Yükseköğretimde Akran Öğreniminin Öğrenci Çıktıları Üzerindeki Etkisi: Türkiye’den Meta-Analitik Kanıtlar

Year 2025, Volume: 15 Issue: 3, 609 - 621, 01.12.2025

Metin Kaya , A. Taylan Aydın , İlker Altunbaşak

Abstract

Bu çalışmanın amacı, yükseköğretimde akran öğrenmesinin öğrenci çıktıları üzerindeki etkisini Türkiye bağlamında incelemektir. Bu amaçla, Türkiye’de akran öğrenmesine odaklanan araştırmalara erişmek için Web of Science, Scopus, EBSCOHOST ve TR Dizin gibi veri tabanları kullanılmıştır. Ayrıca, gri literatüre erişmek için YÖK Tez veri tabanı, DergiPark ve Google Scholar veri tabanlarında hem İngilizce hem de Türkçe aramalar yapılmıştır. Bu çalışma için çeşitli dahil etme ve hariç tutma kriterleri geliştirilmiştir. Bu kriterlere dayanarak, 12 birincil çalışma analize dahil edilmiştir. Birincil çalışmaların istatistiksel bulgularını birleştirmek için bir meta-analiz yapılmıştır. Bu meta-analiz rastgele etkiler modeli altında gerçekleştirilmiştir. Türkiye’de yükseköğretimde akran öğrenmesinin öğrenci çıktıları üzerindeki genel etkisinin ES = .33 [CI = .19-.48] ile düşük düzeyde olduğu bulunmuştur. Ayrıca, ortalama etki büyüklüklerinin akran öğrenmesi türlerine göre istatistiksel olarak farklılaştığı görülmüştür.

Keywords

Başarı , Tutum , Yükseköğretim , Meta-Analiz , Akran Öğrenmesi

Ethical Statement

DECLARATIONS Responsible Author: Dr. Ahmet Taylan Aydın Ministry of National Education, Gazi University, Gazi Faculty of Education, [e-mail], ORCID: 0009-0008-9681-0791 (0532-7739444) Author Contributions: A.T.A., M.K: Literature review, conceptualization,. M.K.: methodology, data analysis. İ.A.: review-editing and writing, original manuscript preparation. All authors have read and approved the published on the final version of the article. Conflicts of Interest :The authors declare no conflict of interest. Funding: No financial support was received for the research. Ethical Approval: The authors declare that this research is a meta-analysıs study and does not require ethics committee approval. The authors declare that the Personal Data Protection Law and the copyright regulations applicable to intellectual and artistic works are complied with. AÇIKLAMALAR Sorumlu Yazar: Dr. Ahmet Taylan Aydın Milli Eğitim Bakanlığı, Gazi Üniversitesi Gazi Eğitim Fakültesi, [e-mail], ORCID: 0009-0008-9681-0791 (0532-7739444) Yazar Katkıları: A.T.A., M.K: Literatür taraması, kavramsallaştırma,. M.K.: metodoloji, veri analizi. İ.A.: gözden geçirme-düzenleme ve yazma, orijinal makale hazırlama. Tüm yazarlar makalenin son halini okumuş ve onaylamıştır. Çıkar Çatışmaları :Yazarlar herhangi bir çıkar çatışması beyan etmemektedir. Finansman: Araştırma için hiçbir finansal destek alınmamıştır. Etik Onay: Yazarlar bu araştırmanın bir meta-analiz çalışması olduğunu ve etik kurul onayı gerektirmediğini beyan etmektedir. Yazarlar, Kişisel Verilerin Korunması Kanunu ile fikir ve sanat eserleri için geçerli telif hakkı düzenlemelerine uyulduğunu beyan ederler.

The Impact of Peer Learning on Student Outcomes in Higher Education: Meta-Analytic Evidences from Türkiye

Abstract

The aim of this study is to examine the impact of peer learning in higher education on student outcomes in the context of Turkey. For this purpose, databases such as Web of Science, Scopus, EBSCOHOST, and TR Index were used to access research focused on peer learning in the Turkish context. Additionally, to access grey literature, searches were conducted in the YÖK Thesis database, DergiPark, and Google Scholar databases in both English and Turkish. Various inclusion and exclusion criteria were developed for this study. Based on these criteria, 12 primary studies were included in the analysis. A meta-analysis was conducted to combine the statistical findings of the primary studies. This meta-analysis was conducted under the random effects model. It was found that the overall impact of peer learning on student outcomes in higher education in Turkey is at a low level with ES = .33 [CI = .19-.48]. Furthermore, it was observed that the average effect sizes statistically differed according to the types of peer learning.

Keywords

Achievement , Attitude , Higher Education , Meta-Analysis , Peer Learning

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