The Influence of Student-centered Methods in Turkish Language Instruction on Academic Success: A Meta-analysis Study

Abstract

The aim of the present study is to determine the influence of student-centered methods employed in Turkish language instruction on the academic success of students through meta-analysis. To this end, a literature review was conducted on the relevant studies conducted between 2000 and 2016 in order to determine the studies were suitable for the meta-analysis. The review revealed that there are 96 studies available on student-centered methods based on multiple intelligences, creative drama, collaboration and games. 22 studies, which qualified for the meta-analysis, were selected and analyses were conducted as necessary. Effect size calculations of the determined methods were made individually. Calculations of the addressed studies were made in accordance with random effects model due to the heterogeneity of effect size calculated in accordance with the fixed effects model. Comprehensive Meta-Analysis CMA software was used for the calculations. This study was deemed necessary due to the unavailability of a study addressed at the methods employed in Turkish language instruction in the literature. As a result of the study, it was determined that student-centered learning methods have an overall positive and high level effect on the academic success of students. The results of the studies combined with meta-analysis suggest that use of student-centered methods in Turkish language instruction is effective on the academic success of students.

The Effect of Creative Drama as a Method on Skills: A Meta-analysis Study

“…In the literature, there is no study investigating the effect of the creative drama method on the development of students' skills. On the other hand, there are studies exploring the effect of the creative drama method on students' attitudes towards courses (Toraman & Ulubey, 2016) and academic achievement (Akdemir & Karakus, 2016;Aydin et al, 2012;Batdi & Batdi, 2015;Bicer, 2017;Lee & et al, (2015); Ulubey & Toraman, 2015). In all of these studies, it is seen that the creative drama method positively affected students' attitudes towards courses and academic achievement.…”

“…In the literature, there are meta-analysis studies exploring the effect of the creative drama method on students' academic achievement (Akdemir & Karakus, 2016;Aydin, Kasarci & Yurt, 2012;Batdi & Batdi, 2015;Bicer, 2017;Canturk Gunhan, 2016;Lee, Patall, Cawthon, & Steingut, 2015;Ulubey & Toraman, 2015) and attitudes towards different courses (Toraman & Ulubey, 2016). In these studies, it was concluded that the creative drama method is effective in these respects.…”

Öğrenci Merkezli Strateji, Yöntem ve Tekniklerin Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması

“…It is seen that other results supporting the results of the research are gathered from the meta-analysis studies conducted on individual effects of student-centered strategies, methods, and techniques. In these researches, cooperative learning (Biçer, 2017;Capar & Tarım, 2015;Hattie, 2009;Jonhnson, Johnson & Stanne, 2000; Öğrenci Merkezli Strateji, Yöntem ve Tekniklerin Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması 209 Kyndt et al, 2013;Savelsbergh et al, 2016;Schroeder et al, 2007;Springer et al, 1999;Şen & Yılmaz, 2013;Tarım, 2003;Tuncer & Dikmen, 2017), problem-based learning (Ayaz, 2015;Vernon & Blake 1993;Zhou et al, 2016) and project-based learning (Ayaz & Söylemez, 2015) were found to be more efficient in increasing academic achievement when compared to the teacher-centered approaches. In addition to this, studies conducted at secondary and tertiary level were commonly found to have a higher level of effect.…”

“…Araştırma bulgularını destekleyen diğer sonuçların öğrenci merkezli strateji, yöntem ve tekniklerin bireysel etkisine yönelik gerçekleştirilen meta-analiz çalışmalarından elde edildiği görülmektedir. Bu araştırmalarda; işbirliğine dayalı öğrenme (Biçer, 2017;Capar ve Tarım, 2015;Hattie, 2009;Jonhnson, Johnson ve Stanne, 2000;Kyndt ve diğerleri, 2013;Savelsbergh ve diğerleri, 2016;Schroeder ve diğerleri, 2007;Springer ve diğerleri, 1999;Şen ve Yılmaz, 2013;Tarım, 2003;Tuncer ve Dikmen, 2017), probleme dayalı öğrenme (Ayaz, 2015;Vernon ve Blake 1993;Zhou ve diğerleri, 2016) ve proje tabanlı öğrenme (Ayaz ve Söylemez, 2015) gibi yöntemlerin, öğretmen merkezli yaklaşımlara göre akademik başarıyı artırmada daha etkili olduğu belirlenmiştir.…”

“…Konuyla ilgili araştırmalarda ise öğrenci merkezli strateji, yöntem ve teknikler kapsamında yer alan işbirliğine dayalı öğrenme (Biçer, 2017;Capar ve Tarım, 2015;Jonhnson, Johnson ve Stanne, 2000;Kyndt ve diğerleri, 2013;Savelsbergh ve diğerleri, 2016;Schroeder, Scott, Tolson, Huang ve Lee, 2007;Springer, Stanne ve Donovan, 1999;Şen ve Yılmaz, 2013;Tuncer ve Dikmen, 2017), sorgulama temelli öğrenme (Lazonder ve Harmsen, 2016;Savelsbergh ve diğerleri, 2016), probleme dayalı (Ayaz, 2015;Vernon ve Blake 1993;Zhou ve diğerleri, 2016) ve proje tabanlı öğrenme (Ayaz ve Söylemez, 2015) gibi öğrenci merkezli yöntemlerin akademik başarı üzerindeki etkisinin meta-analiz yöntemi kullanılarak incelendiği belirlenmiştir. Araştırmaların sonuçları; işbirliğine dayalı öğrenme, sorgulama temelli öğrenme, probleme dayalı öğrenme ve proje tabanlı öğrenme gibi öğretim yöntemlerinin, akademik başarıyı artırmada öğretmen merkezli yaklaşımlara göre daha etkili olduğunu göstermektedir.…”