A Meta-Analysis of Combinations of Teacher and Student-Centered Practices and Processes in Undergraduate Science Education

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: New Meta-Analyses in Higher Education

Abstract

This meta-analysis investigates the effects of various combinations or Teacher and Student-Centered instructional dimensions rated on a scale from more teacher-centered to more-student-centered plus several coded moderator variables on the achievement of undergraduate students in science education courses. More student-centered conditions served as the “treatment” while more teacher-centered conditions were considered the “control.” Hedges’ g, operationalized as the differences between treatment and control means, served as the outcome measure. The weighted average difference between groups was = 0.41, k = 141, indicating an overall difference in favor of student-centered instruction. Out of four rated dimensions (Pacing, Teacher’s Role, Flexibility, and Adaptation) only Flexibility was significant in meta-regression as a negative predictor of effect size ( = -0.09, p = 0.05).

Authors

• Robert M. Bernard, Concordia University

• Evgueni Borokhovski, Concordia University

• Brian Mihov, Concordia University - Montreal

• Richard F. Schmid, Concordia University - Montreal

• David Pickup, Concordia University - Montreal

• David Isaac Waddington, Concordia University