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Bu çalışmanın amacı, ortaokul matematik ve fen bilimleri derslerinde işbirlikli öğrenmenin geleneksel öğrenmeye karşılık, öğrencilerin akademik başarıları üzerindeki etkisini meta-analitik biçimde incelemektir. Dâhil etme ölçütlerine uygun 56 çalışmadan 56 etki büyüklüğü hesaplanmıştır. Bu etki büyüklükleri toplam 5807 öğrencinin katıldığı işbirlikli uygulamalardan elde edilen verilerle hesaplanmıştır. Bulgular açık biçimde geleneksel öğrenmeye kıyasla işbirlikli öğrenmenin başarı üzerinde olumlu yönde daha etkili olduğunu göstermiştir. İşbirlikli öğrenmenin başarı üzerindeki genel etki büyüklüğü g = 0.470 olup, bu etki orta düzeye yakın fakat küçük düzey sınıfındadır. Bu sonuç geleneksel öğrenmeye göre işbirlikli öğrenmenin, öğrencinin akademik başarısını 0.470 standart sapma kadar yükselttiği anlamına gelmektedir. Genel etki büyüklüğü değerleri meta-analize özgü yanlılık testleriyle test edilmiştir. Hesaplanan etki büyüklüklerinin yayın türü, öğrenme alanı, işbirlikli öğrenme tekniği, örneklem büyüklüğü ve deney süresi alt gruplarına göre dağılımları da incelenmiştir. Yayın türüne bağlı analizlerde, makalelerden hesaplanan etki büyüklüklerinin tezlerden hesaplananlara göre daha geniş düzeyde olduğu görülmüştür. Matematik ve fen bilimleri öğrenme alanlarında hesaplanan etki büyüklükleri birbirine yakın değerlerde çıkmıştır. Çalışma sayısının yeterli düzeyde olduğu gruplarda, öğrenci takımları başarı bölümleri işbirlikli öğrenme tekniğinin görece daha etkili olduğu belirlenmiştir. Örneklem büyüklüğü arttıkça etki düzeyinin daha fazla olduğu tespit edilmiştir. İşbirlikli öğrenme uygulamalarında deney süresi uzadıkça daha büyük etki düzeyi elde edildiği de belirlenmiştir.
The main purpose of this study was to investigate and interpret the effectiveness of cooperative learning in middle grade science and mathematics classes with comparison to the traditional learning on students' achievement at middle school level meta-analytically. Through the analyses, 56 effect sizes for achievement were revealed from 56 primary studies. The primary studies are selected to be included in the meta-analysis based on the inclusion criteria. The effect sizes calculated by using the data gathered from the cooperative learning classes totally include 5807 students. Hedges g values used as the benchmark of effect you measurement in the study. The results clearly show that cooperative learning is more effective on achievement when compared to traditional learning methods. The results indicate an overall small average effect size of g = 0.470 for the effectiveness of cooperative learning on achievement. This means that cooperative learning compared to traditional learning, has increased the achievement of the students by amount of 0.470 standard deviation. The effect you calculated from articles due to publication type is relatively higher than those calculated from theses. The effect you due to subject showed that both subject of mathematics and science have similar effect you. Providing by adequate number of studies, students teams and achievement divisions technical is more effective on achievement than the other cooperative learning techniques in the study. Effect you is getting to be greater as the group you increases. And also, as the length of treatment time increases the effect you increases as well.
The main purpose of this study was to investigate and interpret the effectiveness of cooperative learning in middle grade science and mathematics classes with comparison to the traditional learning on students’ achievement at middle school level meta-analytically. Through the analyses, 56 effect sizes for achievement were revealed from 56 primary studies. The primary studies are selected to be included in the meta- analysis based on the inclusion criteria. The effect sizes calculated by using the data gathered from the cooperative learning classes totally include 5807 students. Hedges g values used as the benchmark of effect size measurement in the study. The results clearly show that, cooperative learning is more effective on achievement when compared to traditional learning methods. The results indicate an overall small mean effect size of g = 0.470 for the effectiveness of cooperative learning on achievement. This means that cooperative learning compared to the traditional learning, has increased the achievement of the students by amount of 0.470 standard deviation. The effect size calculated from articles due to publication type is relatively higher than those calculated from theses. The effect size due to subject showed that both subject of mathematics and science have similar effect sizes. Providing by adequate number of studies, students teams and achievement divisions technic is more effective on achievement than the other cooperative learning technics in the study. Effect size is getting to be greater as the group size increases. And also, as the length of treatment time increases the effect size increases as well.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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