Ters Yüz Öğrenmeye Yönelik Yapılan Lisansüstü Tezlerin İncelenmesi: Meta Analiz Çalışması

Year 2023, Volume: 9 Issue: 3, 240 - 254, 31.12.2023

Özkan Çelik , Hale Çokçalışkan

Abstract

Günümüzde yaşanan sosyal, teknolojik vb. gelişmeler birçok alanı etkilediği gibi eğitim alanını da etkilemektedir. Bu etkileşim bireylere kazandırmayı hedeflediğimiz niteliklerde de değişimler yaşanmasına neden olmuştur. Bu değişimlerin eğitim hayatımıza yansımasının bir boyutu da yeni yaklaşım, model, yöntem ve tekniklerle bireye hedeflenen nitelikleri kazandırmaya çalışmaktır. Eğitim hayatımızda yakın dönemde önemini artıran ters yüz öğrenme de bu hedefe hizmet edebilecek öğrenme yollarından biridir. Alanyazında ters yüz öğrenmenin hem akademik başarı hem de pedagojik çıktıları düşünüldüğünde belirlenen hedefe yönelik ihtiyaçları karşılayabileceğine işaret eden pek çok araştırmaya rastlamak mümkündür. Bu yüzden bu araştırmaların meta analizinin yapılması gerektiği düşünülmüştür. Bu bağlamda bu çalışmada ters yüz öğrenme alanında yapılan lisansüstü tezleri incelemek amaçlanmıştır. Bu amaç doğrultusunda çalışmada yer alacak araştırmalar için tarama yapılmıştır ve belirlenen ölçütlere uyan 2015-2020 Nisan tarihleri arasında yapılmış 40 lisansüstü tez çalışmaya dâhil edilmiştir. Meta analize dâhil edilmesine karar verilen her bir çalışmanın etki büyüklüğü ve genel etki büyüklüğünü hesaplamak amacıyla Comprehensive Meta Analysis (CMA) programı kullanılmıştır. Rastgele etkiler modeline göre gerçekleştirilen analiz sonucunda genel etki büyüklüğü değeri 0.862 olarak hesaplanmıştır. Araştırma sonucunda elde edilen bulgular Cohen’e (1998) göre yorumlanmış ve ters yüz öğrenme üzerinde yapılan tezlerin geniş düzeyde etkiye sahip olduğu sonucuna ulaşılmıştır.

Keywords

Ters yüz öğrenme, meta analiz, lisansüstü tez

Analysis of Postgraduate Theses on Flipped Learning: A Meta-Analysis Study

Abstract

Today’s social, technological, etc. developments affect the field of education as well as many fields. This interaction has also caused changes in the qualities we aim to impart to individuals. One of the reflections of these changes in our educational life is trying to equip the individual with the targeted qualifications by using new approaches, models, methods and techniques. Flipped learning, which has gained greater importance in our educational lives recently, is one of the learning methods that can serve this goal. It is possible to come across many studies in the literature indicating that flipped learning can contribute to the accomplishment of the specified goal by improving both academic achievement and pedagogical outcomes. Therefore, it was thought that a meta-analysis of these studies should be carried out. In this context, the current study aimed to analyze postgraduate theses in the field of flipped learning. To this end, a search was made for the studies to be included in the study, and 40 postgraduate theses conducted between April 2015 and 2020 that met the determined criteria were included in the study. Comprehensive Meta-Analysis (CMA) program was used to calculate the effect size of each study that was decided to be included in the meta-analysis and overall effect size. As a result of the analysis carried out according to the random effects model, the overall effect size value was calculated to be 0.862. The findings obtained in the study were interpreted according to Cohen (1998) and it was concluded that the theses on flipped learning had a large effect.

Keywords

Flipped learning, Postgraduate thesis, Meta analysis

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