A META-ANALYTIC STUDY REGARDING THE EFFECT OF MIT ON ACHIEVEMENT, ATTITUDE AND RETENTION

Bu araştırmada çoklu zekâ kuramına (ÇZK) dayalı öğretimin öğrencilerin erişi, tutum ve kalıcılık puanları üzerindeki etkisi metaanaliz yöntemi ile belirlenmeye çalışılmıştır. Ayrıca meta-analiz dâhilinde kalıcılık puanlarına ilişkin ulaşılacak etki büyüklüğü değerinin öğretim kademeleri, konu alanları ve uygulama süreleri açısından istatistiksel anlamlılığının ne düzeyde olduğu araştırılmak istenmiştir. 2000-2014 yılları arasında ÇZK'nın erişi, tutum ve kalıcılık üzerindeki etkisini inceleyen, ulusal ve uluslararası alanda yer alan dâhil edilme kriterlerine uygun 51 çalışma meta-analiz için tercih edilmiştir. Çıkarımlar Sabit etki ve Rastgele etkiler modeli dikkate alınarak gerçekleştirilmiştir. Veri analizinde işlem etkililiği yöntemine uyulmuş ve çalışmanın etki büyüklüğünü hesaplamak için "Hedges' d" kullanılmıştır. Meta-analizde araştırma sonuçlarının güvenirliği amacıyla Değerlendiriciler Arası Güvenirlik (DAG) hesaplaması yapılmış ve sonuç 100% olarak bulunmuştur. Analizler CMA (Comprehensive Meta Analysis) ve MetaWin istatistik programları ile yürütülmüştür. Araştırma sonucunda, ÇZK'nın erişi puanları üzerindeki etkisine ilişkin değerlendirildiğinde ES=1.600 olarak bulunmuş ve bu değer Cohen'e (1992) göre pozitif ve geniş düzeyde kabul görmüştür. Bu sebeple ÇZK'ya dayalı öğretimin öğrencilerin erişi puanlarını yüksek düzeyde etkilediği belirtilebilir. Diğer yandan ÇZK'nın tutum üzerindeki etkisine yönelik analize dâhil edilen 20 çalışmanın analiz sonucunda etki büyüklüğü değerinin ES=0.839. olduğu ve bunun geniş düzeyde etkiye sahip olduğu görülmüştür. Bu sonuç, ÇZK'ya dayalı öğretimin öğrencilerin tutum puanları üzerinde geleneksel öğretime göre daha etkili olduğunu göstermektedir. Son olarak ilgili kuramın kalıcılık puanlarına ilişkin yapılan analiz sonucunda rastgele etki modeline göre etki büyüklüğü ES=1.069 olarak geleneksel uygulamalara göre daha etkili bulunmuştur. Bu analiz sonuçlarına göre ÇZK'nın erişi(ES=1.600), tutum(ES=0.839) ve kalıcılık(ES=1.069) puanları üzerinde genel anlamda geniş düzeyde, pozitif ve anlamlı olduğu belirtilebilir

ÇOKLU ZEKÂ KURAMI’NA DAYALI ÖĞRETİMİN ERİŞİ, TUTUMVE KALICILIĞA ETKİSİNE İLİŞKİN META-ANALİTİK BİRÇALIŞMA

retention scores, again the calculated Q statistical value (184.412) is greater than the critical value 41.422. As the distribution of effect sizes has a heterogeneous structure, the random effects size model was made use of and the effect size value was calculated at ES=1.069. This result means that students’ levels of recall are better with MIT, when compared to traditional teaching method. In other words, MIT has a positive effect on retention scores. Moreover, following the analysis of MIT’s effect on teaching grades in the studies regarding retention scores, it can be said to have a wide effect size in all teaching grades. The highest effect size value is in primary school (ES=1.525), and the lowest effect size value is in high school (ES=0.889). With regards to determine the efficiency of MIT-based teaching in terms of the lesson field of the studies, regarding retention scores, the Science field has the lowest effect size (ES=0.849), while the total effect size has been calculated as ES=1.050. It has therefore been shown that all groups have a large effect size. In terms of the efficiency of MIT-based teaching according to the period of application, the highest effect size (with

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Turkish Studies (Elektronik)-Cover
  • ISSN: 1308-2140
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2006
  • Yayıncı: Mehmet Dursun Erdem