The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study

Ayaz, Mehmet Fatih; Söylemez, Mikail

doi:10.15390/eb.2015.4000

Cited by 43 publications

(46 citation statements)

References 17 publications

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“…Therefore, it should not be surprising to see hands-on activities mainly take place in this learning process to promote students" understating of subject matters in science and positively affects their academic achievement. A most recent study conducted by Ayaz and Soylemez (2015) confirms that the PBL has a large impact on students" science academic achievement (ES = 0.997). Our findings also suggest that hands-on activities be used for effective science teaching.…”

Section: Resultsmentioning

confidence: 93%

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Caglak¹

2016

Journal of Education in Science, Environment and Health

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This study aimed to investigate to what extent the use of hands-on science activities influences on students" academic achievement in science. Review of literature revealed several research studies focusing upon such aim and thus, a meta-analysis of these researches was carried out to obtain an overall effect size estimate of hands-on science activities on science achievement. Of the available studies, 15 with multiple outcomes satisfied the pre-determined inclusion criteria. In addition to the estimation of overall effect size using fixed-and random-effects models, subgroup analyses were also run through a mixed-effect model to determine whether heterogeneity in effect size estimates is due to the influence of moderator variables. Results showed that the estimated effect size was statistically significant (Z=8.57, p < .01). The magnitude of the overall effect size estimate indicated that the hands-on activities had a very large impact on students" science achievement (Hedge`s g = 1.55, 95% CI= [1.20-1.91]). The effect size estimates for each moderator variable was also statistically significant at alpha level of .01, but no difference was found within sub-categories of moderator variables.

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Section: Resultsmentioning

confidence: 93%

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Caglak¹

2016

Journal of Education in Science, Environment and Health

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“…Meta analisis dilakukan dengan pencarian dan pengumpulan datanya dengan cara menelusuri e-jurnal menggunakan google cendekia (Ayaz & Söylemez, 2015). Kata kunci dalam penelusuran jurnal adalah "Problem Based Learning" dan "Pembelajaran Biologi".…”

Section: Prosedur Penelitianunclassified

“…(SN) = (Ayaz & Söylemez, 2015) Analisis dilakukan dengan menggunakan menggunakan microsoft exel untuk mencari persentase size efek.…”

Section: Prosedur Penelitianunclassified

Pembelajaran Berbasis Masalah Biologi Pada Aspek Kognitif: Sebuah Meta-Analisis

Astuti¹,

Nurhayati²,

Ristanto³

et al. 2019

BIO

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Model pembelajaran problem-based learning (PBL) memiliki peranan dalam meningkatkan kualitas peserta didik. Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran PBL dalam pembelajaran Biologi terhadap aspek kognitif atau hasil belajar siswa. Penelitian ini menggunakan metode meta analisis dengan sampel sebanyak 15 jurnal nasional. Berdasarkan hasil analisis ternyata model pembelajaran PBL mampu meningkatkan hasil belajar biologi mulai dari terendah 15,03 % hingga tertinggi 61,76% dengan rata-rata 29,34%. Dengan memperoleh size efek yang kuat yaitu sebesar 0,97. Peningkatan yang paling signifikan pada penelitian model PBL yaitu sebesar 28,13 pada pembelajaran model PBL dengan didampingi dengan LKS dan dengan menerapkan pembelajaran berbasis pemecahan masalah pada materi tertentu. Hal tersebut meunjukkan bahwa penerapan model pembelajaran PBL dapat meningkatkan hasil belajar dalam pembelajaran biologi.Kata kunci: Meta-analisis, problem based learning, biologi ABSTRACT Keywords: Meta-analysis, problem based learning, biology Problem-based learning of biology on cognitive aspects: a meta-analysis. The problem-based learning (PBL) model has a role in improving students' quality. This study aimed to analyze the PBL model of learning in Biology learning on cognitive aspects or student learning outcomes. This study using a meta-analysis method with a sample of 15 national journals. Based on the analysis of results, it turns out that the PBL learning model can improve biology learning outcomes from the lowest 15.03% to the highest 61.76% with an average of 29.34%. By obtaining a substantial effect size, which is equal to 0.97. The most significant improvement in PBL research model is 28.13 on PBL learning model accompanied by worksheets and by applying problem-based learning to specific material. This shows that the application of the PBL learning model can improve learning outcomes in biology learning.

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“…İncelenen çalışmalarda, argümantasyon etkinliklerinin en çok fizik konuları üzerine yapılması (Tablo 7), bireylerin fen bilimleri ile yaşam arasında en fazla bağ kurduğu alanın fizik olmasından ve günlük hayatta fizik konularıyla daha çok karşılaşıyor olmalarından kaynaklanabilir (Ayaz ve Söylemez, 2015). Ayrıca, canlıların doğasını ve yaşamını içeren konular, insan yaşamını da doğrudan kapsadığından biyoloji ve çevre konularıyla ilgili çalışmaların fazla olduğu; toplumu ilgilendiren sosyobilimsel konuların son yıllarda fazlaca irdelenmesinden dolayı da bu konuların sıklıkla çalışıldığı düşünülebilir.…”

Section: Tartışma Ve Sonuçlarunclassified

A Thematic Review of Argumentation Studies at The K-8 Level

Bağ

Çalık

2017

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The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study

Cited by 43 publications

References 17 publications

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Does Hands-on Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

Pembelajaran Berbasis Masalah Biologi Pada Aspek Kognitif: Sebuah Meta-Analisis

A Thematic Review of Argumentation Studies at The K-8 Level

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