This study aimed to investigate to what extent the use of hands-on science activities influences on students" academic achievement in science. Review of literature revealed several research studies focusing upon such aim and thus, a meta-analysis of these researches was carried out to obtain an overall effect size estimate of hands-on science activities on science achievement. Of the available studies, 15 with multiple outcomes satisfied the pre-determined inclusion criteria. In addition to the

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... estimation of overall effect size using fixed-and random-effects models, subgroup analyses were also run through a mixed-effect model to determine whether heterogeneity in effect size estimates is due to the influence of moderator variables. Results showed that the estimated effect size was statistically significant (Z=8.57, p < .01). The magnitude of the overall effect size estimate indicated that the hands-on activities had a very large impact on students" science achievement (Hedge's g = 1.55, 95% CI= [1.20-1.91]). The effect size estimates for each moderator variable was also statistically significant at alpha level of .01, but no difference was found within sub-categories of moderator variables.