Özet:

The objective of this study is to provide information to educational policy determiners, educators who play a role in teachers' education and training, by metanalysis of the influence of collaborative learning methods applied in high school sciences and mathematics courses in the context of education, in response to traditional learning, and by metanalysis of the influence of students' attitudes to class. The impact size of 33 studies according to the inclusion criteria was calculated. These impact sizes are calculated by data obtained from the applications in which a total of 3033 students participated. The findings clearly showed that collaborative learning is more positive on attitude than traditional learning. The size of the overall impact on attitude of collaborative learning is g = 0. It is 445 and this effect is close to the middle but small level class. This result means that collaborative learning according to traditional learning methods raises the student’s attitude to class in a positive direction to the 0.445 standard deviation. In the context of the educational policy, this result means that collaborative learning methods have a positive impact on attitude, but the potential impact of this effect on the policies followed in determining the methods and techniques of teaching is at a small level.