Abstract:

This study aims to study the impact of science teaching based on the Common Information Structure Model (OBYM) on student academic achievements with the meta-analysis method. According to this goal, the sample of the research (2010-2020) is the research based on the common information structure model at the level of parental, primary and secondary school in Turkey. In the collection of data, the coding form prepared according to the inclusion criteria by the researchers was used. A total of 8 studies (16 comparisons) in accordance with the inclusion criteria have been included in this framework. In data analysis, a special software program applied for meta-analysis was used, and thanks to this program, broadcast error, impact size and homogenity tests were conducted. According to the meta-analysis, the size of the impact of science teaching on student academic success based on the common information structure model is calculated as .927 . This is worth Cohen vd. When studied according to their classifications, it can be said that teaching based on the common knowledge structure model in terms of enhancing student academic achievements has a positive impact on a medium level. It has also been determined that the impact sizes of studies related to the teaching of science based on the common information structure model show statistically significant differences according to the variable of the application time of the experimental process.

Keywords: