KaydedilenlerDerginizi ekleyin

Dergiler / International Journal of Educational Methodology / 2018 / Cilt: 4 Sayı: 1

The Effect of Learning Cycle Models on Achievement of Students: A Meta-Analysis Study

Hakan SARAC
Sayfa
1–18
Yayın Tarihi
2018-02-01
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The analyses showed that among the learning cycle models, the highest effect size was determined in the 4E Model (2.659), among the dissertations the highest effect size was in master thesis (ES = 1.231), among the disciplines the highest effect size was in the other lessons (ES = 1.637) and among the educational levels the highest effect size was in the high school students (ES = 1.237).

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:In the study, a meta-analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students.
📊
Temel Bulgular & Veri:Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English.
💡
Sonuç & Katkı:The analyses showed that among the learning cycle models, the highest effect size was determined in the 4E Model (2.659), among the dissertations the highest effect size was in master thesis (ES = 1.231), among the disciplines the highest effect size was in the other lessons (ES = 1.637) and among the educational levels the highest effect size was in the high school students (ES = 1.237).
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:2007 Verileri
⚙️Değişkenler:Academic achievement · constructivist approach · learning cycle model

Abstract

In the study, a meta-analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students. Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English. As a result of the screening, a total of 123 dissertations, which used learning cycle models to increase the achievement of students, were included in the analysis. As a result of this study, it is confirmed that the effect of learning cycle models on students’ achievement is positive and the determined effect size was found out as 1.164 (% 95 CI, SE = .071) according to random effects model.. In the study, moderator analysis was made according to the learning cycle models, type of the dissertations, disciplines, and education levels of students. The analyses showed that among the learning cycle models, the highest effect size was determined in the 4E Model (2.659), among the dissertations the highest effect size was in master thesis (ES = 1.231), among the disciplines the highest effect size was in the other lessons (ES = 1.637) and among the educational levels the highest effect size was in the high school students (ES = 1.237).

🔖

Bu Makaleye Atıf Yap

SARAC, H. (2018). The Effect of Learning Cycle Models on Achievement of Students: A Meta-Analysis Study. International Journal of Educational Methodology, Cilt: 4 Sayı: 1, 1–18. https://ajindex.com/articles/995155

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. Acikel, C. (2009). Meta analiz ve kanita dayali analizin tiptaki yeri [Meta-analysis in medicine and evidence-based analysis]. Clinical Psychopharmology, 19 (2), 164- 172. Akpınar, E., & Ergin, Ö. (2005). Role of science teachers in constructivist theory. Primary Education-Online, 4(2), 55-64.
  2. Aktamis, H., Higde, E., & Ozden, B. (2016). Effects of the inquiry-based learning method on students' achievement, science process skills and attitudes towards science: A meta-analysis study. Journal of Turkish Science Education (TUSED), 13(4), 248-261.
  3. Ayaz, M. F., Sekerci, H., & Oral, B. (2016). The Effect of Using of Instructional Technology to Elementary School Students' Academic Achievement: A Meta-Analysis Study. Journal of the Faculty of Education, 17(1), 35-54.
  4. Ayaz, M. F. (2015). Impact of probabilistic learning approach on students' academic achievement in science class: A meta-analysis study. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(3), 139-160.
  5. Balim, A.G., Turkoguz, S., Aydin, G., & Evrekli, E. (2012). Fen ve teknoloji dersinin “madde ve isi” konularinda yapilandirmaci yaklasimin 7E modeline dayali etkinlik planlari [Activity plans based on the 7E model of the constructivist approach to science and technology in "matter and heat"]. Bartin University Journal of Education Faculty, 1(1), 129-139.
  6. Balta, N., & Sarac, H. (2016). The effect of 7E learning cycle on learning in science teaching: A meta-analysis study. European Journal of Educational Research, 5(2), 61-72.
  7. Baker, D. R., & Piburn, M. D. (1997). Constructing science in middle and secondary school classrooms. Copyright by Allynand Bacon, USA. Basol, G., & Erbay, S. (2017). Portfolyo Kullaniminin Akademik Basariya Etkisi: Bir Meta Analiz Calismasi [The effect of portfolio use on academic achievement: A meta-analysis]. Hacettepe University Education Faculty Journal, 32(2), 396-412.
  8. Batdi, V. (2015). Kavram haritasi teknigi ile geleneksel ogrenme yonteminin kullanilmasinin ogrencilerin basarilari, bilgilerinin kaliciligi ve tutumlarina etkisi: Bir meta-analiz calismasi [The achievements of the students using the conceptual map technique and the traditional learning method, its effect on the persistence and attitudes of the knowledge: A meta-analysis study]. Dumlupinar University Social Sciences Journal, 42(2), 93-102.
  9. Bilgin, I., Ay, Y., & Coskun, H. (2013).5E ogrenme modelinin ilkogretim 4.Sinif ogrencilerinin madde konusundaki basaril