Öğrenme Stillerinin Akademik Başarı Üzerindeki Etkisi. Bir Meta-Analiz

Bu araştırmanın amacı öğrenme stillerine uygun olarak düzenlenene eğitim ortamlarında yapılan eğitimin, öğrencilerin akademik başarısı üzerindeki etkisini meta-analiz yöntemiyle incelemektir. Bu amaç doğrultusunda alanyazında yer alan ve öğrenme stilleri ile ilgili olan deneysel çalışmalar incelenmiş ve deney grubuna öğrenme stillerine göre tasarlanmış eğitim uygulayan çalışmalara saptanmıştır. Daha sonra bu çalışmalar dâhil edilme ve hariç tutulma ölçütlerine göre tekrar incelenmiş ve meta analiz için gereken verileri sağlayan 18 araştırma çalışmaya dâhil edilmiştir. Bu araştırmadan elde edilen verilere göre, çalışmaların sabit etki modeline göre çalışmaların genel etki büyüklüğü d=779, standart hata değeri SE=0,056, güven aralığının üst sınırı 0,886 ve alt sınırı 0,672 olarak hesaplanmıştır. Homojenlik testlerinin sonuçları incelendiğinde Q=110,686 olarak hesaplanmıştır. Q değeri, X2 tablosundaki karşılığını aştığı için homojenliğin yokluk hipotezi reddedilmiştir. I2 istatistiği değerinin (83,738) yüksek düzeyde heterojenliğe işaret ettiği görülmüştür. Rastgele etkiler modeline göre birleştirilmiş etki büyüklüğü değerine bakarak (E++ = 0,926) öğrenme stillerine uygun olarak yapılan eğitimin akademik başarı üzerindeki etkisinin pozitif yönde olduğu görülmüştür.

Anahtar Kelimeler:

Öğrenme stilleri, Meta analiz, Akademik başarı

Effect of Learning Styles on Academic Achievement: A Meta-Analysis

The purpose of this study is to determine the effect levels of experimental studies in which the effects of learning styles on academic achievement are examined and to synthesize the findings of there search. Forth is purpose, experimental studies related to learning styles were examined and 18 studies that employed the learning-style based instruction and provided the data required for meta-analysis were included in the study. According to the fixed effect model of the studies, the overall effect size of the studies is d = 779, the Standard error value is SE = 0.056. In homogeneity tests, Q = 110,686 was found. The absence hypothesis of homogeneity was rejected because the Q value exceeds its equivalent in the X2 table. I2 statistic value (83.738) was found to indicate high level of heterogeneity. By looking at the combined effect size value according to the random effects model (E ++ = 0.926), it is seen that the learning-style based instruction has a positive effect on academic achievement.

Keywords:

Learning styles, Meta-analysis, Academic achievement,

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