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Bu çalışmada ters yüz öğrenme yaklaşımının geleneksel öğrenme yaklaşımına kıyasla öğrencilerin akademik başarılarına etkisinin incelenmesi amaçlanmıştır. Ters yüz edilmiş öğrenme (TYÖ) yaklaşımının akademik başarı üzerindeki etki büyüklüğünü belirlemeyi amaçlayan bu çalışmada meta analiz yöntemi kullanılmıştır. Dahil edilme ölçütlerini sağlayan ve ulaşılabilen 8 lisansüstü tez ve 5 makale meta analize dahil edilmiştir. İlk olarak araştırmaya dahil edilen çalışmalara ait heterojenlik değeri hesaplanmış ve elde edilen bütün değerler (Q=6,148, p>0,05, I2=0,00) çalışmalar arasında homojenliğin olduğunu göstermiştir. Dolayısıyla bu durum etki büyüklüklerinin hesaplanmasında sabit etkiler modelinin kullanılabileceğini göstermektedir. TYÖ yaklaşımının akademik başarıya etkisine ilişkin genel etki büyüklüğü değeri, sabit etkiler modeline göre 0,080 hata ile 0,744’dür. Bu etki düzeyi örneklem grubunun öğretim seviyesi, çalışma türü ve çalışmanın yayınlanma yılı değişkenlerine göre farklılaşmamaktadır.
This study was carried out to investigate the flipped learning method on students' academic achievements compared to the traditional method. Aiming to identify the effect size of the flipped learning method (FL) on academic achievement, the meta-analysis method is used in this study used. 8 postgraduate theses and 5 articles, which met the inclusion criteria and could be accessed, are included in the meta-analysis. The heterogeneity value of the included studies was first calculated, and then all achieved values (Q=6.148, p>0.05, I2=0.00) indicated that there is homogeneity among the studies. This shows that the fixed effects model could be used in the calculation of effect sizes. The general effect size of the studies investigating FL's effect on academic achievement compared to the traditional teaching method is 0.744 with an error of 0.080 according to the fixed effects model. This effect level does not differ by the educational level of sample group, type of study and year of publication.
This study was carried out to investigate the flipped learning method on students’ academic achievements compared to the traditional method. Aiming to identify the effect size of the flipped learning method (FL) on academic achievement, meta-analysis method is used in this study used. 8 postgraduate theses and 5 articles, which met the inclusion criteria and could be accessed, are included in the meta-analysis. The heterogeneity value of the included studies was first calculated, and then all achieved values (Q=6.148, p>0.05, I2=0.00) indicated that there is homogeneity among the studies. This shows that the fixed effects model could be used in the calculation of effect sizes. General effect size of the studies investigating FL’s effect on academic achievement compared to the traditional teaching method is 0.744 with an error of 0.080 according to the fixed effects model. This effect level does not differ by the educational level of sample group, type of study and year of publication.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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