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Bu çalışmanın amacı, coğrafya öğretiminde öğretim yöntemleri/yaklaşımlarının kullanılmasının öğrenci başarısı üzerine etkisinin meta-analiz yöntemiyle test edilmesidir. Çalışmada etki büyüklüğü üzerinde etkisi olacağı düşünülen (i) araştırmanın yayım türü, (ii) yayım yılı, (iii) eğitim kademesi (iv) ders, (v) öğretim yöntemi/yaklaşımı, (vi) ülke moderatör olarak ele alınmıştır. Coğrafya eğitimi/öğretimi temel alınarak ve öğrenci başarısı anahtar kelimesi kullanılarak, ulusal ve uluslararası veri tabanlarında Türkçe ve İngilizce tarama işlemi gerçekleştirilmiştir. Tarama sonrasında 2003- 2019 arasında yapılmış toplam 83 yüksek lisans tezi, doktora tezi ve makale çalışmaya dahil edilme kriterlerine uygun bulunarak meta-analiz çalışmasına dahil edilmiştir. Çalışmada yayım yanlılığına ilişkin bir bulguya rastlanmamıştır. Rassal etki modeli kullanılarak yapılan analiz sonuçları, coğrafya öğretiminde öğretim yöntemleri/yaklaşımları kullanımının öğrenci başarısına geniş düzeyde pozitif etkisinin olduğunu göstermiştir (ES=1.44). Moderatör analizleri sonucunda eğitim kademesi, öğretim yöntemi/yaklaşımı ve ülkeye göre etki büyüklüklerinin anlamlı şekilde farklılaştığı belirlenmiştir. Çalışmada etki büyüklüğü yüksek bulunan öğretim yöntemlerinin kullanımına ilişkin örnek ders planları ve etkinliklerin hazırlanması önerilebilir.
The aim of this study is to test the effect of the use of teaching methods/approximations in geography teaching on student success by the meta-analysis method. The study was considered to have an impact on the size of the impact (i) the type of publication of the study, (ii) the year of publication, (iii) the stage of education (iv) the course, (v) the method of teaching/approximation, (vi) the country was considered as a moderator. Based on geographical education/learning and using the student’s success keyword, the Turkish and English scanning process has been carried out in national and international databases. A total of 83 master theses, doctoral theses, and article, which were done between 2003 and 2019, were included in the meta-analysis study in accordance with the criteria for inclusion into the study. There was no evidence of publication error in the study. Analysis results using the racial impact model have shown that the use of teaching methods/approximations in geography teaching has a broad positive impact on student success (ES=1.44). The moderators’ analysis found that the degree of education, the method of teaching/approximation and the size of influence varied significantly according to the country. It may be recommended to prepare examples of curriculum plans and activities concerning the use of teaching methods that have a high impact size in the study.
In this study, it was aimed to test the effect of using teaching methods/approaches in geography education on student achievement with meta-analysis method. (i) Type of research, (ii) year of publication, (iii) education level (iv) course, (v) teaching method/approach, and (vi) country are considered as moderators on effect size in this study. On the basis of geography education and using student achievement concept, Turkish and English searching process was performed in national and international databases. After the search, 83 research including master's thesis, dissertations, and articles which were conducted between 2003 and 2019 were included in the meta-analysis study. No evidence of publication bias was found in the study. The results of the analysis using the random effect model showed that the use of teaching methods/approaches in geography teaching had a broadly positive effect on student achievement (ES=1.44). According to the findings of the moderator analysis, it was found that effect sizes differ significantly by education level, teaching method/approach, and country. In this study can be suggested that prepare the sample lesson plans and activities related to the use of teaching methods with higher effect sizes.
Journal Type : Uluslararası
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