Table 1 Descriptive features of the 32 shortlisted studies for the meta-analysis.
S.No. | Study | Pedagogical model | Sub-pedagogical approach | Study design | Grade | Biological topic | Sample size | Impact of pedagogy | Country |
|---|---|---|---|---|---|---|---|---|---|
1 | (Ristanto et al., 2022) | Inquiry-based & argumentation-based | Guided discovery learning model - argument mapping | Quasi experimental and pre–post-test control group | Grade 10 | Environmental changes | 89 | Enhanced critical thinking skills | Indonesia |
2 | (Su et al., 2014) | Game-based | Educational card game | Quasi-experimental research | Grade 11 | Immunology | 72 | Enhanced knowledge, learning efficiency & positive perception | Taiwan |
3 | (Saputri et al., 2019) | Inquiry-based | Stimulating higher-order thinking model (inquiry learning model) | Quasi-experimental research | Grade 12 | Cell metabolism | 65 | Enhanced critical thinking skills | Indonesia |
4 | (Venville and Dawson, 2010) | Problem & Argumentation-based | Classroom-based argumentation model | Quasi-experimental research | Grade 10 | Genetics | 92 | Better argumentation skills, informal reasoning, and conceptional understanding of the topic | Australia |
5 | (Ebrahim and Naji, 2021) | Blended model | Flipped learning | Quasi-experimental research. | Grade 10 | Cell division | 37 | Augmented students’ attainment of earning | Kuwait |
6 | (Kolarova et al., 2014) | Problem-solving model | Reflexive model | Pre–post test design | Grade 9–10 | Molecular genetics | 25 | Increased skills of reflection | Bulgaria |
7 | (Lui and Slotta, 2014) | Game-based & inquiry-based | Immersive simulation and inquiry-based | Design-based research method | Grade 11 | Evolution and biodiversity | 75 | Better engagement and learning | Canada |
8 | (Sivia et al., 2019a) | Project-based | Mixed-method research | Grade 10 | Chemistry, aquaponics, and genetics | 30 | Enhanced student civic engagement | Columbia | |
9 | (Thompson et al., 2020) | Game-based & inquiry-based | Inquiry-based 3-d virtual reality (VR) game | Pre–post test design | Grade 10–12 | Cell Biology | 154 | Improved students’ interactivity and engagement with an enhanced understanding of the concepts | U.s.a. |
10 | (Özalemdar, 2021) | Problem-solving model | Active learning method | Pre–post-test design | Grade 10 | Current environmental issues and human | 50 | positive effect on the students’ environmental attitude and environmental behavior | Turkey |
11 | (Thisgaard & Makransky, 2017) | Virtual simulation | Virtual laboratory simulation | Mixed method | Grade 12 | Biotechnology | 128 | Increased knowledge, and self-efficiency in biology-related tasks | Denmark |
12 | (Hugerat et al., 2021) | Problem-solving model | Problem-based—jigsaw discussion | Quasi experimental design | Grade 10 | Diseases of the blood circulatory system | 204 | Improved students’ motivation and their perception of the classroom climate. | Israel |
13 | (Hadjichambis et al., 2022) | Inquiry-based | The Environment Educational Citizenship Model (EEC) | Quasi experimental design | Grade 10 | Protection of endangered species | 50 | Increased students’ EC learning gains (EC competencies and EC future actions) | Cyprus |
14 | (Nunaki et al., 2019) | Inquiry-based | Materials-oriented inquiry-based | Pre–post design | Grade 10 | General Biology | 70 | Increased students’ metacognitive skills. | Indonesia |
15 | (Kagnici and Sadi 2021) | Inquiry-based | 5 E (Engagement, Exploration, Explanation, Elaboration, and Evaluation) stem activity-based | True experimental design | Grade 11 | Nervous system | 99 | Better students’ academic performance and conceptions of learning Biology | Turkey |
16 | (Sukmawati et al., 2019) | Project-based | Project-based collaborative learning | Quasi-experimental research | Grade 11 | Blood circulatory system | 75 | Enhanced conceptual understanding or concept application. | Indonesia |
17 | (Anazifa and Djukri, 2017) | Project-based & problem-based | Project-based and problem-based | Quasi-experimental research | Grade 11 | Respiratory system | 102 | Enhanced student’s creativity and critical thinking | Indonesia |
18 | (Thurrodliyah et al., 2020) | Problem-solving model | Brain-based model based on socio-scientific issues | ADDIE (Analyze, Design, Develop, Implement, and Evaluate) a research model | Grade 10 | Environmental issues | 36 | Increased students’ psychomotor learning outcomes and critical thinking skills | Indonesia |
19 | (Sari et al., 2019) | Project-based | Mixed method | Grade 11 | Research | 53 | Enhanced students’ research skills. | Indonesia | |
20 | (Thinkhamchoet et al., 2021) | Problem-based | Team activity-based learning | Pre–post-test design | Grade 10–12 | Environmental protection | 100 | Improved students’ knowledge about environmental conservation and environmental ethics | Thailand |
21 | (Klisch et al., 2012) | Game-based | Online game-based | Pre–post-test design | Middle and high school | Alcohol abuse | 334 | Better content knowledge and students’ attitudes toward science | The U.S.A. |
22 | (Mulder et al., 2016) | Virtual simulation | Online scientific modeling | Quasi-experimental design | Grade 10 | The human glucose-insulin regulatory system | 70 | Enhanced students’ knowledge and reasoning skills | Netherlands |
23 | (Wilson et al., 2010) | Inquiry-based | 5 e model | Lab-based randomized control study | Grade 10 | Sleep disorders and biological rhythms | 58 | Significantly higher levels of achievement | The U.S.A. |
24 | (Blacer-Bacolod, 2022) | Project-based | Project-based blended learning by video-making | Mixed method | Grade 10 | Animal physiology | 92 | Improved students' knowledge | Philippine |
25 | (Yapici and Akbayin, 2012) | Blended model | Pre–post and control-group model | Grade 9–10 | Classifications and biodiversity | 107 | Improved students’ biology achievement and attitudes toward the internet | Turkey | |
26 | (Marbach-Ad et al., 2008) | Virtual simulation | Computer animation and illustration activities | Three group study | Grade 11–12 | Molecular genetics | 248 | Improved students’ knowledge. | Israel |
27 | (Ping et al., 2020) | Inquiry-based & argumentation-based | Argumentation-based | Quasi-experimental design | Grade 10 | Osmosis and diffusion | 112 | Significant improvement in argumentation skills, science process skills, and biology understanding | Malaysia |
28 | (Lham and Sriwattanarothai, 2018) | Game-based | Boardgame | Quasi-experimental design | Grade 10 | Cell cycle | 25 | Enhanced students’ conceptual understanding and achievement | Bhutan |
29 | (Brom et al., 2011) | Game-based | Online micro game | Quasi-experimental design | Grade 10–12 | Animal learning | 100 | Comparable knowledge gains increased overall appeal toward the topic and better retention. | Prague |
30 | (Lokayut and Srisawasdi, 2014) | Game-based | Computer game-based | Quasi-experimental design | Grade 11 | Circulatory system | 31 | Increased students’ perception (motivation) | Thailand |
31 | (Klisch et al., 2013) | Game-based | Online game-based | Quasi-experimental design | Grade 11–12 | Drug abuse | 179 | Negative students’ attitudes towards prescription drug abuse | U.S.A. |
32 | (Kazu and Demirkol, 2014) | Blended model | Quasi-experimental design | Grade 10–12 | Genetics | 54 | Better academic achievement | Turkey |
