The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study

Abstract

The aim of this study is to determine the effects of student-centered approaches (SCA) on students' creative thinking skills (CTS). Meta-analysis method is used in the study. The scope of the study consists of Master and PhD theses and research articles addressing this issue in Turkey. As a result of the screening, it is seen that there are 104 studies between 1990 and 2020 in line with inclusion criteria. The total number of samples within the scope of these studies is 6434 students. 3215 of these students are in the experimental group and 3219 are in the control group. According to the results of the study and the random effects model, a moderate (d=0.73; [0.63; 0.82]) statistically significant, positive effect size is determined according to SCA in favor of the students' CTS. In other words, it is seen that when student-centered approaches and methods are applied in the lessons, creative thinking skills of students are positively affected. As a result of the moderator analysis, it is determined that the effect sizes of the studies differed according to education stage (p=0.00) and lessons (p=0.00). In the study, it is concluded that SCA is a meaningful variable that positively affects students' CTS.

The effect of motivational interview conducted by nurses on quality of life: Meta‐analysis

“…This meta‐analysis type study was prepared based on the PRISMA checklist (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses Protocols (PRISMA) Checklist; Aytaç & Kula, 2020). The literature review, article selection, and data extraction were carried out independently by the first and second researchers to reduce the risk of bias.…”

“…This meta-analysis type study was prepared based on the PRISMA checklist (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA) Checklist; Aytaç & Kula, 2020).…”

Teaching methods that influence Grade 12 students’ mathematics results in Port Moresby, Papua New Guinea

“…Additionally, Rapanta (2021) emphasises that efficiency of teaching methods is increased by combining student-centred methods with those that are based on teachers' explanations (lecture-style classes). Studies also support that combined methods that encourage both students' and teachers' collaboration make a key contribution to the effectiveness of their learning (Muganga & Ssenkusu, 2019;Richards et al, 2019;Talbert et al, 2019;Aytaç & Kula, 2020). In this sense, it appears to be supported that adequate explanations by the teacher that stimulate students' active participation facilitate the mental and emotional atmosphere that is necessary to create an environment that is conducive to deep learning (Bechter et al, 2019;Talbert et al, 2019).…”

“…Moreover, in a student-centred approach, teachers minimize the use of extrinsic rewards because they may adversely affect student motivation, create reliance on the teacher, and encourage appropriate behavior for the sake of a reward rather than for the good of the learning (Talbert et al, 2019;Aytaç & Kula, 2020). Instead, teachers are encouraged to use strategies for enhancing a student's intrinsic motivation (Duraisingh, 2020), including adapting activities to students' interests, calling attention to the instrumental value of academic activities, incorporating game-like features, and providing opportunities to exercise autonomy and make choices.…”

“…In this sense, it appears to be supported that adequate explanations by the teacher that stimulate students' active participation facilitate the mental and emotional atmosphere that is necessary to create an environment that is conducive to deep learning (Bechter et al, 2019;Talbert et al, 2019). Many authors highlight that methodologies based on projects and problem-solving promotes higher-order cognitive activity in the students (Talbert et al, 2019;Aytaç & Kula, 2020).…”