SOSYAL BİLGİLER DERSİNDE TEKNOLOJİ DESTEKLİ ÖĞRETİMİN ÖĞRENCİLERİN AKADEMİK BAŞARILARI ÜZERİNDEKİ ETKİSİ: META-ANALİZ ÇALIŞMASI
In this study, it was aimed to determine the general effect of technology supported instruction on academic achievement in social studies course. Within the scope of this purpose, 55 masters and doctoral theses conducted in the experimental model scanned in YÖK Thesis Center were analyzed by meta-analysis method. Independent and combined effect sizes of each study were examined by meta-analysis method. Cohen's g effect size was taken as a criterion to determine the effect size. The relevant studies were first tested for publication bias and homogeneity. It was determined that the studies did not show publication bias and were heterogeneously distributed. In this context, the meta-analysis was conducted according to the random effects model. According to the findings, it was observed that the studies included in the analysis had a positive effect on academic achievement independently. The overall effect size of the studies integrated with the meta-analysis was calculated as 0.990. Accordingly, it was concluded that technology-supported instruction in social studies course has a largely positive effect on academic achievement.
Social studies, technology supported instruction, academic achievement, meta-analysis.