Effectiveness of Worksheets in Science Students’ Learning Outcomes: A Meta-Analysis
DOI:
https://doi.org/10.46328/ijemst.5408Keywords:
worksheets, learning outcome, science education, meta-analysisAbstract
Improving students' learning outcomes remains a central goal of science education, as students are expected to engage critically, reason scientifically, and apply knowledge in diverse contexts. Worksheets have long been used in science classrooms to achieve this goal. But despite their widespread use, existing meta-analyses have been limited in scope, often focusing on single disciplines or lacking the influence of moderating variables. This study conducted a meta-analysis, analyzing 38 effect sizes drawn from 33 studies involving 2,465 students. Results revealed a large and statistically significant overall effect (Hedges g = 1.600), confirming that worksheets substantially improve students' learning outcomes in science. Moderator analysis indicated a significant effect based on country, education level, scientific discipline, learning domain, and worksheet variation. The most notable effects were observed in the secondary level, in the field of physics, and in ethnoscience and representation-rich worksheets. This study provides evidence-based insights on the effectiveness of worksheets and the importance of thoughtfully designing them as tools that extend beyond routine practice to support meaningful learning in science education.
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