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Literature shows that there is very little research focusing on the analysis of the effectiveness of teaching methodologies on the affective domain of the students. Effective instruction should be designed to cater to the individualities of learners that holistically develop not only the cognitive but also the affective domain. This requires teaching methods that have an integrative structure that focuses on the effective learning of the students. This study emphasizes the effect on students' attitudes and motivation upon the use of different teaching methods through the meta-analysis technique. This method aims to combine chemistry education research findings that were conducted in the Philippines from 2015 to 2016. Identified teaching methods cast into treatment categories that act as the independent variable. Research findings of 14 studies that meet the inclusion criteria for meta-analysis are included in the analysis to determine the size of the mean effect of different treatment categories on attitude and motivation as compared to traditional teaching. Findings showed that a significant positive effect (Cohen's d = 0.379) was observed upon the use of teaching methods on attitude while a non-significant effect was observed on motivation. The study revealed that cooperative learning showed a significant effect than the traditional teaching method in promoting positive attitude and motivation/interest of the students towards learning chemistry. The results suggest that more empirical studies have to be pursued to give teachers a concrete understanding of the different ways of developing students' affective domain.
Sugano et al. (Fri,) studied this question.