Teaching at the Right Level in Science Education: A Systematic Review of Evidence on Conceptual Understanding and Science Process Skills
DOI:
10.29303/jossed.v7i2.16410Published:
2026-10-28Downloads
Abstract
Teaching at the Right Level (TaRL) is an adaptive instructional approach that aligns instruction with students’ demonstrated competence rather than solely with age or grade level. This systematic review synthesizes empirical evidence on TaRL in science education, with primary emphasis on conceptual understanding and Science Process Skills (SPS). Literature was searched through Google Scholar, GARUDA, SINTA, and relevant journal portals for studies published between 2016 and 2026. The review followed PRISMA 2020 principles. Study quality was appraised using five criteria covering clarity of objectives, research design, participants and context, instruments and procedures, and adequacy of data analysis and reporting. Twenty-five empirical studies met the eligibility criteria and were synthesized using a narrative-comparative approach. Of these, three studies directly examined conceptual understanding and one directly investigated SPS, while the remaining studies mainly reported general science/IPAS learning outcomes, diagnostic assessment, engagement, or related supporting outcomes. The direct evidence indicated favorable trends in conceptual understanding and SPS, but the evidence base remains limited. Because many included studies used classroom action research or one-group pretest-posttest designs, the findings should be interpreted as promising patterns rather than definitive evidence of effectiveness. Further controlled studies using validated outcome measures are needed.
Keywords:
Conceptual understanding Science education Science process skills Systematic review Teaching at the Right LevelReferences
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