Effects of a problem posing instructional interventions on student learning outcomes: A three-level meta-analysis

IF 3.7 2区 教育学 Q1 Social Sciences Thinking Skills and Creativity Pub Date : 2024-07-07 DOI:10.1016/j.tsc.2024.101587
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Abstract

Problem posing is increasingly being considered in the field of education, with many experts exploring its positive effects on student learning outcomes. In this case, different perspectives have emerged regarding the impact of the intervention, claiming the overall effect remains uncertain. Therefore, this study aims to explore the effects of a problem posing instructional intervention on student learning outcomes at the cognitive and non-cognitive levels from 2000 to 2023, using a three-level meta-analysis. 32 studies and 4,068 participants were included to compare the classrooms with and without problem posing instructional interventions in elementary to higher education. The results showed a moderate-positive and small positive effect on students cognitive (Hedges' g = 0.681, 95 % CI [0.552, 0.810], p < 0.001) and non-cognitive (Hedges' g = 0.367, 95 % CI [0.113, 0.620], p = 0.003) levels, respectively. Based on the moderator analysis, there were differences in the learning outcomes among students across various task formats. Notably, tasks that included specific information and involved problem posing in context demonstrated significantly better performance. In conclusion, these results indicate the importance of problem posing instructional interventions in promoting student's development and their impact on cognitive and non-cognitive dimensions.

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提出问题的教学干预对学生学习成果的影响:三级元分析
在教育领域,越来越多的人开始考虑 "提出问题",许多专家都在探讨它对学生学习成果的积极影响。在这种情况下,关于干预的影响出现了不同的观点,声称总体效果仍不确定。因此,本研究旨在采用三层次荟萃分析法,探讨 2000 年至 2023 年期间,问题假设教学干预在认知和非认知层面对学生学习成果的影响。纳入了 32 项研究和 4,068 名参与者,对小学到高等教育中采用和未采用问题假设教学干预的课堂进行了比较。结果显示,对学生认知(Hedges' g = 0.681, 95 % CI [0.552, 0.810], p < 0.001)和非认知(Hedges' g = 0.367, 95 % CI [0.113, 0.620], p = 0.003)水平的影响分别为中度积极和小幅积极。根据主持人分析,不同任务形式下学生的学习成果存在差异。值得注意的是,包含具体信息和在情境中提出问题的任务表现明显更好。总之,这些结果表明了问题假设教学干预对促进学生发展的重要性及其对认知和非认知维度的影响。
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
期刊最新文献
From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators Educational experiences integrating the arts into teaching practice in primary education in Ecuador Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach Fostering meta-moral cognitive skills among pre-service teachers using creative problem-solving processes Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study
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