Ahmet TİRYAKİ, Mehmet YAMAN, Bestami TUNÇ

A Mixed-Meta Method Study on the Effect of Constructivist Approach on Retention and the Evaluation of Learners’ Views

The aim of this research is to determine the effect of the constructivist approach on retention scores and to reveal its effectiveness in the learning environment within the framework of participant views. In this context, a quantitative and qualitative research was conducted within the framework of the mixed-meta method. The mixed-meta method can be explained as the use of meta-analysis and meta-thematic analysis together based on document review. Within the scope of meta-analysis, studies examining the effect of constructivism on retention were evaluated by scanning different databases between the years 2005 and 2021. The data obtained in the studies were analysed with the CMA program and the effect size value was calculated as g = 1.02. In the meta-thematic analysis process, studies containing participant views on the use of the constructivist approach were examined according to content analysis and some themes and codes were obtained. Requirements for a constructivist learning environment, the cognitive and affective effectiveness of the relevant approach, and the problems encountered in practice have emerged. As a result of the research, it was appeared that the effect of the constructivist approach on the retention scores of the learners was high and positive. Accordingly, it can be stated that the constructivist approach is quite effective on the retention of learning. As a result of the meta-thematic analysis data in the qualitative dimension, it was come out that the related approach facilitated the learning by supporting the learners in the cognitive and affective dimensions in the learning process. In addition, it has been determined that many aspects such as materials, technological support, physical condition of the environment, class size are required in the learning environment. From the participant views, it was stated that in some cases, problems such as time, material, teacher training, and learner motivation can be encountered in the constructivist approach. When these results are evaluated in the general framework, it is understood that the constructivist approach is effective on the retention of learning and in creating positive learning environments, provided that appropriate environment and conditions are provided.

Keywords:

retention mixed-meta method, learning environment, constructivist approach,

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(* Studies included into the meta-thematic analysis) (** Studies included into the meta-analysis)
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