Meta-Analysis of the Effectiveness of Constructivist Approach-Based Education on Academic Performance in the Experimental science course

The present applied research with meta-analysis method sought to combine research on the effect of constructivism-based education on students' academic performance in experimental sciences course. The field of research of the study consisted of available studies that have been disseminated in Iran and abroad for the past 15 years in the form of theses, scientific research articles, and scientific conferences at Iran research Institute for Information Science and Technology (Irandoc), The Scientific Information databases (Sid), Database of Iranian Publications (Magiran), Sivilica and scientific-research journals in the field of Educational Sciences and Psychology, Science Direct, ERICT, Psych info, Scopus, and Google Scholar. According to inclusion and exclusion criteria, 14 effect sizes were evaluated among 109 studies.Initial studies were used to analyze the combined effect size with two fixed and random effects models and to investigate Publication Bias by sensitivity analysis using Funnel plotand and statistical index of Safe of fail statistic and Q Cochran test and I-square to investigate heterogeneity were used and Fisher's Z-factor was used to convert the effect size. Combined effect size results were obtained for the random effects model (2.64). The results also showed that the variables of the type of tools and the type of interventions used are moderating the effectiveness of constructivist-based education on students' academic performance in experimental science course. The findings of this meta-analysis have strong theoretical and empirical support and warrant the necessity to review and apply constructivist-based education in the country's education system.