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Öz Düzenlemeli Öğrenme Stratejilerinin Akademik Başarıya Etkisi: Bir Meta Analiz Çalışması

Year 2017, Volume: 17 Issue: 69, 55 - 74, 20.05.2017

Abstract

Problem durumu: Öğrenme sürecinde öğrencilerin kendi öğrenmelerinin sorumluluğunu almaları beklenmektedir. Bu sorumluluğu alan bireyler kendilerini, kendi belirledikleri ölçütlere göre değerlendirerek eksik bilgi ve becerilerini tamamlayabilirler. Öz düzenlemeli öğrenme olarak adlandırılan bu süreç öğrencilerin akademik başarılarının, kavramsal anlamalarının ve motivasyonlarının arttırılması ve yaşam boyu öğrenen bireyler olmaları açısından önemli görülmektedir. Bireyler kendilerini düzenlerken bilişsel, üst bilişsel, kaynakları yönetme ve motivasyonel olarak adlandırılan çeşitli stratejiler kullanmaktadırlar. Öz düzenlemeli öğrenme stratejileri ile ilgili ulusal alan yazın incelendiğinde, bu

Binnur ERGEN- Sedat KANADLI / Eurasian Journal of Educational Research 69 (2017) 55-74 73

stratejilerin kullanılmasının öğrencilerin akademik başarılarını arttırdığını belirten çalışmaların yanında akademik başarı üzerinde anlamlı bir etkisi ya da akademik başarıyla anlamlı bir ilişkisi olmadığını ortaya koyan çalışmalar görülmektedir. Bu nedenle Türkiye’de öz düzenleme ile ilgili olarak birçok bireysel çalışmanın olması ve bu çalışmalarda çelişkili sonuçların elde edilmesi, bu çalışmaların meta analiz yöntemiyle birleştirerek bir sonuca varma ihtiyacının doğurmuştur.

Amaç: Bu araştırmanın amacı öz-düzenlemeli öğrenmenin akademik başarı üzerindeki etkisini inceleyen ilişkisel ve deneysel çalışmaların meta-analizini yaparak genel etki büyüklüğünü hesaplamak ve akademik başarının öz düzenlemeli öğrenme stratejisine, ders türüne, çalışma türüne, öğretim kademesine ve çalışma desenine göre anlamlı fark gösterip göstermediğini belirlemektir.

Yöntem: Araştırmada öz-düzenlemeli öğrenmenin akademik başarıya etkisinin incelenmesi amacıyla meta-analiz yöntemi kullanılmıştır. Çalışmaların seçiminde Google Akademik arama motoru (2015), TÜBİTAK ULAKBİM DergiPark (2015), YÖK Ulusal Tez Merkezi (2015), ERIC (2015) ve EBSCO (2015) veri tabanları taranarak uygun çalışmalar toplanmıştır. Toplanan çalışmalar şu ölçütlere göre değerlendirilmiştir: (i) Türkiye’de 2005-2014 yılları arasında yapılan, deneysel ve ilişkisel desenlerle hazırlanmış makale, tez ya da bildiri olmalıdır. (ii) Öz- düzenleyici öğrenmenin akademik başarı ile ilişkisini ya da akademik başarıya etkisini araştırmalıdır. (iii) Deneysel çalışmaların örneklem sayısı (N), ortalaması (𝑋) ve standart sapması (SD); ilişkisel çalışmaların da örneklem büyüklüğü ve Pearson korelasyon katsayısı olmalıdır.(iv) Parametrik testleri kullanmalıdır (t testi, F testi vb.). Yapılan değerlendirme sonucunda içerme ölçütlerini karşılayan toplam 21 çalışma analize dâhil edilmiştir. Bu çalışmalar çalışmanın yazarı, çalışmanın tarihi, çalışmanın türü, çalışma deseni, çalışmanın yürütüldüğü ders ve öğretim kademesi ile çalışmada kullanılan öz düzenlemeli öğrenme stratejilerine göre kodlanmıştır. Yapılan kodlamanın derecelendirenler arası güvenirliği %100 olarak hesaplanmıştır. Bu araştırmada etki büyüklüğü indeksi olarak standartlaştırılmış ortalamalar farkı olan Cohen’s d kullanılmıştır. Çalışmaların alanyazından toplanmış olması ve evrene genelleme yapılmak istenmesinde dolayı rastgele etkiler modeli uygun olmakla birlikte kullanılacak modelin belirlenmesinde heterojenlik testi yapılmıştır. Alanyazından toplanan çalışmaların kendi içinde alt gruplar içermesinden dolayı her bir çalışma analiz ünitesi olarak kabul edilmiş ve genel etki büyüklüğü buna göre hesaplanmıştır. Bununla birlikte hesaplanan genel etki büyüklüğünün çalışmanın türü, çalışma deseni, çalışmanın yürütüldüğü ders ve öğretim kademesi ile çalışmada kullanılan öz düzenlemeli öğrenme stratejilerine göre anlamlı farklılık gösterip göstermediğini belirlemek için moderatör analizi yapılmıştır. Yayın yanlılığının varlığını belirlemek ve analiz üzerindeki etkisini değerlendirmek için çalışmaların yayınlanma durumuna göre (tez vs. makale) moderatör analizi, huni diyagramı ile Rosenthal’ın Korumalı N’i, ve Egger’in Regresyon Kesişim testi kullanılmıştır. Verilerin analizinde bilgisayar yazılımlarından yararlanılmıştır.

Bulgular: Çalışmaların etki büyüklüklerinin heterojen yapıda (Q>𝑥2, p< 0.05) ve çalışmalar arasındaki heterojenliğin (I2=97.30) yüksek miktarda olmasından dolayı genel etki büyüklüğü, rastgele etkiler modeline göre kabul edilmiştir. Rastgele etkiler

Binnur ERGEN- Sedat KANADLI / Eurasian Journal of Educational Research 69 (2017) 55-74 74

modeline göre yapılan meta-analiz sonucunda öz düzenlemeli öğrenmenin akademik başarı üzerinde “geniş” aralıkta (d=0.859) bir etkiye sahip olduğu belirlenmiştir. Yapılan moderatör analizi sonucunda hesaplanan genel etki büyüklüğünün çalışmaların desen türüne, çalışmaların yürütüldüğü ders türüne ve öğretim kademesine, çalışmalarda kullanılan öz düzenlemeli öğretim stratejisine göre anlamlı farklılık göstermediği (Qb< χ2, p>0.05) belirlenmiştir. Hesaplanan genel etki büyüklüğünün yayın yanlılığının ürünü olup olmadığını belirlemek için yapılan moderatör analizi sonucunda çalışmaların tez veya makale olmasına göre anlamlı farklılık göstermediği belirlenmiştir. Ayrıca Egger’in Regresyon Kesişim testi sonucunda yayın yanlılığı olmadığı ve Rosenthal’ın Korumalı N testi sonucunda genel etki büyüklüğünün oldukça güçlü olduğu belirlenmiştir.

Sonuç ve Öneriler: Bu çalışma sonucunda öz düzenlemeli öğrenme stratejilerin akademik başarıyı önemli ölçüde etkilediği ortaya çıkmıştır. Ayrıca akademik başarının öz düzenlemeli öğrenme stratejilerine, ders türüne, öğretim kademesine, çalışma türü ve çalışma desenine göre anlamlı farklılık gösterdiği sonucuna varılmıştır. Bu sonuçlara göre öz-düzenlemeli öğrenme stratejilerinin tüm derslerde ve her öğretim kademesinde öğrencilerin akademik başarılarının arttırdığı söylenebilir. Bu nedenle öğretmenlerin öğrenme ortamlarında öz düzenlemeli öğrenme stratejileri etkin biçimde kullanmaları, öğrencilerinin akademik başarılarını arttırmaları açısından önemli görülmektedir. Bu amaçla öğretmenlere öz düzenlemeli öğrenme ortamları oluşturmalarına yönelik mesleki gelişim programları hazırlanabileceği gibi öğretmen adaylarının lisans programlarına bu becerileri geliştirmeye yönelik çalışmalar yaptırılabilir. Bununla birlikte bu meta analiz çalışması sonucunda öz düzenlemeli öğretim ile ilgili yapılan çalışmalarda en az deneysel desenin kullanıldığı ve bu çalışmaların en az dil derslerinde (Türkçe, Yabancı Dil) yürütüldüğü belirlenmiştir. Bu nedenle bundan sonra yapılacak bireysel çalışmaların dil derslerinde ve deneysel desen kullanılarak yürütülmesi alanyazına katkı sağlayabilir. Buna ek olarak öz düzenlemeli öğrenme ile ilgili meta analiz çalışması yürütecek araştırmacıların öz düzenlemeli öğrenmenin derse karşı tutum, kalıcılık, öz yeterlik ve üst düzey düşünme becerileri (eleştirel ve yaratıcı düşünme, problem çözme vb.) gibi bağımlı değişkenler üzerindeki etkisini incelemeleri yararlı olabilir. Böylece bu değişkenler üzerindeki genel etki büyüklüğü hesaplanarak hangi tür moderatörlerin bu değişkenleri etkilediği belirlenebilir.

References

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The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*

Year 2017, Volume: 17 Issue: 69, 55 - 74, 20.05.2017

Abstract

Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students’ academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on academic achievement; however, no meta-analysis studies have been carried out. Purpose of Study: The aim of this study is to calculate the common effect size of empirical and relational studies conducted in Turkey between 2005-2014 that investigated the effect of (or relationship with) self-regulated learning strategies on academic achievement, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and study design. Method: A meta-analytical review method was employed to combine the outcome of independent empirical or relational studies. The studies included in this review were collected from the CoHE National Thesis Archive, ULAKBIM, Google Academic, ERIC, and EBSCO databases. A total of 47 studies were assessed in accordance with the inclusion criteria, and 21 studies were included in this study. Cohen’s d coefficient was calculated for the effect size in this study. Findings and Results: As the heterogeneity among the effect sizes of the studies was high (Q > χ2, p < .05), the common effect size was calculated in accordance with the random effects model. As a result of the meta-analysis, it was determined that self-regulated learning strategies had a “large” effect (d = 0.859) on academic achievement. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, study design, and school level. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students’ academic achievement, it is recommended that preservice and in-service teachers should learn how to implement these strategies in their lessons to increase their students’ performance. For this purpose, professional development programs should be designed for teachers

References

  • Akca, F. (2013). An investigation into the academic success of prospective teachers in terms of learning strategies, learning styles and the locus of control. Journal of Education and Learning, 2(1), 134–146. DOI: http://dx.doi.org/10.5539/jel.v2n1p134
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  • Bandura, A. (1971). Social learning theory. New York: General Learning Press.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112. Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd. Card, N.A. (2012). Applied meta-analysis for social science research. New York, London: Guilford Press.
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  • Camahalan, F. M. G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian children. Journal of Instructional Psychology, 33(3), 194–205.
  • Binnur ERGEN- Sedat KANADLI / Eurasian Journal of Educational Research 69 (2017) 55-74 69
  • Cazan, A. (April 2014). Self-regulated learning and academic achievement in the context of online learning environments. The 10th International Scientific Conference e-Learning and Software for Education, Bucharest.
  • Chiu, C. W. T. (April 1998). Synthesizing metacognitive interventions: What training characteristics can improve reading performance? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Erlbaum. Cox
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  • *Caliskan, M., & Sunbul M.A. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (Primary Education Sixth Grade Turkish Course Sample) Educational Sciences: Theory & Practice, 11(1), 133–153.
  • Dikbas, Y., & Hasirci, O. (2008).The effects of teaching and using of learning strategies on achievement, retention and attitude of the students. Journal of Kırsehir Education Faculty (JKEF), 9(2), 69–76.
  • Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231–264.
  • Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20, 391–409. DOI: http://10.1007/s10648-008-9083-6
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There are 48 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Binnur Ergen

Sedat Kanadlı

Publication Date May 20, 2017
Published in Issue Year 2017 Volume: 17 Issue: 69

Cite

APA Ergen, B., & Kanadlı, S. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*. Eurasian Journal of Educational Research, 17(69), 55-74.
AMA Ergen B, Kanadlı S. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*. Eurasian Journal of Educational Research. May 2017;17(69):55-74.
Chicago Ergen, Binnur, and Sedat Kanadlı. “The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*”. Eurasian Journal of Educational Research 17, no. 69 (May 2017): 55-74.
EndNote Ergen B, Kanadlı S (May 1, 2017) The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*. Eurasian Journal of Educational Research 17 69 55–74.
IEEE B. Ergen and S. Kanadlı, “The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*”, Eurasian Journal of Educational Research, vol. 17, no. 69, pp. 55–74, 2017.
ISNAD Ergen, Binnur - Kanadlı, Sedat. “The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*”. Eurasian Journal of Educational Research 17/69 (May 2017), 55-74.
JAMA Ergen B, Kanadlı S. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*. Eurasian Journal of Educational Research. 2017;17:55–74.
MLA Ergen, Binnur and Sedat Kanadlı. “The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*”. Eurasian Journal of Educational Research, vol. 17, no. 69, 2017, pp. 55-74.
Vancouver Ergen B, Kanadlı S. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study*. Eurasian Journal of Educational Research. 2017;17(69):55-74.