Effect of Reflective Strategy on Student’s Outcome at Secondary Level: A Meta- Analysis

N. R. Dash¹ , K.B. Rath²

Section:Research Paper, Product Type: Journal-Paper
Vol.5 , Issue.8 , pp.77-89, Aug-2019

Online published on Aug 31, 2019

Copyright © N. R. Dash, K.B. Rath . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
In the present study the investigator attempt to find out the effect size of different teaching-learning strategy which promotes reflection and its impact on student’s outcome at secondary level by conducting meta-analysis. The sample of present study consists of 78 studies published in different countries in the above specified areas during 2000-2015 were selected by applying purposive sampling techniques. Besides, 30 experts were also selected to confirm findings of the study and to examine its relevance in Indian context. The study found 13 strategies of reflective practice which has varied effect on student’s outcomes at secondary level. Among these, brainstorming, concept mapping and experiential learning in reflective practice were more preferred by majority of experts than other in Indian context. The study has implications for teacher, teacher educator, administrator, policy maker etc. to orient them to meet the demand of 21st century classroom and also provide solid theoretical evidence to assume its importance in quality improvement of secondary education in India as well as provide source to conduct further research by taking into account of different dimension of these strategy.

Key-Words / Index Term :
Reflective Practice, Meta-analysis, Effect size

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