Analysing the Effect of Coding-Based Applications on Retention Scores through the Mixed-Meta Method

Year 2022, Volume: 5 Issue: 2, 90 - 100, 31.12.2022

Fatih Kurt Veli Batdı

https://doi.org/10.52134/ueader.1164479

Abstract

In this study, it is aimed to examine the studies on coding-based applications through the mixed-meta analysis method. The effect of coding-based practices on retention scores was examined using the meta-analysis method at first step. Following the first step, a meta-thematic analyzes of the qualitative studies were carried out on behalf of the effectiveness of coding-based applications and results regarding the relationship and effectiveness of coding-based practices with retention were reached. 10 studies on the effectiveness and retention of coding-based practices were attained through the scanning databases regarding document review. According to the results from meta-analysis, effect size (g=1.48 – huge) of coding-based applications had a significant difference in favor related practices. In addition, it has been determined that coding-based applications are effective teaching methods when studies based on participants’ opinions in line with the themes and codes were examined within the framework of meta-thematic analysis. The results of the research revealed that meta-analysis and meta-thematic analysis findings are compatible with each other and that coding-based practices contribute to easy, effective and enjoyable learning, positively influence students’ cognitive development processes, improve their skills, and affect them to come up with new products. Additionally, it has been concluded that the proper usage of the related applications can increase retention. It has been observed that coding-based applications contribute to analytical and multi-dimensional thinking, possess problem-solving property, are easy to reinforce, and provide retention.

Keywords

coding applications, meta-analysis, meta-thematic analysis, retention

References

• *Baysal, E. A., Ocak, G., & Ocak, İ. (2020). The views of high school students about coding and Arduino. Elektronik Sosyal Bilimler Dergisi, 19(74), 777-796. http://dx.doi.org/10.17755/esosder.625496
• *Erdener, K., & Gür, H. (2019). Students’ views towards using the dynamic software Geometer’s Sketchpad in middle school mathematics classrooms. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 21(1), 364-377. http://dx.doi.org/10.25092/baunfbed.548536
• *Karademir, T., Cesur, A., Büyükergene, G., Kaba, Ö. S., & Kesici, Y. (2018). Technological rythms: Use of robotic applications in music education. Ilkogretim Online, 17(2), 717-737. http://dx.doi.org/10.17051/ilkonline.2018.419045
• *Özkandemir, O. (2019). İlkokul müzik derslerinde robotik ve kodlama programlarının kullanılmasına yönelik örnek bir çalışma [A sample study on the use of robotics and coding programs in primary school music lessons]. (Unpublished doctoral dissertation). İstanbul: Marmara University.
• *Secer, M. (2020). The effects of Arduino based coding and paper-pencil based coding activities on students’ computational thinking skills, problem solving skills and stem attitudes in information technologies and software lesson. (Unpublished doctoral dissertation). Mersin: Mersin University.
• *Sezgin, E. M. (2002). The effects of multimedia courseware designed based on dual coding theory in science teaching on academic achievement, performance level and retention of learning. (Unpublished master thesis). Adana: Çukurova University.
• *Şahbaz, A. F. (2021). The effect of robotic coding-based scratch programme on achievement, achievement level and retention. (Unpublished master thesis). Sivas: Sivas University.
• *Telli, E. (2016). The effect of semantic encoding strategy instruction on achievement and retention in E-learning environments. (Unpublished doctoral dissertation). Ankara: Hacettepe University.
• *Uzun, A. & Uz, R. (2018). Learner characteristics and opinions about embedded systems and robotic applications course: Towards the design of instruction. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 533-559. http://dx.doi.org/10.19171/uefad.505611
• *Zeybek, G. (2021). The Effect of the layered curriculum on students’ academic achievement and retention of learning. ie: Inquiry in Education, 13(1), 13.
• Aksoy, S. (2017). Değişen teknolojiler ve Endüstri 4.0: Endüstri 4.0’ı anlamaya dair bir giriş [Changing technologies and Industry 4.0: An introduction to understanding Industry 4.0.]. Sosyal Araştirma Vakfı Katkı, 4, 34-44.
• Altay, G. (2019). The effects of Arduino use on academicachievements of and on attitudes towards computer programming of high school students. (Unpublished master thesis). İzmir: Ege University.
• Askar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java Programming among engineering students. Online Submission, 8(1). 26-32.
• Batdı, V. (2019). Meta-tematik analiz: Örnek uygulamalar [Meta-thematic analysis: Example applications]. Anı Yayıncılık.
• Batdı, V. (2020) The use of technology in language teaching to foreigners: A mixed-meta method. Milli Eğitim Dergisi, 50(1), 1213-1244. http://dx.doi.org/10.37669/milliegiti m.942631
• Batdı, V., Öztaş, C., & Talan, T. (2021). Analysis of constructive approach applications in science lesson through mixed-meta method. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 1(40), 33-44. http://dx.doi.org/10.14582/DUZGEF.2021.175 Borenstein, M., Hedges, L. V., & Rothstein, H. R. (2007). Meta-analysis: Fixed affect vs. random effects. https://www.meta-analysis.com/downloads/M-a_f_e_v_r_e_sv.pdf
• Borenstein, M., Hedges, L. V., Higgins, J. P. & Rothstein, H. R. (2009). Introduction to Meta-Analysis. John Wiley.
• Büyükkarci, A. (2019). The effect of 5e model enriched with coding on 4th grade mathematics achievement, permanence and attitude. (Unpublished doctoral dissertation). Burdur: Mehmet Akif Ersoy University.
• Ceylan, V. K. (2020). The effect of scenario based learning scratch curriculum on students’ computational thinking skills and learning outcomes of problem solving and programming unit. (Unpublished doctoral dissertation). Aydın: Aydın Adnan Menderes University.
• Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta analysis (2nd ed.). Russell Sage Publication.
• Corbin, J., & Strauss, A. (2008). Techniques and procedures for developing grounded theory: Basics of qualitative research (3rd ed). Sage.
• Crombie, I. K., & Davies, H. T. (2009). What is meta-analysis?. Hayward Medical Communications.
• Çakır, B. (2020). Impact of coding training on metacognitive awareness and creative problem-solving skills of secondary school. (Unpublished master thesis). Aydın: Aydın Adnan Menderes University.
• Göksoy, S., & Yılmaz, İ. (2018). The opinions of information relations teacher and their students with regard to lessons of robots and decoding. Düzce Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(1), 178-196.
• Karalar, H., & Özdemir, S. (2013). Impact of guidance in semantic web based instruction on attainment and retention. Uluslararası Türk Eğitim Bilimleri Dergisi, 1, 1-16.
• Kaya, A., & Alpan, G. (2020). Gamified coding education: A proposal of learning management. Journal of Technology Applications in Education, 1, 1-25. http://dx.doi.org/10.29329/jtae.2020.283.1
• Sayın, Z. (2020). The determination of teachers' trends in coding education. Journal of Instructional Technologies and Teacher Education, 9(1), 52-64.
• Talan, T. (2020). Investigation of the studies on educational robotic applications. Journal of Education for Life, 34(2), 503-522. https://doi.org/10.33308/26674874.2020342177
• Talan, T., & Batdı, V. (2022). Evaluating coding-based entertainment applications in the context of 21st century skills according to teachers' opinions. International Journal of Scholars in Education, 5(1), 14-24. http://dx.doi.org/10.52134/ueader.1098111
• Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. A Work-Learning Research Publication.
• Yüksel, S., & Gündoğdu, K. (2018). The effect of jigsaw technique in teaching Scratch Program on attitude, achievement, and retention of knowledge. Ege Eğitim Dergisi, 19(1), 245-261. http://dx.doi.org/10.12984/egeefd.340362