A Systematic Review and Meta-Analysis on Learning Management Model to Enhance Analytical Thinking Secondary Students
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Abstract
This research aimed to synthesize the knowledge from research related to learning management aimed at promoting analytical thinking among secondary students, through a systematic review and meta-analysis. The research retrieved full-text research articles from SCOPUS, ERIC, and TCI databases from the year 2014 to 2023. Included articles were experimental designs, utilizing learning management to promote analytical thinking among secondary students. The tools used included research quality assessment forms. The analysis was conducted using STATA software. The findings revealed that 25 articles searched and included in the studies, the influence of learning management on analytical thinking was categorized based on teaching methods, duration of learning management, learning management techniques, and learning management tools. It was found that scientific processes, durations exceeding 15 hours, the use of high-level questioning, and applications had the highest effect size with statistically at the .01 level of significant, respectively. These findings provide valuable insights to develop effective and impactful learning management to enhance analytical thinking skills among secondary students.
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หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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