The Effect of Constructivism on Attitudes towards Lessons: A Meta–Analysis Study

Abstract

Problem Statement: A number of recent studies on constructivism that have
been conducted separately (independently) have arrived at very different
results. Throughout the ten-year period in which the constructivist
approach has been applied, there have been studies that have researched
the effect of the newly–introduced approach on student attitudes towards
lessons. In such situations, there exists a pressing need to look at all
previous studies so that new studies approach subjects from a more
developed and advanced perspective and arrive at more scientifically
reliable results. For this reason, there is a critical need for a more
comprehensive and detailed approach to the subject under research so as
to interpret, contrast, and provide better access for researchers with regard
to the studies already conducted on this topic. Meta–analysis has been
accepted as a method that helps in this aim.
Purpose of Study: The goal of this study is to bring together and contrast
independent studies conducted on the effect of the constructivist approach
on student attitudes to lessons and to analyze their results.
Methods: This research study employs a meta-analysis method. Metaanalysis
is defined as the grouping of apparently similar studies
conducted on a particular topic according to specific criteria and
combining the quantitative findings pertaining to these studies.
Findings and Results: The findings of this research demonstrate that
students in the experimental group, in which studies were conducted 

according to the constructivist approach, displayed many more positive attitudes towards lessons than those in the control group who were taught according to more traditional learning methods. Of the moderating factors observed in the study, only the differences in lesson subjects were seen to be of significance. This conclusion was reached when studies regarding the attitudes of students were considered. On the whole, the attitudes of students towards science and technology lessons were found to be more positive than those displayed towards mathematics and other subjects in the curriculum.
Conclusions and Recommendations: With regard to the subjects in the study, positive attitudes towards science lessons were more widespread than towards math and other subjects in which the constructivist approach was employed. This result can be attributed to the fact that the nature of science and technology lessons makes them more appropriate for the use of the constructivist approach. We suggest that the research be repeated and extended in such a way as to include literature that incorporates foreign publications.
Key Words: Constructivism, Learning, Attitude, Meta–Analysis, Moderator Analysis