The Effect of React Strategy on Achievement in Science Education: A Mixed Research Synthesis

Autor/inn/en	Akay, Cenk; Kanadli, Sedat
Titel	The Effect of React Strategy on Achievement in Science Education: A Mixed Research Synthesis
Quelle	In: Journal of Baltic Science Education, 20 (2021) 6, S.868-880 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akay, Cenk) ORCID (Kanadli, Sedat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Science Instruction; Science Achievement; Teaching Methods; Instructional Effectiveness; Elementary Secondary Education; Higher Education; Student Participation; Student Motivation; Research Methodology; Science Process Skills; Student Evaluation; Evaluation Methods; Context Effect; Relevance (Education); Hands on Science; Cooperative Learning; Transfer of Training + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Research method; Forschungsmethode; Schulnote; Studentische Bewertung; Relevance; Relevanz; Kooperatives Lernen; Training; Transfer; Ausbildung
Abstract	There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, "teaching-learning process in the REACT strategy", "learning outcomes in the REACT strategy", "limitations of the REACT strategy", and "recommendations for practice". Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01