Published Article

ABSTRACT

This study investigated the effect sizes of Instructional Methods/Strategies on Students’ achievement scores in science subjects (biology, chemistry, mathematics, physics and integrated science). The study adopted an Ex-post-facto design. Two research questions and hypothesis guided the study. The sample was made up of 41 research studies on Instructional Methods/Strategies (IMS). The researchers reviewed the STAN Journals and Conference Proceedings between 2010 to 2017 to identify the researches adopted in the study. Simple random sampling technique was used to select research studies on effects of IMS on students’ achievement scores in science subjects. Converted t-statistics, frequency and mean were used to answer the research questions while one-way ANOVA was used to test the null hypothesis at 0.05 level of significance. The results revealed that the mean effect size of instructional methods/strategies (IMS) on students’ achievement in biology was moderate. The mean effect sizes of IMS on students’ achievement in chemistry, mathematics, physics and integrated science were small. There was no significant difference between the mean effect sizes of IMS on students’ achievement across the five (5) science subjects. Based on the findings of this study it was recommended that researchers should include the effect sizes of their studies so as to aid in finding out the relative impact of a given treatment and help to identify the overall effectiveness of interventions. Also researchers should endeavour to report the mean and standard deviation gains of their studies in order to help for further analysis.

KEY WORDS: Meta-Analysis, Instructional Method/Strategies, Student’s Achievement