The Effect of Constructivism on Attitudes towards Lessons: A Meta-Analysis Study

Abstract

Problem Statement: A number of recent studies on constructivism that have been conducted separately (independently) have arrived at very different results. Throughout the ten-year period in which the constructivist approach has been applied, there have been studies that have researched the effect of the newly-introduced approach on student attitudes towards lessons. In such situations, there exists a pressing need to look at all previous studies so that new studies approach subjects from a more developed and advanced perspective and arrive at more scientifically reliable results. For this reason, there is a critical need for a more comprehensive and detailed approach to the subject under research so as to interpret, contrast, and provide better access for researchers with regard to the studies already conducted on this topic. Meta-analysis has been accepted as a method that helps in this aim. Purpose of Study:The goal of this study is to bring together and contrast independent studies conducted on the effect of the constructivist approach on student attitudes to lessons and to analyze their results.Methods: This research study employs a meta-analysis method. Metaanalysis is defined as the grouping of apparently similar studies conducted on a particular topic according to specific criteria and combining the quantitative findings pertaining to these studies.

Effects of Learning Cycle Models on Science Success: A Meta-Analysis

“…In applications during these years, it is seen that the value of the effect size is larger than the others. Toraman and Demir (2016) stated that the constructivist approach's effect on attitude is higher than the value of the effect size in the studies after 2010. It can be said that this situation is caused by the fact that student-centered models entered our curricula after 2005 and that researchers did not have enough experience in this area.…”

Yapılandırmacı Yaklaşım Öğrenme Halkası Modellerinin Öğrenilen Bilgilerin Kalıcılığına Etkisi: Meta Analiz Çalışması

“…Toraman ve Demir'in (2016) çalışmalarında elde edilen etki büyüklüğü değeri orta düzeyde, Ayaz'ın (2015) çalışmasında ise elde edilen etki büyüklüğü değeri küçük düzeydedir. Bu durumda Toraman ve Demir (2016) ile Ayaz'ın (2015) ulaştığı sonuçlar ile bu araştırmadan elde edilen sonuç örtüşmemektedir.…”

The Effect of Multiple Intelligences Theory-Based Education on Academic Achievement: A Meta-Analytic Review

“…Although meta-analyses are very well-known abroad, this method has recently begun to be used in Turkey. Thus the number of meta-analytic studies in the literature of Turkey is few (e.g., Batdı, 2014;Camnalbur & Erdoğan, 2008;Çelik, 2013;Demir & Başol, 2014;Gözüyeşil & Dikici, 2013;Kablan et al, 2013;Kaşarcı, 2013;Kaşarcı, Aydın, Yurt, & Sünbül, 2012;Okursoy, 2009;Özdemirli, 2013;Semerci & Batdı, 2015;Şahin, 2005;Şen & Yılmaz, 2013;Tomakin & Yeşilyurt, 2013;Toraman & Demir, 2016;Yeşilyurt, 2012). A meta-analysis takes studies obtained from the relevant literature as a whole, and identifies the common aspects of these studies in terms of the effectiveness of certain variables (i.e., a particular method of instruction, academic achievement, attitudes towards a course, etc.).…”