Meta-analysis of instructional and assessment for enhancing higher-order thinking abilities

Meta-analysis of instructional and assessment for enhancing higher-order thinking abilities

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Meta-analysis of instructional and assessment for enhancing higher-order thinking abilities

The purposes of the research were to 1) study the status of the research which studies about instructional and assessment for enhancing higher-order thinking abilities including general, substantive, research methodology and research quality and 2) synthesis the research in an instructional and assessment for enhancing higher-order thinking abilities by meta-analysis. The independent variables were to moderator including general, substantive, research methodology and research quality. The dependent variable was effect sizes of research. Data was collected by employing quality research evaluation form and research characteristic record form. After that data was analyzed by using Glass Method. They were analyzed descriptive statistics and estimated statistics, Independent t-test, One way ANOVA and Sceffe method.The results of research synthesis were as follows:1. Most of researches were in A.C. 2000 –, 2007, from Burapa University and mostly master’,s degree thesis in the field of Curriculum and Instruction and Education Technology. Instruction focused on Cognitivism Theory, which in high school, and concentrate on the subject matter of science. In the activities of instruction, the instructor mostly acted as a coordinator while in the activities of students, the students mostly acted in small group discussion about real situations. However, technique media and assessment by testing were popularly applied. The one group pretest-posttest design was mostly used which applied purposive sampling method. The hypotheses mostly were direction. Most research applied t-test and had quality in good level.2. The research characteristics were influence effect sizes were Learning Theory, activities of instructor, activities of learner, situation of learning and assessment. Instructional model for enhancing higher-order thinking abilities should be Cognitivism Theory. In the activities of instruction, instructor acted as a facilitator while students acted in small group discussion about real situation. Assessment by testing together with performance assessment. ,Keywords: higher-order thinking abilities, instructional, assessment, meta-analysis

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