Eğitim Alanında Uygulanan Dürtme Yöntemlerinin Etkinliği: Meta-Analiz Çalışması

Year 2024, Volume: 53 Issue: 241, 99 - 132, 01.02.2024

İsmail Tolga Kaya , Munise Tuba Aktaş

https://doi.org/10.37669/milliegitim.1194444

Abstract

Eğitim bilimlerinde dürtme yönteminin kullanımı giderek artmaktadır. Ancak, yerli literatürde dürtmelerin gerçekte ne kadar etkili olduğuna dair bir çalışmaya henüz rastlanılmamıştır. Bu çalışmayla literatürdeki bu boşluğun doldurulması ve ilgili konunun bütüncül bir şekilde ele alınması planlanmaktadır. Çalışmanın amacı, eğitim bilimlerinde uygulanan dürtme yöntemlerinin ne kadar etkili olduğunu tespit etmektir. Çok sayıda deneysel çalışmanın sonucunu tek bir değere dönüştürüp yorumlanmasını olanaklı kılan meta-analiz, çalışmanın yöntemi olarak belirlenmiştir. Yapılan literatür taraması sonucunda eğitim alanında 46 adet dürtme uygulaması analiz edilmiştir. Rastgele etkiler modeli ile hesaplanan meta-analizin bağımlı değişkeni, ortalama etki büyüklüğü, d=0,243 bulunmuştur. Bu, dürtmelerin eğitim bilimlerinde tatmin edici bir etki yaratmadığını göstermektedir. Yapılan alt grup analizleri, dürtmelerin okulöncesi ve ilkokul-ortaokul eğitim seviyelerinde daha etkili sonuçlar verdiğini göstermektedir. Dürtme iktisatla bağlantısı nedeniyle farklı özelliklere sahiptir. Eğitim bilimi alanındaki uzmanlarca dürtme tasarlanmalıdır. Dürtmelerin uygulanacağı eğitim seviyesi, dürtmelerin konusu, dürtme tipi ayrıntılı şekilde incelenmeli ve belirlenmelidir. Küçük yaştaki öğrencilere uygulanacak dürtmeler daha basit olmalıdır. Öte yandan, daha büyük yaştaki öğrencilere yapılan dürtmelerin etkin olmadığı görüldüğünden bunlar tekrar ele alınıp hazırlanmalıdır.

Keywords

eğitim bilimleri, dürtme, meta-analiz

Supporting Institution

Anadolu Üniversitesi

Project Number

2206E063

Thanks

Bu çalışma Anadolu Üniversitesi Bilimsel Araştırma Projeleri Komisyonu tarafından kabul edilen 2206E063 numaralı proje kapsamında desteklenmiştir.

The Effectiveness of Nudge Methods in Education: A Meta-Analysis Study

Abstract

The use of the nudge method in educational sciences is increasing gradually. However, a study has not been yet found in the domestic literature on what extent the nudges are actually effective. Wtih this study, it is planned to fill this gap and tackle a related topic holistically. Thus, the study aims to determine the effectiveness of nudging methods in educational sciences. Meta-analysis, which makes it possible to convert and interpret the results of many experimental studies into a single value has been determined as the method of this study. As a result of the literature review, 46 nudge practices in the field of education were analyzed. The dependent variable of the meta-analysis calculated with the random effects model is the mean effect size d=0.243. It means that nudges do not have a desired effect on educational sciences. Subgroup analysis shows that nudges are more effective at pre-school and primary-secondary education levels. Nudge has various characteristics because of its relationship with economics. Experts in the educational sciences field should design nudges. The level of education to which the nudges will be applied, the subject of the nudges, and the type of nudge should be examined and determined in detail. The nudges to be applied to younger students should be more straightforward. On the other hand, as nudges to older students seem to ineffective, they should be reconsidered and prepared.

Keywords

educational science, nudge, meta-analysis

Project Number

2206E063

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