PROBLEME DAYALI ÖĞRENME YAKLAŞIMI ĐLE GELENEKSEL ÖĞRETĐMĐN KARŞILAŞTIRILMASI: BĐR META-ANALĐZ ÇALIŞMASI

Year 2014, Volume: 13 Issue: 51, 346 - 364, 08.11.2014

Veli Batdı

https://doi.org/10.17755/esosder.12812

Cited By: 1

Abstract

Bu araştırmada probleme dayalı öğrenme (PDÖ) yaklaşımının etkililiğini geleneksel yöntem ile karşılaştıran
çalışmaların meta-analizi yapılmıştır. Probleme dayalı öğrenmenin akademik başarı üzerindeki etki büyüklüğü
benzer konularda birbirinden bağımsız ve çok sayıda yapılmış çalışmaların verilerini analiz ederek genel bir
yargıya varma yöntemi olarak tanımlanan meta-analitik yöntem ile hesaplanmıştır. Bu amaçla 2006-2013 yılları
arasında ilgili konuya ilişkin yapılan araştırmalardan belirlenen dâhil edilme kriterlerine uygun 26 adet deneysel
çalışma meta-analiz için seçilmiştir. Araştırma sonucunda PDÖ’nün akademik başarıya olan etki büyüklüğü
1.302 olarak hesaplanmıştır. Bu değerin Thalheimer ve Cook (2002)’un ayrıntılı düzey sınıflamasına göre çok
geniş etkiye sahip olduğu anlaşılmıştır. Ayrıca meta-analiz sonuçları PDÖ kullanımının geleneksel öğretim
yöntemine göre akademik başarı açısından olumlu etki oluşturduğunu göstermiştir.Key Words:Problem-based learning, academic achievement, traditional method, meta-analysis, effect size.

Keywords

Probleme dayalı öğrenme, akademik başarı, geleneksel öğretim, meta-analiz, etki büyüklüğü.

A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION

Abstract

In this study, the efficiency of Problem-Based Learning (PBL) was compared with traditional methods. The effect size (ES) of PBL on academic achievement was calculated by using a meta-analytic method defined as drawing a general conclusion by analysing the data from a range of independent studies of similar subjects. Thus, 26 experimental studies were selected, which comply with the inclusion criteria determined with the help of research carried out between 2006 and 2013. The effect size of PBL on academic achievement was calculated as 1.302. According to Thalheimer and Cook’s (2002) detailed level calculation,this value has a very large effect. The results of meta-analysis demonstrate that compared to traditional instruction methods, PBL has a positive effect on academic achievement.

Keywords

Problem-based learning, academic achievement, traditional method, meta-analysis, effect size.

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