Ters Yüz Edilmiş Öğrenme Yaklaşımının Öğrencilerin Akademik Başarısına Etkisi: Bir Meta-Analiz Çalışması

Yıl 2019, Cilt: 48 Sayı: 1, 368 - 396, 21.04.2019

Ali Orhan

Öz

Bu
çalışmada ters yüz öğrenme yaklaşımının geleneksel öğrenme yaklaşımına kıyasla
öğrencilerin akademik başarılarına etkisinin incelenmesi amaçlanmıştır. Ters
yüz edilmiş öğrenme (TYÖ) yaklaşımının akademik başarı üzerindeki etki büyüklüğünü
belirlemeyi amaçlayan bu çalışmada meta analiz yöntemi kullanılmıştır. Dahil
edilme ölçütlerini sağlayan ve ulaşılabilen 8 lisansüstü tez ve 5 makale meta
analize dahil edilmiştir. İlk olarak araştırmaya dahil edilen çalışmalara ait
heterojenlik değeri hesaplanmış ve elde edilen bütün değerler (Q=6,148,
p>0,05, I2=0,00) çalışmalar arasında homojenliğin olduğunu göstermiştir.
Dolayısıyla bu durum etki büyüklüklerinin hesaplanmasında sabit etkiler
modelinin kullanılabileceğini göstermektedir. TYÖ yaklaşımının akademik
başarıya etkisine ilişkin genel etki büyüklüğü değeri, sabit etkiler modeline
göre 0,080 hata ile 0,744’dür. Bu etki düzeyi örneklem grubunun öğretim
seviyesi, çalışma türü ve çalışmanın yayınlanma yılı değişkenlerine göre
farklılaşmamaktadır.

Anahtar Kelimeler

ters yüz öğrenme, akademik başarı, öğrenci başarısı, meta analiz

The Effect of Flipped Learning on Students’ Academic Achievement: A Meta-Analysis Study

Öz

This study was carried out to investigate the
flipped learning method on students’ academic achievements compared to the
traditional method. Aiming to identify the effect size of the flipped learning
method (FL) on academic achievement, meta-analysis method is used in this study
used. 8 postgraduate theses and 5 articles, which met the inclusion criteria
and could be accessed, are included in the meta-analysis. The heterogeneity
value of the included studies was first calculated, and then all achieved
values (Q=6.148, p>0.05, I2=0.00) indicated that there is homogeneity among
the studies. This shows that the fixed effects model could be used in the
calculation of effect sizes. General effect size of the studies investigating
FL’s effect on academic achievement compared to the traditional teaching method
is 0.744 with an error of 0.080 according to the fixed effects model. This
effect level does not differ by the educational level of sample group, type of
study and year of publication.

Anahtar Kelimeler

flipped learning, academic achievement, student success, meta analysis

Kaynakça

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