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Araştırmada, akıllı tahta kullanımının öğrencilerin öğrenme ürünlerine etkisini belirlemek amacıyla meta analiz çalışması yapılmıştır. 2008–2016 yılları arasında yapılmış araştırma problemine uygun, meta analiz çalışmasına dahil edilebilecek istatistiksel verilere sahip doktora ve yüksek lisans tezleri ile makaleler ulusal ve uluslar arası veri tabanlarından Türkçe ve İngilizce anahtar kelimeler kullanılarak literatür taraması yapılmıştır. Tarama sonucunda, akıllı tahta kullanımının öğrencilerin öğrenme ürünlerine etkisine ilişkin toplam 29 çalışma meta analize dahil edilmiş ve toplamda 46 etki büyüklüğü değeri elde edilmiştir. Araştırma sonucunda derslerde akıllı tahta kullanımının öğrencilerde öğrenme ürünlerine etkisinin pozitif yönde olduğu tespit edilmiş ve tespit edilen etki büyüklüğü değeri, rastgele etkiler modeline göre .636 ile 1.004 güven aralığında .820 (% 95 CI, SE = .094) olarak bulunmuştur. Bu değer, Thalheimer ve Cook (2002) tarafından belirtilen etki büyüklüğü sınıflandırmasına göre geniş düzeyde bir etki büyüklüğüdür. Araştırmada elde edilen 46 etki büyüklüğü değerinin 45’i pozitif, 1’i negatifdir. Araştırmada öğrencilerin öğrenme ürünlerine, araştırmanın yayın türüne, araştırmanın yapıldığı disiplin alanına ve araştırmaya katılan öğrencilerin öğrenim düzeylerine göre moderatör analizler yapılmıştır. Yapılan analizler sonucunda, en yüksek etki büyüklüğü değerinin öğrenilen bilgilerin akılda kalıcılığında (ES = 1.009), 2014-2016 yılları aralığında (ES= 1.108), doktora çalışmalarında (ES = .909), meslek dersleri alanında (ES = 1.324) ve üniversite öğrencilerinde (ES = 1.024) olduğu tespit edilmiştir.
In the study, a meta-analysis study was conducted to determine the impact of the use of smart plate on students’ learning products. According to the research problem made between 2008-2016 years, the doctoral and master theses with statistical data that can be included in the meta analysis study and articles from national and international databases have been done literary scans using Turkish and English keywords. The scan resulted in a total of 29 study metanalysis on the impact of the use of smart plate on students’ learning products and a total of 46 impact size value was obtained. The study found that the impact of the use of smart plate in courses on learning products in students was found in a positive direction and the impact size was found at .820 (95% CI, SE = .094) in the confidence range of .636 to 1.004 according to the random effects model. This value is a broad-level impact size according to the classification of the impact size specified by Thalheimer and Cook (2002). Of the 46 impact sizes obtained in the study, 45 are positive and 1 is negative. The research has made moderator analyses according to the students’ learning products, the type of publishing of the research, the discipline in which the research is carried out and the learning levels of the students who participate in the research. The results of the analyses found that the highest impact size value was in the durability of the learned information (ES = 1.009), in the 2014-2016 years (ES = 1.108), in doctoral studies (ES = .909), in the field of professional courses (ES = 1.324) and in university students (ES = 1.024).
In the study, meta-analysis study is carried out in order to determine the effect of smart board usage on students’ learning outcomes: PhD and post-graduate dissertations consisting of statistical data which can be included in meta-analysis study and appropriate to research problem done in the years between 2008 and 2016 and also articles are reviewed in the literature through using Turkish and English words from national and international data base. As a consequence of literature review, totally 29 studies related to the effect of smart board usage on students’ learning outcomes are included in meta-analysis and the effect size of 46 is obtained in total. As a result of the research, it is confirmed that the effect of smart board usage on students’ learning outcomes is in positive way and the determined effect size is found out as .820 (% 95 CI, SE = .094) in the confidence interval .636 and 1.004 according to random effects model. This size is an extensive effect size in accordance with effective size classification. 45 of the effect size 46 obtained in the study is positive and 1 of it is negative. Moderator analysis is carried out with regard to students’ learning outcomes, year of the study, the publication type and discipline field of the research and education levels of students included in the research. In consequence of analyses, the highest effect size is found out as (ES = 1.009) in the memorability of learned knowledge, (ES = 1.108) the years between 2014 and 2016, (ES = .909) in doctorate studies, (ES = 1.324) in vocational courses and (ES = 1.024) in university students.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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