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This study utilized the quantitative meta-analysis technique to integrate chemistry education research findings conducted in the Philippines covering the period 2005 -2016. It aimed to describe and examine the effects of teaching methodologies on academic performance in the secondary chemistry teaching-learning process. A search procedure and broad literature review were conducted to identify the potential and qualified chemistry studies from both published and unpublished graduate theses, dissertations and journal articles. Meta-analysis was effectively and systematically carried out through study acquisition, study coding, determination of inter-rater reliability, establishing inclusion criteria, computation of effect size including mean and interpreting the analyses. A total of 51 studies met the criteria and have qualified in the meta-analysis. Results presented that a statistically significant positive effect (Cohen's d = 1.208) was observed in the use of teaching interventions on academic performance. The findings affirmed the effectiveness of the use of varied teaching strategies in chemistry education toward student achievement in contrast to the traditional teaching method. The metaanalytic review revealed that during the last decade, the incorporation of other avenues of learning via innovative teaching methods promotes academic gain. As far as quality of instruction is concerned, the findings give a holistic understanding of the current educational practices in chemistry instruction that would serve as basis for future educational reforms.
Sugano et al. (Wed,) studied this question.