of 88 researches of the graduates published on line in ThaiLIS database between the year 2003 to 2009. Two groups of independent variables were 44 variables of teaching models to develop the learners’ analytical thinking and 19 variables of the research characteristics. The dependent variable was the effect size. The research instruments drawn for this study were 1) the research selection form, 2) the research quality evaluation form, 3) the research characteristics record. The data were systematically analyzed by using the descriptive statistic, the meta analysis of the effect size of Glass and team and estimated effect size by using the statistic without the measurement error of Hedges and Olkin, One-way ANOVA, Two way ANOVA, Multiple Regression and Analyzed the casual by using LISREL. The results of the study were found as follows;

1. There were 44 values of the effect size of the teaching models affecting the analytical thinking of the students. The effect size was between -.48 to 1.93. There were 41 values in the high level, 2 values in the low level and 1 value in the minus value.
2. 44 teaching models were synthesizes in this study. There were 41 methods had the high efficiency for the learners’ analytical thinking. 2 methods had the low efficiency and one method did not have the efficiency. The highest effective teaching model was the 7-E Learning Cycle and Instruction Model.

The differences of the efficiency of the development of the learners’ analytical thinking of 3 groups of teaching models consisted of the international teaching models group, the teaching models which Thai graduates created or integrated by applying from the international teaching models, and the teaching models created or developed by Thai graduates.

1. The correlation between the teaching models to develop the learners’ analytical thinking and the class level and the subject appeared that there was no statistical significance on the direct and total effect towards the teaching models efficiency.
2. There was the difference between the mean of the effect size ( d ) and the class level of the sample group in the kindergarten to grade three, Mathayom 1-3 and mathayom 4-6 which was higher than the vocational and the higher vocational certificate level. The mean of the effect size using t-test was higher than using ANOVA and MANCOVA. The means of researches which passed the criteria and failed were higher than the mean of the researches which was considered as the good ones. The result from the Dummy variable of the research characteristics of all 64 variables was 54.70 (adjusted R² = .547)
3. The direct and indirect effect of the research characteristics towards the effect size was tested by the test of the correlation between the model based on the theory created by the researcher and the empirical data using LISREL, it appeared that the model was correlated.