Abstract:

The aim of this research is to determine the effect of the blended learning environment on the learning process with the mixed meta method. For this purpose, in the studies examined with the mixed meta method, the impact of blended learning on academic achievement is determined to its contribution to the cognitive, social and affective factors that affect the success of the learner in the learning process and to reveal the negative aspects. In this study, which was carried out in two stages, the first stage was analyzed by meta-analysis of 17 quantitative studies and 10 qualitative studies by meta-thematic analysis, according to the criteria determined between the years 2015-2021. Fixed effects model (SEM) and random effects model (REM) were used in the analysis process of the quantitative data obtained, and content analysis was used in the analysis process of the qualitative data. As a result of the research, it is seen that blended learning is more effective on academic achievement than traditional education method. It is seen that the interests and attitudes of the students towards the lesson have developed positively in the social and affective areas. In addition, it is concluded that the negative effects such as lack of concentration and motivation, indifference to the lesson and dealing with extracurricular work are seen in the blended learning process. Further studies are recommended to prove the validity of these results.

Keywords: