Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study

Joevi Jhun A. Idul; Maria Teresa M. Fajardo

doi:10.29333/mathsciteacher/13700

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Joevi Jhun A. Idul ¹ ^* , Maria Teresa M. Fajardo ²

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¹ Bukidnon National High School, Division of Malaybalay City, Bukidnon, PHILIPPINES² University of Science and Technology of Southern Philippines, Cagayan de Oro City, PHILIPPINES^* Corresponding Author

Abstract

This research aimed to ascertain the effects of ethnoscience-based instruction on students’ critical thinking skills in learning physical science using a meta-analytic method. The data source was seven research articles obtained from databases and screened based on specific inclusion and exclusion criteria. The analysis was conducted through the organization of selected studies, extraction of the results, calculation of effect size using Cohen’s d, discussion of results, and formulation of general findings. The findings of this study report that ethnoscience-based learning significantly affects students’ critical thinking skills in physical science, with an overall effect size of 3.42. Therefore, ethnoscience-based instruction can be utilized by schools catering to indigenous learners to improve their science critical thinking skills and, at the same time, maintain and preserve their cultural identity.

Keywords

ethnoscience
critical thinking skills
meta-analysis
IP education
indigenous education
culture-based education
inclusive education

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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.

Article Type: Research Article

Journal of Mathematics and Science Teacher, Volume 3, Issue 2, 2023, Article No: em048

https://doi.org/10.29333/mathsciteacher/13700

Publication date: 19 Sep 2023

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Article Downloads: 1039

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How to cite this article

APA

Idul, J. J. A., & Fajardo, M. T. M. (2023). Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study. Journal of Mathematics and Science Teacher, 3(2), em048. https://doi.org/10.29333/mathsciteacher/13700

Vancouver

Idul JJA, Fajardo MTM. Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study. Journal of Mathematics and Science Teacher. 2023;3(2):em048. https://doi.org/10.29333/mathsciteacher/13700

AMA

Idul JJA, Fajardo MTM. Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study. Journal of Mathematics and Science Teacher. 2023;3(2), em048. https://doi.org/10.29333/mathsciteacher/13700

Chicago

Idul, Joevi Jhun A., and Maria Teresa M. Fajardo. "Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study". Journal of Mathematics and Science Teacher 2023 3 no. 2 (2023): em048. https://doi.org/10.29333/mathsciteacher/13700

Harvard

Idul, J. J. A., and Fajardo, M. T. M. (2023). Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study. Journal of Mathematics and Science Teacher, 3(2), em048. https://doi.org/10.29333/mathsciteacher/13700

MLA

Idul, Joevi Jhun A. et al. "Ethnoscience-based physical science learning and its effects on students’ critical thinking skills: A meta-analysis study". Journal of Mathematics and Science Teacher, vol. 3, no. 2, 2023, em048. https://doi.org/10.29333/mathsciteacher/13700