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The Effect of Learning Cycle Models on Achievement of Students: A Meta-Analysis Study

Year 2018, Volume: 4 Issue: 1, 1 - 18, 01.02.2018
https://doi.org/10.12973/ijem.4.1.1

Abstract

In the study, a meta-analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students. Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English. As a result of the screening, a total of 123 dissertations, which used learning cycle models to increase the achievement of students, were included in the analysis. As a result of this study, it is confirmed that the effect of learning cycle models on students’ achievement is positive and the determined effect size was found out as 1.164 (% 95 CI, SE = .071) according to random effects model.. In the study, moderator analysis was made according to the learning cycle models, type of the dissertations, disciplines, and education levels of students. The analyses showed that among the learning cycle models, the highest effect size was determined in the 4E Model (2.659), among the dissertations the highest effect size was in master thesis (ES = 1.231), among the disciplines the highest effect size was in the other lessons (ES = 1.637) and among the educational levels the highest effect size was in the high school students (ES = 1.237).

References

  • Acikel, C. (2009). Meta analiz ve kanita dayali analizin tiptaki yeri [Meta-analysis in medicine and evidence-based analysis]. Clinical Psychopharmology, 19 (2), 164- 172.
  • Akpınar, E., & Ergin, Ö. (2005). Role of science teachers in constructivist theory. Primary Education-Online, 4(2), 55-64.
  • Aktamis, H., Higde, E., & Ozden, B. (2016). Effects of the inquiry-based learning method on students' achievement, science process skills and attitudes towards science: A meta-analysis study. Journal of Turkish Science Education (TUSED), 13(4), 248-261.
  • Ayaz, M. F., Sekerci, H., & Oral, B. (2016). The Effect of Using of Instructional Technology to Elementary School Students' Academic Achievement: A Meta-Analysis Study. Journal of the Faculty of Education, 17(1), 35-54.
  • Ayaz, M. F. (2015). Impact of probabilistic learning approach on students' academic achievement in science class: A meta-analysis study. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(3), 139-160.
  • Balim, A.G., Turkoguz, S., Aydin, G., & Evrekli, E. (2012). Fen ve teknoloji dersinin “madde ve isi” konularinda yapilandirmaci yaklasimin 7E modeline dayali etkinlik planlari [Activity plans based on the 7E model of the constructivist approach to science and technology in "matter and heat"]. Bartin University Journal of Education Faculty, 1(1), 129-139.
  • Balta, N., & Sarac, H. (2016). The effect of 7E learning cycle on learning in science teaching: A meta-analysis study. European Journal of Educational Research, 5(2), 61-72.
  • Baker, D. R., & Piburn, M. D. (1997). Constructing science in middle and secondary school classrooms. Copyright by Allynand Bacon, USA.
  • Basol, G., & Erbay, S. (2017). Portfolyo Kullaniminin Akademik Basariya Etkisi: Bir Meta Analiz Calismasi [The effect of portfolio use on academic achievement: A meta-analysis]. Hacettepe University Education Faculty Journal, 32(2), 396-412.
  • Batdi, V. (2015). Kavram haritasi teknigi ile geleneksel ogrenme yonteminin kullanilmasinin ogrencilerin basarilari, bilgilerinin kaliciligi ve tutumlarina etkisi: Bir meta-analiz calismasi [The achievements of the students using the conceptual map technique and the traditional learning method, its effect on the persistence and attitudes of the knowledge: A meta-analysis study]. Dumlupinar University Social Sciences Journal, 42(2), 93-102.
  • Bilgin, I., Ay, Y., & Coskun, H. (2013).5E ogrenme modelinin ilkogretim 4.Sinif ogrencilerinin madde konusundaki basarilarina etkisinin ve model hakkinda ogrenci goruslerinin incelenmesi [Examination of the effect of the 5E learning model on the achievement of the elementary 4th grade students on the topic of the matter and student opinions about the model]. Kastamonu Journal of Education, 21 (4), 1449-1470.
  • Boddy, N., Watson, K., & Aubusson, P. (2003). A trial of the five es: A referant model for constructivist teaching and learning. Research in Science Education, 33, 27-42.
  • Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2013). Introduction to meta analysis. United Kingdom: John Wiley and Sons, Ltd. Publication.
  • Bozdemir, H., Cevik, E. E., Altunoglu, B. D., & Kurnaz, M. A. (2017). Astronomi Konularinin Ogretiminde Kullanilan Farkli Yontemlerin Akademik Basariya Etkisi: Bir Meta Analiz Calismasi [The effect of different methods used in teaching astronomy subjects to academic achievement: A meta analysis study]. Journal of Field Education Research, 3(1), 12-24.
  • Bybee, R.W. (2003). Achieving scientific literacy: From purposes to practices. Portsmouth, UK: Heinemann.
  • Cohen, J., Manion, L., & Morrison, K. (2007). Research methods in education (Sixth Edition). New York: Routledge.
  • Coruhlu, T. S., & Cepni, S. (2016). Zenginlestirilmis 5E Modelinin Ogrenci Kavramsal Degisimi Uzerine Etkisi: Astronomi Ornegi [The influence of enriched 5e model on student conceptual change: An example of astronomy]. Kastamonu Journal of Education, 24(4), 1785-1802.
  • Demir, C., & Maskan, A. K. (2012). Web Destekli Ogrenme Halkasi Yaklasiminin Lise 11. Sinif Ogrencilerinin Fizik Dersi Oz-Yeterlik Inanclarina Etkisi [Impact of web based learning cycle approach on physics lesson self-efficacy beliefs of high school 11th grade students]. Dicle University Journal of Ziya Gokalp Education Faculty, (18), 17-30.
  • Demir, C., & Maskan, A. K. (2014). Web Destekli Ogrenme Halkasi Yaklasimi Uygulamalarina Iliskin Ogrenci Gorusleri [Student opinions on web based learning cycle approaches]. Journal of Computer and Education Research, 2(3), 136-150.
  • Eisenkraft, A. (2003). Expanding the 5e model.The Science Teacher, 70(6), 56-59.
  • Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge: Cambridge University Press.
  • Ergin, I. (2012). Fen Egitiminde 5E Modeli Ile Ilgili Yazili Kaynaklar Dizini [Written resources regarding 5e model in science education]. Journal of Research in Education and Teaching, 1(1), 45-53.
  • Guzeller, C. O.,& Ustunel, F. (2016). Effects of mobile learning on academic achievement: A meta analysis study. Adiyaman University Journal of Social Sciences Institute, 1(2), 528-560.
  • Hedges, L.V.,& Olkin, I. (1985). Statistical methods for meta-analysis. New York: Academic Press.
  • Kanli, U. (2009). Yapilandirmaci kuramin isiginda ogrenme halkasinin kokleri ve evrimi: Ornek bir etkinlik [The roots and evolution of the learning cycle in the light of constructivist theory: An example activity]. Educatin and Science, 34 (151), 44-64.
  • Keles, Y. (2010). Fen eğitiminde ogrenme döngüsü modelleri [Learning cycle models in science education]. Mersin University Faculty of Education Journal, 6(1), 41-51.
  • Kucuk, Z., & Calik, M. (2015). Effect of enriched 5Es model on 7th grade students’ conceptual change levels: A case of ‘electric current’ subject. Adiyaman University Journal of Educational Sciences, 5(1), 1-28
  • Lipsey, M., & Wilson, D. (2001). Practical meta-analysis. Beverly Hills, CA: Sage Publications.
  • Meseci, B., & Karamustafaoglu, S. (2015). Maddenin Tanecikli YapisiUnitesine Yonelik 4E Modeli Destekli Etkinliklerin Akademik Basariya Etkisi [The effect of academic achievement of 4e model supported activities for matter's granular construction unit]. Karaelmas Journal of Education Science, 3(1), 1-12.
  • Miles, M. B., & Huberman, A. M. (2002). The qualitative researcher’s companion. California: Sage Publications.
  • Okur, M. (2009).Kavramsal degisimi saglayan farkli metotlarin karsilastirilmasi: Sesin yayilmasi konusu ornegi [Comparison of different methods providing conceptual change: Example of sound propagation]. Master Thesis, KATU Institute of Science and Technology, Trabzon.
  • Ozmen, H. (2004). Fen ogretiminde ogrenme teorileri ve teknoloji destekli yapilandirmaciogrenme [Learning theories and technology-assisted constructivist learning in science teaching].TheTurkish Online Journal of Educational Technology, 3(1), 100-111.
  • Renner, J.W., Abraham, R.M., & Birnie, H.H. (1998).The necessity of eachphase of the learning cycle in teaching high school.Journal of Research in Science Teaching, 28, 437–454.
  • Sarac, H. (2017). The effect of smart board usage in Turkish education system on students’ learning outcomes: A meta analysis study, TURKISH STUDIES -International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(4), 445-470.
  • Sarac, H. (2015). Coklu ortam Destekli 7E Modeline Gore Tasarlanan Uygulamalarin 5. Sinif Fen Bilimleri Dersi “Maddenin Degisimi” Unitesinde Ogrencilerin Ogrenme Urunlerine Etkisi [The impact of students on learning products at the "matter’s change" unit of the 5th grade science course of applications designed by multimedia supported 7e model]. Unpublished PhD thesis. Dumlupinar University Institute of Educational Sciences, Kutahya.
  • Sarac, H., & Kunt, H. (2016). Yapilandirmaci Yaklasim 7E Ogrenme Halkasi Modeli Ile Ilgili Yapilan Arastirmalar: Icerik Analizi Calismasi [Constructivist approach 7e research patterns related to learning cycle model: Content analysis study]. Electronic Turkish Studies, 11(9), 701-724.
  • Sarier, Y. (2015). Turkiye’de ogrencilerin akademik basarisini etkileyen faktorler: Bir meta-analiz calismasi [Factors affecting the academic achievement of students in Turkey: A meta-analysis study]. Hacettepe University Journal of Education, 1-19.
  • Sadoglu, G. P., & Akdeniz, A. R. (2015).7E Ogrenme Modeline Yonelik Tasarlanan Materyallerin Lise Ogrencilerinin Modern Fizik Basarilarina Etkisi [7E the effect of designed materials for learning model on modern physics achievement of high school students]. Journal of Computer and Education Research, 3(5), 96-129.
  • Sahin, M. C. (2005). Internet tabanli uzaktan egitimin etkililigi: Bir meta-analiz calismasi[The effectiveness of Internet-based distance education: A meta-analysis study]. Unpublished Master thesis, Cukurova University, Institute of Social Sciences, Adana.
  • Sasmaz Oren, F., & Tezcan, R. (2009). The effectiveness of the learning cycle aproach on learners’ attitude toward science in 7th grade science classes of elemantary school. Elemantary Educational Online, 8(1), 103- 118.
  • Temel, S., Ozgur, S. D., & Yilmaz, A. (2012).The effect of learning cycle model on preservice chemistry teachers’ understanding of oxidation reduction topic and thinking skills. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 287-300.
  • Thalheimer, W., & Cook, S. (2002).How to calculate effect sizes from published research articles: A simplified methodology.
  • Tonbuloglu, B. (2014). Mustafa Sati Bey’in Gorusleri Dogrultusunda Yapilandirmacilik Anlayisina Farkli Bir Bakis Acisi [Mustafa Sati's view of constructivism in a different perspective]. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 9(8), 841-852.
  • Turgut, U., Colak, A., & Salar, R. (2016). The effect of 7e model on conceptual achievement of students in the unit of electromagnetism. European Journal of Physics Education, 7(3), 1-37.
  • Turkmen, H. (2006). Ogrenme dongusu yaklasimiyla ilkogretimde fen nasil ogretilmelidir? [How should science be taught in elementary school with the learning cycle approach?]. Elementary Education Online, 5(2), 1-15
  • Ulubey, O., & Toraman, C. (2015). The effect of creative drama on students' academic achievement: A meta-analysis study. Mustafa Kemal University Social Sciences Institute Journal, 12(32), 195-220.
  • Ustun, U., & Eryilmaz, A. (2014). Etkili arastirma sentezleri yapabilmek icin bir arastirma yontemi: Meta-analiz [A research method for effective research synthesis: Meta-analysis]. Education and Science, 1-32.
  • Wilder, M., & Shuttleworth, P. (2004). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(1), 25–31.
  • Wolf, F. M. (1988). Meta-analysis quantitative methods for research synthesis (Third edition). California: Sage Publications.
  • Yildirim, A., & Simsek, H. (2011).Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayinevi.
  • Yildiz, E. (2008). 5E modelinin kullanildigi kavramsal degisime dayaliogretimde ust bilisin etkileri: 7. sinif kuvvet ve hareket unitesine yonelik bir uygulama [The effects of metacognition in conceptual change based teaching used in 5E model: An application for 7th grade force and movement unit]. Unpublished PhD thesis. DEU Institute of Educational Sciences, Izmir.
Year 2018, Volume: 4 Issue: 1, 1 - 18, 01.02.2018
https://doi.org/10.12973/ijem.4.1.1

Abstract

References

  • Acikel, C. (2009). Meta analiz ve kanita dayali analizin tiptaki yeri [Meta-analysis in medicine and evidence-based analysis]. Clinical Psychopharmology, 19 (2), 164- 172.
  • Akpınar, E., & Ergin, Ö. (2005). Role of science teachers in constructivist theory. Primary Education-Online, 4(2), 55-64.
  • Aktamis, H., Higde, E., & Ozden, B. (2016). Effects of the inquiry-based learning method on students' achievement, science process skills and attitudes towards science: A meta-analysis study. Journal of Turkish Science Education (TUSED), 13(4), 248-261.
  • Ayaz, M. F., Sekerci, H., & Oral, B. (2016). The Effect of Using of Instructional Technology to Elementary School Students' Academic Achievement: A Meta-Analysis Study. Journal of the Faculty of Education, 17(1), 35-54.
  • Ayaz, M. F. (2015). Impact of probabilistic learning approach on students' academic achievement in science class: A meta-analysis study. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(3), 139-160.
  • Balim, A.G., Turkoguz, S., Aydin, G., & Evrekli, E. (2012). Fen ve teknoloji dersinin “madde ve isi” konularinda yapilandirmaci yaklasimin 7E modeline dayali etkinlik planlari [Activity plans based on the 7E model of the constructivist approach to science and technology in "matter and heat"]. Bartin University Journal of Education Faculty, 1(1), 129-139.
  • Balta, N., & Sarac, H. (2016). The effect of 7E learning cycle on learning in science teaching: A meta-analysis study. European Journal of Educational Research, 5(2), 61-72.
  • Baker, D. R., & Piburn, M. D. (1997). Constructing science in middle and secondary school classrooms. Copyright by Allynand Bacon, USA.
  • Basol, G., & Erbay, S. (2017). Portfolyo Kullaniminin Akademik Basariya Etkisi: Bir Meta Analiz Calismasi [The effect of portfolio use on academic achievement: A meta-analysis]. Hacettepe University Education Faculty Journal, 32(2), 396-412.
  • Batdi, V. (2015). Kavram haritasi teknigi ile geleneksel ogrenme yonteminin kullanilmasinin ogrencilerin basarilari, bilgilerinin kaliciligi ve tutumlarina etkisi: Bir meta-analiz calismasi [The achievements of the students using the conceptual map technique and the traditional learning method, its effect on the persistence and attitudes of the knowledge: A meta-analysis study]. Dumlupinar University Social Sciences Journal, 42(2), 93-102.
  • Bilgin, I., Ay, Y., & Coskun, H. (2013).5E ogrenme modelinin ilkogretim 4.Sinif ogrencilerinin madde konusundaki basarilarina etkisinin ve model hakkinda ogrenci goruslerinin incelenmesi [Examination of the effect of the 5E learning model on the achievement of the elementary 4th grade students on the topic of the matter and student opinions about the model]. Kastamonu Journal of Education, 21 (4), 1449-1470.
  • Boddy, N., Watson, K., & Aubusson, P. (2003). A trial of the five es: A referant model for constructivist teaching and learning. Research in Science Education, 33, 27-42.
  • Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2013). Introduction to meta analysis. United Kingdom: John Wiley and Sons, Ltd. Publication.
  • Bozdemir, H., Cevik, E. E., Altunoglu, B. D., & Kurnaz, M. A. (2017). Astronomi Konularinin Ogretiminde Kullanilan Farkli Yontemlerin Akademik Basariya Etkisi: Bir Meta Analiz Calismasi [The effect of different methods used in teaching astronomy subjects to academic achievement: A meta analysis study]. Journal of Field Education Research, 3(1), 12-24.
  • Bybee, R.W. (2003). Achieving scientific literacy: From purposes to practices. Portsmouth, UK: Heinemann.
  • Cohen, J., Manion, L., & Morrison, K. (2007). Research methods in education (Sixth Edition). New York: Routledge.
  • Coruhlu, T. S., & Cepni, S. (2016). Zenginlestirilmis 5E Modelinin Ogrenci Kavramsal Degisimi Uzerine Etkisi: Astronomi Ornegi [The influence of enriched 5e model on student conceptual change: An example of astronomy]. Kastamonu Journal of Education, 24(4), 1785-1802.
  • Demir, C., & Maskan, A. K. (2012). Web Destekli Ogrenme Halkasi Yaklasiminin Lise 11. Sinif Ogrencilerinin Fizik Dersi Oz-Yeterlik Inanclarina Etkisi [Impact of web based learning cycle approach on physics lesson self-efficacy beliefs of high school 11th grade students]. Dicle University Journal of Ziya Gokalp Education Faculty, (18), 17-30.
  • Demir, C., & Maskan, A. K. (2014). Web Destekli Ogrenme Halkasi Yaklasimi Uygulamalarina Iliskin Ogrenci Gorusleri [Student opinions on web based learning cycle approaches]. Journal of Computer and Education Research, 2(3), 136-150.
  • Eisenkraft, A. (2003). Expanding the 5e model.The Science Teacher, 70(6), 56-59.
  • Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge: Cambridge University Press.
  • Ergin, I. (2012). Fen Egitiminde 5E Modeli Ile Ilgili Yazili Kaynaklar Dizini [Written resources regarding 5e model in science education]. Journal of Research in Education and Teaching, 1(1), 45-53.
  • Guzeller, C. O.,& Ustunel, F. (2016). Effects of mobile learning on academic achievement: A meta analysis study. Adiyaman University Journal of Social Sciences Institute, 1(2), 528-560.
  • Hedges, L.V.,& Olkin, I. (1985). Statistical methods for meta-analysis. New York: Academic Press.
  • Kanli, U. (2009). Yapilandirmaci kuramin isiginda ogrenme halkasinin kokleri ve evrimi: Ornek bir etkinlik [The roots and evolution of the learning cycle in the light of constructivist theory: An example activity]. Educatin and Science, 34 (151), 44-64.
  • Keles, Y. (2010). Fen eğitiminde ogrenme döngüsü modelleri [Learning cycle models in science education]. Mersin University Faculty of Education Journal, 6(1), 41-51.
  • Kucuk, Z., & Calik, M. (2015). Effect of enriched 5Es model on 7th grade students’ conceptual change levels: A case of ‘electric current’ subject. Adiyaman University Journal of Educational Sciences, 5(1), 1-28
  • Lipsey, M., & Wilson, D. (2001). Practical meta-analysis. Beverly Hills, CA: Sage Publications.
  • Meseci, B., & Karamustafaoglu, S. (2015). Maddenin Tanecikli YapisiUnitesine Yonelik 4E Modeli Destekli Etkinliklerin Akademik Basariya Etkisi [The effect of academic achievement of 4e model supported activities for matter's granular construction unit]. Karaelmas Journal of Education Science, 3(1), 1-12.
  • Miles, M. B., & Huberman, A. M. (2002). The qualitative researcher’s companion. California: Sage Publications.
  • Okur, M. (2009).Kavramsal degisimi saglayan farkli metotlarin karsilastirilmasi: Sesin yayilmasi konusu ornegi [Comparison of different methods providing conceptual change: Example of sound propagation]. Master Thesis, KATU Institute of Science and Technology, Trabzon.
  • Ozmen, H. (2004). Fen ogretiminde ogrenme teorileri ve teknoloji destekli yapilandirmaciogrenme [Learning theories and technology-assisted constructivist learning in science teaching].TheTurkish Online Journal of Educational Technology, 3(1), 100-111.
  • Renner, J.W., Abraham, R.M., & Birnie, H.H. (1998).The necessity of eachphase of the learning cycle in teaching high school.Journal of Research in Science Teaching, 28, 437–454.
  • Sarac, H. (2017). The effect of smart board usage in Turkish education system on students’ learning outcomes: A meta analysis study, TURKISH STUDIES -International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(4), 445-470.
  • Sarac, H. (2015). Coklu ortam Destekli 7E Modeline Gore Tasarlanan Uygulamalarin 5. Sinif Fen Bilimleri Dersi “Maddenin Degisimi” Unitesinde Ogrencilerin Ogrenme Urunlerine Etkisi [The impact of students on learning products at the "matter’s change" unit of the 5th grade science course of applications designed by multimedia supported 7e model]. Unpublished PhD thesis. Dumlupinar University Institute of Educational Sciences, Kutahya.
  • Sarac, H., & Kunt, H. (2016). Yapilandirmaci Yaklasim 7E Ogrenme Halkasi Modeli Ile Ilgili Yapilan Arastirmalar: Icerik Analizi Calismasi [Constructivist approach 7e research patterns related to learning cycle model: Content analysis study]. Electronic Turkish Studies, 11(9), 701-724.
  • Sarier, Y. (2015). Turkiye’de ogrencilerin akademik basarisini etkileyen faktorler: Bir meta-analiz calismasi [Factors affecting the academic achievement of students in Turkey: A meta-analysis study]. Hacettepe University Journal of Education, 1-19.
  • Sadoglu, G. P., & Akdeniz, A. R. (2015).7E Ogrenme Modeline Yonelik Tasarlanan Materyallerin Lise Ogrencilerinin Modern Fizik Basarilarina Etkisi [7E the effect of designed materials for learning model on modern physics achievement of high school students]. Journal of Computer and Education Research, 3(5), 96-129.
  • Sahin, M. C. (2005). Internet tabanli uzaktan egitimin etkililigi: Bir meta-analiz calismasi[The effectiveness of Internet-based distance education: A meta-analysis study]. Unpublished Master thesis, Cukurova University, Institute of Social Sciences, Adana.
  • Sasmaz Oren, F., & Tezcan, R. (2009). The effectiveness of the learning cycle aproach on learners’ attitude toward science in 7th grade science classes of elemantary school. Elemantary Educational Online, 8(1), 103- 118.
  • Temel, S., Ozgur, S. D., & Yilmaz, A. (2012).The effect of learning cycle model on preservice chemistry teachers’ understanding of oxidation reduction topic and thinking skills. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 287-300.
  • Thalheimer, W., & Cook, S. (2002).How to calculate effect sizes from published research articles: A simplified methodology.
  • Tonbuloglu, B. (2014). Mustafa Sati Bey’in Gorusleri Dogrultusunda Yapilandirmacilik Anlayisina Farkli Bir Bakis Acisi [Mustafa Sati's view of constructivism in a different perspective]. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 9(8), 841-852.
  • Turgut, U., Colak, A., & Salar, R. (2016). The effect of 7e model on conceptual achievement of students in the unit of electromagnetism. European Journal of Physics Education, 7(3), 1-37.
  • Turkmen, H. (2006). Ogrenme dongusu yaklasimiyla ilkogretimde fen nasil ogretilmelidir? [How should science be taught in elementary school with the learning cycle approach?]. Elementary Education Online, 5(2), 1-15
  • Ulubey, O., & Toraman, C. (2015). The effect of creative drama on students' academic achievement: A meta-analysis study. Mustafa Kemal University Social Sciences Institute Journal, 12(32), 195-220.
  • Ustun, U., & Eryilmaz, A. (2014). Etkili arastirma sentezleri yapabilmek icin bir arastirma yontemi: Meta-analiz [A research method for effective research synthesis: Meta-analysis]. Education and Science, 1-32.
  • Wilder, M., & Shuttleworth, P. (2004). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(1), 25–31.
  • Wolf, F. M. (1988). Meta-analysis quantitative methods for research synthesis (Third edition). California: Sage Publications.
  • Yildirim, A., & Simsek, H. (2011).Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayinevi.
  • Yildiz, E. (2008). 5E modelinin kullanildigi kavramsal degisime dayaliogretimde ust bilisin etkileri: 7. sinif kuvvet ve hareket unitesine yonelik bir uygulama [The effects of metacognition in conceptual change based teaching used in 5E model: An application for 7th grade force and movement unit]. Unpublished PhD thesis. DEU Institute of Educational Sciences, Izmir.
There are 51 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA64FZ95EJ
Journal Section Research Article
Authors

Hakan Sarac

Publication Date February 1, 2018
Published in Issue Year 2018 Volume: 4 Issue: 1

Cite

APA Sarac, H. (2018). The Effect of Learning Cycle Models on Achievement of Students: A Meta-Analysis Study. International Journal of Educational Methodology, 4(1), 1-18. https://doi.org/10.12973/ijem.4.1.1