Tam Öğrenme Yaklaşımının Öğrencilerin Akademik Başarıları Üzerindeki Etkisi: Bir Meta-Analiz Çalışması

Başar, Tarık; Aşkın, İlkay; Gelbal, Selahattin

doi:10.21031/epod.277891

Cited by 5 publications

(9 citation statements)

References 5 publications

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“…The effect size classification specified by Hedge is as follows: between 0.00 and ± 0.10 weak, between 0.10 and ± 0.30 small, between 0.30 and ± 0.50 medium, between 0.50 and ±, 80 strong, over 0.80 very strong. Thalheimer and Cook (2002) (Başar, Aşkın & Gelbal, 2016;Ören & Sarı, 2019). When both classifications are considered, it is possible to say that 0,80 effect size value obtained from this study is within the large classification.…”

Section: Discussionmentioning

confidence: 59%

The Effectiveness of Positive Psychology Intervention in Turkey: A Meta-Analysis

Gürgân

Ulubay²

2020

TAKSAD

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The aim of this study is to determine the effect of the results intervention designed in experimental and quasi-experimental model within certain fields of positive psychology in Turkey by using meta-analysis method. The National Thesis Center database and Google Scholar was used to collect the data. Experimental thesis and articles conducted in Turkey between 2000-2019 were included in the study. Relevant thesis and articles are gathered by searching with the keywords "positive psychology", "psychological well-being", "psychological resilience", "mental well-being", "hope", "optimism", "happiness", "resilience". The research focused on experimental and quasi-experimental studies, and studies with pre-test and post-test patterns were reviewed. Comprehensive Meta-Analysis program was used in the analysis of the research data. After the analysis of the data, effect sizes in various sub-dimensions were calculated. In this study, the dependent and independent variables in experimental studies carried out by the researchers in Turkey on certain topics of positive psychology and the effectiveness of the independent variables used together with the effect size calculation were examined. In order to make some calculations related to the metaanalysis of the thesis and articles included in the research, studies with the required arithmetic mean, standard deviation and sample number were examined. Studies outside the field of Psychological Counseling and Guidance, qualitative studies and studies in which related values couldn't be calculated were not included in the research. 16 studies (2 for positive psychology, 1 for psychological well-being, 2 for psychological resilience, 4 for subjective well-being, 1 for hope, 3 for optimism, 1 for happiness, 2 for resilience) were included in meta-analysis. As a result; according to a random model this study general effect size found 0,8 (0,32-1,27), also fixed model effect size 0,6 (0,43-0,78). The data obtained has indicated that the experimental studies have effective results in acquiring certain social skills related to positive psychology and providing more psychologically happy, hopeful and positive perspectives. The small number of experimental studies reached is an important indicator of the need for different experimental studies in the field of positive psychology.

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Section: Discussionmentioning

confidence: 59%

The Effectiveness of Positive Psychology Intervention in Turkey: A Meta-Analysis

Gürgân

Ulubay²

2020

TAKSAD

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“…This result indicates that properly implemented student-centred teaching will lead to more positive attitudes towards the course (Collins & O'Brien, 2011) and that to develop positive attitudes towards courses, approaches such as active learning should be used in the learning process that will enable students to take responsibility for their learning (Demirel & Dağyar, 2016). In most of the other meta-analyses (Ayaz, 2015a(Ayaz, , 2015bBatdı, 2014;Kaşarcı, 2013;Smith, 2003;Topan, 2013;Üstün, 2012) examining the effect of active learning and its components on attitudes towards the course, medium-level effect sizes were estimated, similar to the results of the research. In some meta-analyses, modest (Demirel & Dağyar, 2016;Karakuş & Öztürk, 2016;Othman, 1996) and weak (Çapar & Tarım, 2015;Kyndt et al, 2013) effect size values were obtained for the variable of attitude towards the course.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

“…In the meta‐analyses carried out to determine the effect of active learning on students’ attitudes towards the course, it was generally limited to one of the tendencies that support active learning such as cooperative learning (Çapar & Tarım, 2015; Karakuş & Öztürk, 2016; Kyndt et al, 2013; Othman, 1996), problem‐based learning (Ayaz, 2015a, 2015b; Batdı, 2014; Demirel & Dağyar, 2016; Smith, 2003; Üstün, 2012) and project‐based learning (Ayaz & Söylemez, 2016; Kaşarcı, 2013). Some of these reviews include individual studies in only one subject area, such as science (Ayaz, 2015a, 2015b; Ayaz & Söylemez, 2016; Karakuş & Öztürk, 2016; Üstün, 2012) or mathematics (Çapar & Tarım, 2015).…”

Section: Introductionmentioning

confidence: 99%

Active learning promotes more positive attitudes towards the course: A meta‐analysis☆

Tutal

Yazar

2022

Review of Education

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This review aims to analyse the results of individual studies examining the effect of the active learning approach on students’ attitudes towards course by meta‐analysis method, also expose the impact of various study characteristics on this effect. As a result of the literature review carried out for this purpose, 144 studies (158 effect sizes) that meet the inclusion criteria were included in the meta‐analysis. The result of the analysis by using the random‐effects model indicated a moderate overall effect size for the effectiveness of active learning on attitudes towards the course (g = 0.757). This reveals that active learning is more effective on students’ attitudes towards the course than traditional lecture‐based methods. According to the analyses made to detect publication bias, it was determined that there was no publication bias in the meta‐analysis. Moreover, moderator analyses were conducted for ten possible moderator variables. The moderator analyses indicated that the effect of active learning on attitudes towards the course moderated only by a variable, the developer of the scale. The sub‐group analysis of scale developers revealed a strong effect for the studies in which the scale was developed by the research author (g = 1.159) and a moderate effect for the studies in which the scale was developed by another researcher(s) (g = 0.661).

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“…Sonuç olarak, kullanımın güncellikten uzak olduğu yargısına varılmıştır. Kaşarcı (2013) , öğrenme yöntemi 2001-2011 senelerinde Türkiye'de uygulanmış ve uygulamaları birleştirilmiştir. Etki kapsamının zaman aralığında karşılaştırılması yapılmıştır.…”

Section: çAlışmanın Rehber Basamaklarıunclassified

Proje Tabanli Öğrenme Yöntemi̇ne Genel Bi̇r Bakiş

ATEŞ¹,

ESENTÜRK²

2023

ASOS

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Bu çalışmada, proje tabanlı öğrenme yöntemi genel bir çerçeve içinde ele alınmıştır. Çalışmanın başlıkları proje tabanlı öğrenmenin tarihsel gelişim süreci, proje türleri, proje ile ilgili hazırlık yapma aşamaları, proje tabanlı öğrenmede eğitmenin rolü, proje tabanlı yöntemin avantaj, dezavantajları, proje tabanlı öğrenme yönteminde değerlendirme şeklindedir. Proje tabanlı öğrenme yöntemi, öğrenenlerin öğrenme aşamalarını planlayıp geliştirdikleri, belli sorumlulukları üstlenebildikleri, birtakım becerilerini geliştirebildikleri bir eğitim öğretim sürecini kapsar. Proje tabanlı öğrenmede öğrenci tüm öğrenme sürecinde merkezdedir. Hayattın içindeki uygulamalar ve konuların içeriğine göre şekillenen bu yöntem erken çocukluktan itibaren öğrencilerin çevrelerinde olup biten problemlerin farkına varmalarına ve çözüm üretmelerine olanak sağlamaktadır. Bu yöntemle bilgiye ulaşan öğrenenler, iletişim becerisi, işbirliği içinde olma, dayanışma, beyin fırtınası gibi pek çok beceriyi kazanabilecekleri bir fırsat yakalayabilirler. Bu öğrenme yönteminin sonuç aşamasında, yapılan etkinlikler bu aşamada ortaya koyulan ürünlerin tamamının değerlendirilmesi değildir. Ortaya çıkarılan sonuç ile beraber ürünün geçtiği aşamalar da belli bir önem derecesindedir. Genel anlamda 1 İlgili çalışma, Songül ESENTÜRK'ün Doç. Dr. Hatice KADIOĞLU ATEŞ danışmanlığında yaptığı tezsiz yüksek lisans projesinin bir bölümünden türetilmiştir.

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Tam Öğrenme Yaklaşımının Öğrencilerin Akademik Başarıları Üzerindeki Etkisi: Bir Meta-Analiz Çalışması

Cited by 5 publications

References 5 publications

The Effectiveness of Positive Psychology Intervention in Turkey: A Meta-Analysis

The Effectiveness of Positive Psychology Intervention in Turkey: A Meta-Analysis

Active learning promotes more positive attitudes towards the course: A meta‐analysis☆

Proje Tabanli Öğrenme Yöntemi̇ne Genel Bi̇r Bakiş

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