TEKNOLOJİ KULLANIMI TÜRKİYE'DE ÖĞRENCİLERİN AKADEMİK BAŞARILARINI ETKİLİYOR MU? BİR META-ANALİZ ÇALIŞMASI

Abstract

Bu meta-analizde teknolojinin akademik başarıya etkisini tespit etmek amaçlanmıştır. Web of Science, ScienceDirect, Scopus, EBSCO ve TR Dizin veri tabanlarında yapılan tarama neticesinde 2005 ile 2019 Temmuz ayı aralığında yayınlanan toplam 2908 sonuç elde edilmiştir. Araştırmanın amacı doğrultusunda Türkiye adresli kontrol gruplu toplam 122 deneysel araştırma, bu çalışma kapsamına dahil edilmiştir. Toplamda 10011 örneklem sayısını kapsayan 144 etki büyüklüğü (EB) hesaplanmıştır. Etki büyüklükleri hesaplanırken (1) Ortalama, standart sapma, örneklem büyüklüğü ve (2) örneklem büyüklüğü, p değeri olmak üzere iki farklı kombinasyon kullanılmıştır. Bu çalışmada veriler heterojen dağıldığından EB hesaplanırken “random effects model” kullanılmıştır. Araştırma soruları doğrultusunda kodlanan moderatorler için “mixed effects model” tercih edilmiştir. “Random effects model” kullanılarak yapılan meta-analiz sonucunda teknolojinin akademik başarıya genel etkisinin geniş düzeyde (EB=0.88) olduğu bulunmuştur. Ayrıca “mixed effects model” kullanılarak yapılan analiz sonucunda teknoloji tabanlı öğrenme ortamı, örneklem büyüklüğü ve eğitim düzeyine göre teknolojinin akademik başarıya etkisi anlamlı düzeyde farklılık göstermiştir. Teknoloji tabanlı öğrenme ortamlarının öğrenme kuramlarına dayandırılması ve alan/derse göre teknolojinin akademik başarıya etkisinde anlamlı bir farklılık bulunmamıştır. Bu çalışmada nispeten daha kapsamlı ve yeni bir meta-analiz yapılarak teknolojinin akademik başarıya genel etkisinin tespit edilmiş olması önemli görülmektedir.

Keywords

• Eğitim teknolojileri; teknoloji; bilgisayar destekli öğretim; akademik başarı; meta-analiz

DOES USING TECHNOLOGY AFFECT STUDENTS’ ACADEMIC ACHIEVEMENT IN TURKEY? A META-ANALYSIS

Abstract

In this meta-analysis, it is aimed to determine the effect of technology on academic achievement. Web of Science, ScienceDirect, Scopus, EBSCO and TR Index databases were searched and a total of 2908 results were published between July 2005 and July 2019. For the purpose of the study, 122 experimental studies with control groups implemented in Turkey were included in this study. 144 effect sizes (ES) were calculated, covering a total of 10011 samples. When calculating the effect sizes, two different combinations (1) mean, standard deviation, sample size and (2) sample size and p-value were used. In this study, because the data were heterogeneous, the random-effects model was used to calculate ES. A mixed-effects model was preferred for the moderators coded in accordance with the research questions. As a result of meta-analysis using random-effects model, the overall effect of technology on academic achievement was large (ES = 0.88). In addition, as a result of the analysis using the mixed-effects model, the effect of technology on academic achievement was significantly different according to a technology-based learning environment, sample size and education level. There was no significant difference in the effect of technology on academic achievement in terms of field/course and technology-based learning environments based on learning theories. In this study, it is important to determine the overall effect of technology on academic achievement by making a relatively comprehensive and new meta-analysis.

Keywords

• Educational technology; technology; computer-based instruction; academic achievement; meta-analysis

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