TY - JOUR T1 - Peer Learning Effects on Students Outcomes: A Second Order Meta Analyses TT - Akran Öğreniminin Öğrenci Çıktıları Üzerindeki Etkileri: İkinci Dereceden Bir Meta Analiz AU - Aydın, A. Taylan AU - Kaya, Metin AU - Altunbaşak, İlker PY - 2025 DA - January Y2 - 2025 DO - 10.33206/mjss.1579490 JF - MANAS Sosyal Araştırmalar Dergisi JO - MJSS PB - Kırgızistan Türkiye Manas Üniversitesi WT - DergiPark SN - 1694-7215 SP - 347 EP - 357 VL - 14 IS - 1 LA - en AB - The purpose of this study is to examine the impact of peer learning (PL) on student outcomes. To this end, 11 first-order meta-analysis (FOM) studies were reviewed. FOMs were accessed from the Web of Science, Scopus, Medline, Eric, Academic Search Ultimate, PsycNet, and Google Academic databases. The searches cover the years between 2000 and 2024. FOM (Factoring-Out Misconceptions) research encompasses both K-12 and higher education levels. While k=5 studies reported Cohen’s d effect size indexes (d), k=11 studies reported Hedge’s g effect size indexes (g).İn this analyses totals sixteen effect size (k=16) values obtained from FOM studies have been statistically analyzed. The research method used was second-order meta-analysis. Statistical analyses were conducted under the random model. Publication bias of effect sizes was examined. The study concluded that the impact of PL on student outcomes is weak (ES= .40 [CI= .33-0.47], p < .01). It was found that the effect sizes between PL and student outcomes have low levels of publication bias. It has been observed that PL has a higher impact on academic achievement compared to affective, professional skills, and social skills. It was also found that the effect sizes vary according to the languages of primary studies and the publication bias status of FOM studies. The group of FOMs exhibiting publication bias has a high-level effect size (while other groups have produced low-level effect sizes. KW - : Peer Learning KW - Academic Achievement KW - Affective KW - Professional Skills KW - Social Skills KW - Second Order Meta Analyses N2 - Bu çalışmanın amacı “peer learning”in (PL) öğrenci çıktılarına etkisini incelemektir. Bu doğrultuda 11 first order meta analiz (FOM) araştırması incelenmiştir. FOM’lara Web of Science, Scopus, Medline, Eric, Akademik Search Ultimate, PsycNet and Google Academic veri tabanlarından erişilmiştir. Aramalar 2000-2024 yılları arasını kapsamaktadır. FOM araştırmaları K12 ve yükseköğretim kademesini kapsamaktadır. FOM araştırmalarının beş çalışma Cohen's d etkisini (k=5), on bir çalışma ise Hedge's g etkisini (k=11) raporladı.FOM araştırmalarından elde edilen 16 etki büyüklüğü istatistiksek olarak analiz edilmiştir.Araştırma yöntemi olarak second order meta analiz yöntemi kullanılmıştır. İstatistiksel analizler random model altında yapılmıştır. Etki büyüklüklerinin yayın yanlılığı incelemiştir. Çalışma sonucunda PL’nin öğrenci çıktılarına etkisinin zayıf düzeyde olduğu sonucuna varılmıştır (ES=.40 [CI=.33-.47] p CR - Alegre Ansuátegui, F. J., Moliner Miravet, L., Lorenzo-Valentin, G., & Maroto, A. (2018). Peer tutoring and academic achievement in mathematics: A meta-analysis. EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 337-354. doi: 10.12973/ejmste/79805 CR - Alegre Ansuátegui, F. J., Moliner Miravet, L., Maroto, A., & Lorenzo- Valentin, G. (2019). Peer tutoring in mathematics in primary education: A systematic review. Educational Review, 71(6), 767-791. doi: 10.1080/00131911.2018.1474176 CR - Balta, N., Michinov, N., Balyimez, S., & Ayaz, M. F. (2017). A meta-analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators. 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