This meta-analysis appraises the impact of practical science work on the learning outcomes of secondary school students based on 16 recent publications based on a quasi-experimental design. The research includes cognitive, affective, and psychomotor domains and compares the performance of students who have been subjected to practical science teaching to those who have been subjected to theoretical teaching. The search of the Scopus, ERIC, and DOAJ databases, adhering to strict inclusion criteria, allowed the definition of quantitative studies used in the meta-analytic procedures. Heterogeneity (I 2 = 94.43 %) was significant, and a random-effects model was adopted with standardized effect sizes determined using Hedges g. This finding has a high general effect (g = 1.15), indicating that practical science work has a significant impact on learning in different contexts. The implementation quality, teacher competence, and resource availability were inconsistent across all the studies, yet the results were quite the same, stating the clear advantage of the experiential, inquiry-based methods of implementation. Heterogeneity diagnostics indicate actual rather than random errors and evidence of limited publication bias, as portrayed by funnel plots. The meta-analysis confirms the pedagogical worth of practical science work and its utilization in curricula, notably in coordination with properly established instructional objectives, as well as in the provision of proper teacher training and infrastructure. These results provide evidence-based policy recommendations for both policymakers and teachers to enhance science education through effective hands-on practices.
Sanjito et al. (Mon,) studied this question.