The Impact of Active Learning Approach on Achievement in Physics in Studies Conducted in Turkey: A Meta-Analysis Study

Yaren Ayar; Vahide Nilay Kırtak Ad

Article Details

The Impact of Active Learning Approach on Achievement in Physics in Studies Conducted in Turkey: A Meta-Analysis Study

Authors:

Yaren Ayar | Vahide Nilay Kırtak Ad

Publisher:

Pamukkale University

Main Topics:

Fizik Eğitimi

Journal:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 64, pp.29-50

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001341668

pISSN:

1301-0085

Keywords:

Abstract:

 The aim of this study is to examine the articles and postgraduate theses in Turkey that investigated the impact of the active learning approach on achievement in physics. The study included articles and graduate theses published in scientific journals in national and international databases between 2004-2023 April. DergiPark, CoHE National Thesis Center, Google Scholar, ULAKBIM, ERIC and Science Direct databases were used in the literature review. A total of 33 studies, 19 articles and 14 theses, were identified. A meta-analysis was conducted on the quantitative findings of these studies. In this study, in which the Comprehensive Meta-Analysis CMA program was used, it was determined that the selected studies did not have publication bias before meta-analysis. In addition, due to the heterogeneity among the studies, meta-analysis was conducted by choosing the random effects model. According to the findings, the overall effect size of the postgraduate theses conducted in Turkey was 1.094. This value shows that there is a large effect. The overall effect size of articles was found to be 0.467. This value is defined as a medium-level effect. As a result of the study, it was concluded that the active learning approach positively affects achievement in physics in studies conducted in Turkey. It is suggested that researchers who will work in this field can work on determining the general effect of various variables such as 5E model, computer-assisted instruction or attitude and motivation on achievement in physics.

 The aim of this study is to examine the articles and postgraduate theses in Turkey that investigated the impact of the active learning approach on achievement in physics. The study included articles and graduate theses published in scientific journals in national and international databases between 2004-2023 April. DergiPark, CoHE National Thesis Center, Google Scholar, ULAKBIM, ERIC and Science Direct databases were used in the literature review. A total of 33 studies, 19 articles and 14 theses, were identified. A meta-analysis was conducted on the quantitative findings of these studies. In this study, in which the Comprehensive Meta-Analysis CMA program was used, it was determined that the selected studies did not have publication bias before meta-analysis. In addition, due to the heterogeneity among the studies, meta-analysis was conducted by choosing the random effects model. According to the findings, the overall effect size of the postgraduate theses conducted in Turkey was 1.094. This value shows that there is a large effect. The overall effect size of articles was found to be 0.467. This value is defined as a medium-level effect. As a result of the study, it was concluded that the active learning approach positively affects achievement in physics in studies conducted in Turkey. It is suggested that researchers who will work in this field can work on determining the general effect of various variables such as 5E model, computer-assisted instruction or attitude and motivation on achievement in physics.

 The aim of this study is to examine the articles and postgraduate theses in Turkey that investigated the impact of the active learning approach on achievement in physics. The study included articles and graduate theses published in scientific journals in national and international databases between 2004-2023 April. DergiPark, CoHE National Thesis Center, Google Scholar, ULAKBIM, ERIC and Science Direct databases were used in the literature review. A total of 33 studies, 19 articles and 14 theses, were identified. A meta-analysis was conducted on the quantitative findings of these studies. In this study, in which the Comprehensive Meta-Analysis CMA program was used, it was determined that the selected studies did not have publication bias before meta-analysis. In addition, due to the heterogeneity among the studies, meta-analysis was conducted by choosing the random effects model. According to the findings, the overall effect size of the postgraduate theses conducted in Turkey was 1.094. This value shows that there is a large effect. The overall effect size of articles was found to be 0.467. This value is defined as a medium-level effect. As a result of the study, it was concluded that the active learning approach positively affects achievement in physics in studies conducted in Turkey. It is suggested that researchers who will work in this field can work on determining the general effect of various variables such as 5E model, computer-assisted instruction or attitude and motivation on achievement in physics.

 Bu çalışmanın amacı aktif öğrenme yaklaşımının fizik başarısına etkisini araştırmış Türkiyede yapılan makaleleri ve lisansüstü tezleri incelemektir. Araştırmaya dahil edilecek çalışmalar, 2004-2023 Nisan yılları arasında ulusal ve uluslararası veri tabanlarında bilimsel dergilerde yayınlanmış makaleler ile lisansüstü tezlerden oluşmaktadır. Literatür taramasında DergiPark, YÖK Ulusal Tez Merkezi, Google Akademik, ULAKBİM, ERIC ve Science Direct veri tabanları kullanılmıştır. 19 makale ve 14 tez olmak üzere toplam 33 çalışma belirlenmiştir. Bu çalışmaların nicel bulguları üzerinden meta analiz yapılmıştır. Comprehensive Meta-Analysis CMA programının kullanıldığı bu çalışmada meta analiz yapılmadan önce seçilen çalışmaların yayın yanlılığı olmadığı tespit edilmiştir. Ayrıca çalışmalar arasında heterojenite olmasından dolayı rastgele etkiler modeli tercih edilerek meta analiz yapılmıştır. Elde edilen bulgular doğrultusunda Türkiyede yapılan lisansüstü tezlerin genel etki büyüklüğü 1.094 olarak bulunmuştur. Bu değer geniş düzeyde bir etkinin olduğunu göstermektedir. Makalelerin genel etki büyüklüğü ise 0.467 olarak bulunmuştur. Bu değer de orta düzey etki olarak tanımlanmıştır. Araştırmanın sonucunda Türkiyede yapılan çalışmalarda aktif öğrenme yaklaşımının fizik başarısını olumlu yönde etkilediği sonucuna varılmıştır. Bu alanda çalışacak olan araştırmacılara 5E modeli, bilgisayar destekli öğretim ya da tutum, motivasyon gibi çeşitli değişkenlerin fizik başarısı üzerindeki genel etkisini belirleme üzerine çalışabilecekleri önerilmektedir.

Article Details

The Impact of Active Learning Approach on Achievement in Physics in Studies Conducted in Turkey: A Meta-Analysis Study

Authors:

Yaren Ayar | Vahide Nilay Kırtak Ad

Publisher:

Pamukkale University

Main Topics:

Fizik Eğitimi

Journal:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 64, pp.29-50

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001341668

pISSN:

1301-0085

Active learning

Physics education

Meta-analysis

Achievement in PhysicsAktif öğrenme

Fizik eğitimi

Meta-analiz

Fizik başarısı

Issues

Article Details

Authors: Yaren Ayar | Vahide Nilay Kırtak Ad

Publisher: Pamukkale University

Main Topics: Fizik Eğitimi

Journal: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 64, pp.29-50

Document Type: Article

Publication Date: 5/2025

Document Language: Turkish

Document ID (Org No.): 2001341668

pISSN: 1301-0085

Issues

Authors:

Yaren Ayar | Vahide Nilay Kırtak Ad

Publisher:

Pamukkale University

Main Topics:

Fizik Eğitimi

Journal:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 64, pp.29-50

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001341668

pISSN:

1301-0085