Kavram Karikatürlerinin Fen Eğitimi Dersi Akademik Başarısı Üzerindeki Etkisini Belirlemeye Yönelik Bir Meta-Analiz Çalışması

Yokuş, Gürol; Ayçiçek, Burak

doi:10.9779/pauefd.592287

Cited by 8 publications

(4 citation statements)

References 19 publications

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“…According to the results obtained from the study, it was stated that the cooperative learning approach had a positive and strong effect on student's academic achievement. Yokuş and Ayçiçek (2019) conducted a meta-analysis study to determine the effect of concept cartoons on science course academic achievement. Based on the findings of this study, it was stated that the learning-teaching processes in which concept cartoons were at the center were effective on students' academic achievement, and the average effect size value obtained from the studies was positive and had a significant effect size.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Numerous studies in the literature indicate that these methods increase students' achievement (Ayaz & Söylemez,2015;Chen & Yang, 2019;Donker et al, 2014;Ileri et al, 2020;Lei et al, 2022;Orhan, 2019;Orhan & Durak Men, 2018;Ören, 2020;Yokuş & Ayçiçek, 2019). In this respect, a study evaluating the approaches used in a constructivist learning environment was conducted by Ayaz and Şekerci (2015).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Non-Traditional Teaching Methods Used in Science Lessons on Intell

AKKAYA

2023

ijetsar

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This study aimed to synthesize and statistically combine the results of studies examining the effect of non-traditional teaching methods on intellectual risk-taking behavior in science courses in the context of Turkey. In this regard, the meta-analysis method was utilized in the study, and the overall effect size of the effect of non-traditional teaching methods used in the science course on intellectual risk-taking behavior was calculated. The literature review required for this study was conducted through the Higher Education Council of Turkey (YÖK) Thesis Center, and only thesis studies were included. The literature review used the keywords determined by the literature research. After the inclusion and exclusion criteria of the obtained studies were established, the necessary elimination was made. Within the scope of the study's literature search and selection criteria, nine theses studies were identified, and the essential analyses were made. The number of observations, arithmetic averages, and standard deviation measurements based on experimental control groups regarding the pre-test and post-test measurements of nine different theses included in the research were discussed. Within the scope of meta-analysis, standardized mean difference (SMD) values, known as Cohen-d in the literature, were used as the type of effect size based on the number of observations and descriptive statistics of reference studies. In line with the analysis, based on the results of the random effect type in the post-test context, the overall effect size of the scale score averages between the experimental and control groups for the posttest applications was found to be statistically significant (p<0.05). However, within the scope of the standardized mean difference (SMD) value known as Cohen-d, the overall effect size for the mean differences between the experimental and control groups for the post-test applications was low (SMD=0.20<0.424<0.50).

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Non-Traditional Teaching Methods Used in Science Lessons on Intell

AKKAYA

2023

ijetsar

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“…When the related literature was examined, a meta-analysis study based on CKCM was not found. However, in the literature, there are studies investigating the effects of different teaching methods and techniques on academic achievement according to the duration of the experimental procedure (Yokuş and Ayçiçek, 2020;Kaldırım and Tavşanlı, 2018;Çapar and Tarım, 2015;Bahadırhan, 2019). Suggestions are given in the light of the findings of the research.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Science Teaching Based on The Common Knowledge Construction Model on Academic Achievement: A Meta-Analysis Study

Özden

Yenice

2022

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Bu çalışmada ortak bilgi yapılandırma modeline (OBYM) dayalı fen öğretiminin öğrencilerin akademik başarıları üzerine olan etkisini meta-analiz yöntemi ile incelemek amaçlanmıştır. Bu amaç doğrultusunda araştırmanın örneklemini (2010-2020) Türkiye’de anaokulu, ilkokul ve ortaokul düzeyinde ortak bilgi yapılandırma modeline dayalı yapılan araştırmalar oluşturmaktadır. Verilerin toplanmasında, araştırmacılar tarafından dahil edilme ölçütlerine uygun olarak hazırlanmış kodlama formu kullanılmıştır. Bu kapsamda dâhil edilme ölçütlerine uygun toplam 8 adet araştırma (16 adet karşılaştırma) meta-analize dahil edilmiştir. Verilerin analizinde meta-analiz için uygulanan özel bir yazılım programı kullanılmış ve bu program sayesinde yayın yanlılığı, etki büyüklüğü ve homojenlik testleri yapılmıştır. Yapılan meta-analiz sonucunda, ortak bilgi yapılandırma modeline dayalı fen öğretiminin öğrencilerin akademik başarı üzerindeki etki büyüklüğü .927 olarak hesaplanmıştır. Bu değer Cohen vd. (2011) sınıflandırmalarına göre incelendiğinde, öğrencilerin akademik başarılarını arttırma açısından ortak bilgi yapılandırma modeline dayalı öğretimin pozitif yönde orta düzeyde etkiye sahip olduğu söylenebilir. Ayrıca ortak bilgi yapılandırma modeline dayalı fen öğretimi ile ilgili çalışmaların etki büyüklüklerinin deneysel işlemin uygulanma süresi değişkenine göre istatistiksel olarak anlamlı bir farklılık gösterdiği belirlenmiştir.

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“…Sentezleme aşamasında farklı etki büyüklükleri kullanılan meta-analiz modeli büyük önem taşımaktadır. Heterojenlik testi, dâhil edilme kriterleri doğrultusunda ulaşılan çalışmaların niteliği üzerinde durarak kullanılacak modelin karar verilmesine yardımcı olmaktadır (Yokuş & Ayçiçek, 2019). Meta-analiz için iki popüler istatistiksel model bulunmaktadır, bunlar sabit etkiler modeli ve rastgele etkiler modelidir (Borenstein vd., 2010).…”

Section: Verilerin Analiziunclassified

The Effect of Teaching with Concept Maps on Academic Success in Biology Teaching: A Meta-Analysis Study

KONU KADİRHANOĞULLARI

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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In this study, it was aimed to examine the effect of teaching using concept maps in biology teaching in the context of Turkey on academic achievement using the meta-analysis method that includes the synthesis of quantitative research. The problem of the research was determined as "What is the general effect of the use of concept maps and teaching method in biology teaching on academic achievement". Among the studies, some criteria were determined for the studies to be included in the meta-analysis, and a total of 24 studies that met these criteria formed the sample of the research. Hedges' g coefficient was used in the analysis of the data. In the current study, the Comprehensive Meta-Analysis program known as CMA was used to calculate the effect size and variances. Due to the heterogeneous nature of the research, the research was examined with the random effects model. When the findings are examined, it has been determined that the 1,598 effect sizes calculated for the random effects model have a large effect on the academic success of the teaching method with concept maps in biology teaching according to the classification made by Cohen (1988). According to this finding, the teaching method with concept maps in biology teaching, academic success; It was concluded that compared to the traditional method treated in the control group, it increased at a large level.

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Kavram Karikatürlerinin Fen Eğitimi Dersi Akademik Başarısı Üzerindeki Etkisini Belirlemeye Yönelik Bir Meta-Analiz Çalışması

Cited by 8 publications

References 19 publications

The Effect of Non-Traditional Teaching Methods Used in Science Lessons on Intell

The Effect of Non-Traditional Teaching Methods Used in Science Lessons on Intell

The Effect of Science Teaching Based on The Common Knowledge Construction Model on Academic Achievement: A Meta-Analysis Study

The Effect of Teaching with Concept Maps on Academic Success in Biology Teaching: A Meta-Analysis Study

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