Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on academic achievement; however, no meta-analysis studies have been carried out. Purpose of Study: The aim of this study is to calculate the common effect size of empirical and relational studies conducted in Turkey between 2005-2014 that investigated the effect
The purpose of this meta-summary study is to determine the preponderance findings about the contribution of STEM education to the dimensions of the science curriculum and the learning-teaching process, its limitations and applicability by bringing together the studies that examine the views of teachers and students participating on STEM education. For this purpose, 22 research reports collected according to particular criteria from the literature were included in this meta-summary study. The frequency effect sizes of the data of the research reports were calculated and the frequency effect size was reported to be higher than 15%. As a result of the meta-summary study, 31 expressions were conceptualized under the themes of (i) the contribution of STEM education to knowledge, skills and affective dimension, (ii) contribution of STEM education to Science-Engineering-Technology-Society-Environment context, (iii) contribution of STEM education to learning-teaching process and (iv) the limitations and the recommendations on applicability of STEM education. It was determined that the most important contributions of the STEM education to science curriculum dimensions were as following; (i) appropriate for physics subjects, (ii) developing life skills, (iii) attracting the attention of the students, (iv) creating career awareness and (v) learning by fun.
The purpose of this study is, by using meta-analysis method, to examine whether there is a significant difference in the effect size of the Technological Pedagogical Content Knowledge (TPACK) according to gender. For this purpose, it was examined whether both Technological Pedagogical Content Knowledge and the knowledge types related to TPACK shows a statistically significant difference by gender. A total of 29 studies conducted both in Turkey and abroad between 2007 and 2017 and meet the inclusion criteria were synthesized by the meta-analysis method. "Cohen's d" was chosen as the effect size index in order to examine the knowledge types related to TPACK by gender. Since the studies were obtained from the literature, primary studies were combined according to the Random Effects Model. It was concluded as a result of the analysis that there is a significant difference between the knowledge types about TPACK by gender, and in the sub-group analysis, technology knowledge, technological pedagogical knowledge and technological pedagogical content knowledge have a significant effect size in favor of male; on the other hand, content knowledge, pedagogical content knowledge, and technological content knowledge have an insignificant effect size in favor of male and pedagogical knowledge has an insignificant effect size in favor of female.
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