A Meta-Analysis on the Effect of Context-Based Learning on Students' Science Academic Achievement in the Turkish Education System

Abstract

In this study, the effect of context-based learning (CBL) on Turkish students' science academic achievement was calculated using the meta-analysis method. The Comprehensive Meta-Analysis (CMA) 2.0 program was used to calculate the effect size. The effect size of the CBL on the achievement of the students was determined to be 0.928 and this result is interpreted as “large level” in the relevant literature (Cohen 1988; Thalheimer & Cook, 2002). It was determined that the effect of context-based learning on students' science academic achievement was p<0.05. According to all the results obtained within the scope of the research, it can be said that CBL has a significant effect on Turkish students' science academic achievement. As a result of the statistical calculations made within the scope of the research, it was concluded that context-based learning did not make a significant difference on the academic achievement of students in terms of teaching level and science field.