Ci̇nsi̇yeti̇n Tekno-Pedagoji̇k Alan Bi̇lgi̇si̇ Üzeri̇ndeki̇ Etki̇si̇ni̇n Meta Anali̇z Yöntemi̇yle Araştirilmasi

Abstract

ÖZBu çalışmanın amacı, cinsiyetin tekno-pedagojik alan bilgisi üzerindeki etkisini meta analiz yöntemiyle incelemektir. Meta-analiz, benzer konularda yapılmış birbirinden bağımsız ve çok sayıda çalışmadan elde edilmiş sayısal verileri istatistiksel olarak analiz etme ve bu çalışmaların sonuçları hakkında genel bir yargıya varma yöntemidir. Hangi araştırmaların meta-analize dâhil edileceğine yönelik seçimlerin yapılmasında belirli ölçütler kullanılmıştır. Bu ölçütlere dayalı olarak 6 adet tez çalışmasının meta-analize dâhil edilmesine karar verilmiştir. Sonuç olarak; altı çalışma için %95 güven aralığında etki büyükleri belirlenmiştir. Meta analiz diyagramına göre cinsiyetin teknolojik pedagojik alan bilgisi üzerindeki etkisi sabit etki modelinde (.058), rastgele etkiler modelinde (.064)'dir. Sonuç olarak TPAB yeterlikleri açısından cinsiyetin baskın bir bağımsız değişken olmadığı tespit edilmiştir.Anahtar Kelimeler: Meta-analiz, Cinsiyet, Tekno-pedogojik alan bilgisi, ABSTRACTThe purpose of this study is to examine the effect on techno-pedagogical content knowledge of gender by meta-analysis. Meta-analysis is the method employed in order to statistically analyze the quantitative data collected in independent and multiple studies carried out on similar topics, and to reach a general judgment regarding the results of these studies. Certain criteria were used in order to decide which researches would be included in the meta-analysis. Based on these criteria, it was decided to include of 6 thesis studies in the meta-analysis process. As a result; The effects sizes for the six studies were determined at 95% confidence interval. According to the meta-analysis diagram, the effect of gender on technological pedagogical content knowledge is fixed effects model (.058) and random effects model (.064). In conclusion, gender is not a dominant independent variable in terms of TPACK competencies.

A Meta-Analysis of Research on Technological Pedagogical Content Knowledge by Gender

“…These results show that the total score of male on TPACK scale is higher than that of female. Although there is no meta-analysis study in the international literature to compare with this finding, it was revealed in the meta-analysis study conducted by Tuncer and Dikmen (2018) in Turkish literature that gender is not a dominant independent variable in terms of TPACK competencies. Similarly, in the study by Unlu, Kaskaya, and Coskun (2017), which is one of the primary studies on technological pedagogical content knowledge by gender, no significant difference was found by gender variable when technology pedagogy and content knowledge dimensions of social studies teacher candidates were examined.…”

“…In the Turkish literature, there is a meta-analysis study on this issue conducted by Tuncer and Dikmen (2018). In this meta-analysis study conducted with 6 master thesis studies, it was found that gender was not a dominant independent variable in terms of TPACK competencies.…”

“…In this meta-analysis study conducted with 6 master thesis studies, it was found that gender was not a dominant independent variable in terms of TPACK competencies. It is aimed in this meta-analysis study to solve the gender related contradiction by using the studies (master thesis/doctoral dissertation and article) published both in Turkish and international literature -different from the study of Tuncer and Dikmen (2018)-and to make suggestions for the studies to be carried out in this regard.…”

Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

“…In the TPACK self-confidence dimension, Bağrıyanık (2015) and Altunoğlu (2018) were in favor of male teachers; Akyıldız and Altun (2018) found a significant difference in favor of women. These different results show that gender is not a dominant independent variable in terms of TPACK dimensions (Tuncer & Dikmen, 2018).…”

Gender Effect on Competency Perceptions on Measurement and Evaluation: A Meta-Analysis Study

“…Education, technology and social transformation can cause different gender groups to exhibit different behaviors. This situation requires reviewing study findings according to their sample group (Tuncer & Dikmen, 2016). Opinions and values about gender can differ across societies and time.…”