Özet:

ABSTRACT ABSTRACT This study aimed to examine the effect of the cooperation-based learning method upon the academic success of students and their attitudes toward courses, combine the influence quantity of studies being presented with experimental methods and investigate whether or not the influence quantity to be acquired would differentiate according to the publication types, class levels of students, subject areas of courses where the studies were conducted and the application period via the meta-analysis method. In this context, the studies being approached were conducted between 2005-2014 and the meta-analysis study involved 30 studies (46 comparisons) in accordance with the coding protocol investigating the effect of the cooperation-based learning method upon the academic success of students in Turkey, as well as 15 studies (19 comparisons) in accordance with the coding protocol investigating the effect of the cooperation-based learning method upon the attitudes of students toward courses in Turkey. As a result of the study, it was revealed that the cooperation-based learning method had a positive but moderate effect upon the academic success of students (d=0.694) and a positive but lower effect upon their attitudes towards courses (d=0.210). Key Words: Achievement, Attitude, Meta-analysis, Cooperative based learning, Science teaching

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