Effectiveness of the argumentation method: A meta-analysis

Abstract

In this age of rapidly developing science and technology and with all the ease of access to information regardless of time and location, it is an indispensable component of every country's educational policy to educate individuals who can think, defend their ideas and make innovations. The purpose of this research is to determine the effect of the argumentation method on the students' academic achievement. To achieve this purposes, Meta-analysis, also known as the analysis of other analyses, is employed in this study. All the experimental studies in Turkey have been reviewed and examined by means of national and international electronic database searching for this research, and 25 of them have been found to meet our criteria so that we could examine them through meta-analysis. As a result of these analyses, calculated effect size is found to be large. Consequently, the argumentation method has been determined to have a significantly positive effect on the academic achievement (ES=0,997; p<0,05). Considering the population of Turkey, this result indicates that the argumentation method proves itself to be more effective on students' academic achievement than the traditional education.

An Investigation of the Effectiveness of Concept Mapping on Turkish Students' Academic Success

“…The inferences rely on two statistical models: the fix effects model and the random effects model. While choosing the model in the meta-analysis, it is possible to test the homogeneity of the size effect distribution (Çömek, Sarıçayır, & Erdoğan, 2015). In this research, in cases of homogeneity the fix effects model is used, and in other cases the random effects model is used.…”

Argumentation-Based Teaching in Science Education: Meta-Analysis

“…In addition, there are also meta-analysis studies in which the studies on the argumentation-based teaching method are analyzed. These studies are generally aimed at examining the effects of the method on some variables (academic achievement, scientific process skills, attitude, conceptual understanding) (Çömek, Sarıçayır & Erdoğan, 2015, Karakuş & Yalçın, 2016, Özer, 2019. There are no studies examining in more detail on the basis of grade level, subject, and years.…”