Akademik Başarı Puanı Üzerinde Proje Tabanlı Öğrenme Yaklaşımının Etkisinin Meta Analiz Tekniğiyle Araştırılması

The Effect of Student-Centered Teaching Methods and Techniques on Academic Achievement in Life Sciences Teaching: A Meta-Analysis Study

“…Therefore, it can be speculated that one reason for classroom teachers' inability to create a student-centered instructional design in Social Studies is the lack of sufficient evidence on the general impact of various methods and techniques and their specific effects in Social Studies education. Although there are some meta-analytical studies in the literature demonstrating the positive effects of student-centered instruction methods and techniques, such as the meta-analysis conducted by Yağan (2022) indicating the overall positive effect of student-centered instruction on students' attitudes towards learning, Yaşar et al, (2015) showing the positive effect of student-centered instruction on academic achievement in social studies, Ulubey and Toraman (2015) and Yılmaz, Yüksel, and Toy (2023) demonstrating the positive effect of creative drama from student-centered instruction activities on academic achievement, Can and Gerşil (2021) on the positive effect of project-based learning on academic achievement, Camnalbur and Mutlu Bayraktar (2018) demonstrating the positive effect of collaborative learning on academic achievement, Camnalbur and Erdoğan (2008) and Dikmen and Tuncer (2018) on the positive effect of computer-assisted instruction on academic achievement, Toraman, Çelik, and Çakmak (2018) showing the positive effect of gamification on academic achievement, it can be said that there is a need for studies revealing the impact of student-centered instruction on students' academic achievement specifically in Social Studies. Therefore, the present study aims to examine the effect of student-centered instruction in primary school Social Studies on students' academic achievement.…”