Araştırma Makalesi
BibTex RIS Kaynak Göster

PROBLEME DAYALI ÖĞRENME YAKLAŞIMI ĐLE GELENEKSEL ÖĞRETĐMĐN KARŞILAŞTIRILMASI: BĐR META-ANALĐZ ÇALIŞMASI

Yıl 2014, Cilt: 13 Sayı: 51, 346 - 364, 08.11.2014
https://doi.org/10.17755/esosder.12812

Öz

Bu araştırmada probleme dayalı öğrenme (PDÖ) yaklaşımının etkililiğini geleneksel yöntem ile karşılaştıran
çalışmaların meta-analizi yapılmıştır. Probleme dayalı öğrenmenin akademik başarı üzerindeki etki büyüklüğü
benzer konularda birbirinden bağımsız ve çok sayıda yapılmış çalışmaların verilerini analiz ederek genel bir
yargıya varma yöntemi olarak tanımlanan meta-analitik yöntem ile hesaplanmıştır. Bu amaçla 2006-2013 yılları
arasında ilgili konuya ilişkin yapılan araştırmalardan belirlenen dâhil edilme kriterlerine uygun 26 adet deneysel
çalışma meta-analiz için seçilmiştir. Araştırma sonucunda PDÖ’nün akademik başarıya olan etki büyüklüğü
1.302 olarak hesaplanmıştır. Bu değerin Thalheimer ve Cook (2002)’un ayrıntılı düzey sınıflamasına göre çok
geniş etkiye sahip olduğu anlaşılmıştır. Ayrıca meta-analiz sonuçları PDÖ kullanımının geleneksel öğretim
yöntemine göre akademik başarı açısından olumlu etki oluşturduğunu göstermiştir.
Key Words:Problem-based learning, academic achievement, traditional method, meta-analysis, effect size.

Kaynakça

  • (The references marked with an asterisk (*) are the ones used in meta-analysis study).
  • Acar, S. (2011). Bilgisayar destekli öğretimin öğrencinin Fizik Kimya biyoloji ve Mathematics alanlarındaki tutumlarına olan etkisinin meta analiz yöntemi ile incelenmesi [Examining the effect of computer-based education on students’ attitudes in the fields of Physics, Chemistry, Biology and Maths through meta-analysis method].(Unpublished master’s thesis).YüzüncüYılUniversity, Van.
  • Achuonye, K. A. (2010). A comparative study of problem-based and lecturebased learning in secondary school students’ motivation to learn science. International Journal of Science and Technology Education Research, 1(6), 126-131.
  • Akgöz, S., Ercan, İ.,& Kan, İ. (2004).Meta-analizi [Meta-analysis].Journal of UludağUniversity Faculty of Medicine, 30(2), 107-112.
  • *Akın, G. (2010). Andragojik ilkelere göre geliştirilmiş problem temelli mesleki İngilizce eğitimi programının etkililiği [Efficiency of a problem-based esp training (vocational English) program enhanced by principles of andragogy].(Unpublished doctoral dissertation).Ankara University, Ankara.
  • *Akın, P. (2009). İlköğretim 5. sınıf Matematik dersi için probleme dayalı öğrenme yönteminin öğrenci başarısına etkisi[The effects of problem-based learning on students’ success in the teaching the topic fractions at the 5th grade].(Unpublished master’s thesis).EgeUniversity, İzmir.
  • Akınoğlu, O. &ÖzkardeşTandoğan, R. (2007).The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning.Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71-81.
  • *Alagöz, B. (2009). Sosyal bilgiler öğretmen adaylarında çevre bilincinin geliştirilmesinde probleme dayalı öğrenme yönteminin etkisi[Effect of problem based learning method in promoting environmental consciousness in candidate social studies teachers]. (Unpublished doctoral dissertation).Gazi University, Ankara.
  • *Altunçekiç, A. (2010). Web destekli probleme dayalı öğrenme ortamlarının bilişsel ve duyuşsal öğrenme ürünlerine etkisi: gazi üniversitesi kastamonu eğitim fakültesi örneği [The effect of web supported problem based learning medium upon cognitive and effective learning products: Gazi University Kastamonu education example].(Unpublished doctoral dissertation).Gazi University, Ankara.
  • Awang, H. &Ramly, I. (2008). Creative thinking skill approach through problem-based learning: pedagogy and practice in the engineering classroom. International Journal of Human and Social Sciences 3(1), 18-23.
  • *Ayvacı, A. (2011).Probleme dayalı öğrenme yaklaşımının denklem kavramının öğretiminde etkisi [The effect of problem-based learning approach on teaching the concept of equation].(Unpublished master’s thesis).Kastamonu University,Kastamonu.
  • Batdı, V. (2014).Jigsaw tekniğinin öğrencilerin akademik başarılarına etkisinin meta-analiz yöntemiyle incelenmesi.EkevAkademiDergisi. 58, 699-714.
  • *Benli, E. (2010).Probleme dayalı öğrenmenin Fen öğretmen adaylarının akademik başarılarına, bilgilerin kalıcılığına ve fene karşı tutumlarına etkilerinin araştırılması [The research of the effects of problem based learning to the permanence of information, the academic success of scienceteacher candidates and their attitudes toward science].(Unpublished master’s thesis).Gazi University, Ankara.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L. et al. (2004). How does distance edu¬cation compare with classroom instruction? A meta-anal¬ysis of the empirical literature.Review of Educational Re¬search, 74(3), 349-361.
  • *Çelik, E. (2010). Fen eğitiminde probleme dayalı öğrenme yaklaşımının öğrencilerin akademik başarısına, tutumuna, akademik risk alma düzeyine ve kalıcılığa etkisi [The effect of problem based learning approach in science education on students’ academic achievement, attitude, academic risk taking level and retention of knowledge]. (Unpublished master’s thesis).Gazi University, Ankara.
  • *Çetin, P. (2011).İlköğretimde hayat bilgisi dersinde probleme dayalı öğrenme yöntemi uygulamalarının öğrencilerin öğrenme ürünlerine etkisi [The Effect of Problem Based Learning Applications on Learning Outcomes of the Students in Primary Education Life Studies Course].(Unpublished master’s thesis).DokuzEylül University, İzmir.
  • Cohen, J. (1992). Statistical power analysis.Current Direc¬tions in Psychological Science,1(3), 98-101.
  • Colliver, J. A. (2000). Effectiveness of Problem-based Learning Curricula:Research and Theory. Academic Medicine, 75(3), 259-266.
  • Demirel, M.&ArslanTuran, B. (2010).The effects of problem based learning on achievement, attitude, metacognitive awareness and motivation. Hacettepe University Journal of Education, 38, 55-66.
  • Deveci, H. (2002). Sosyal bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve hatırlama düzeylerine etkisi [The effect of problem-based learning on students’ attitudes, their level of academic achievement and recall in Social Studies lessons]. (Unpublished doctoral dissertation).Anadolu University,Eskişehir.
  • Dinçer, S.,&Güçlü, M. (2013).Fen eğitiminde bilgisayar destekli simülasyon kullanımının etkililiği ve yeni yönelimler: Bir meta-analiz çalışması [Effectiveness of using computer-aided simulation in Science Education and new trends:A meta-analysis]. International Journal of Human Sciences, 10, 49-66.
  • Dochy, F., Segers, M., Bossche, P. V.,&Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction 13, 533–568.
  • Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., &Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732–741.
  • Fatokun, J. O. &Fatokun, K. V. F. (2013).A problem based learning (PBL) application for the teaching of Mathematics and Chemistry in higher schools and tertiary education: An integrative approach. Educational Research and Reviews, 8(11), 663-667.
  • Hallinger, P. & Lu, J. (2011): Implementing problem-based learning in higher education in Asia: challenges, strategies and effect.Journal of Higher Education Policy and Management, 33(3), 267-285.
  • Yoon, H., Woo, A. J., Treagust,D., &Chandrasegaran, A.L. (2014).The efficacy of problem-based learning in an analytical laboratory course for preservice chemistry teachers.International Journal of Science Education, 36(1), 79-102. doi:10.1080/09500693.2012.727041
  • Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235-266.
  • *İnce Aka, E. (2012). Asitler ve bazlar konusunun öğretiminde kullanılan probleme dayalı öğrenme yönteminin farklı değişkenler üzerine etkisi ve yönteme ilişkin öğrenci görüşleri [The effect of problem-based learning method used for teaching acids and bases on different variables and students’ views on the method].(Unpublished doctoral dissertation), Gazi University, Ankara.
  • İşeri Gökmen, S. (2008). Effects of problem based learning on students’ environmental attitude through local vs. non local environmental problems. (Unpublished master’s thesis).Middle East Technical University, Ankara.
  • *Kaçar, S. (2012).Görsel sanatlarla bütünleştirilmiş probleme dayalı öğrenme yönteminin öğrencilerin fen akademik başarılarına, bilimsel yaratıcılıklarına ve sanat etkinlikleriyle fen öğrenme tutumlarına etkileri. [The effects of problem based learning method integrated visual arts on students’ academic achievements, scientific creavities and attitudes towards science teaching with art activities]. (Unpublished master’s thesis).DokuzEylül University, İzmir.
  • Kınay, E. (2012).Üniversite giriş sınavı yordama geçerliği çalışmalarının meta analizi. [Meta-analysis of predictive validity of university entrance exam].(Unpublished master’s thesis).Ankara University, Ankara.
  • *Koçak, M. (2008).Ortaöğretimde Coğrafya öğretiminde probleme dayalı öğrenme yaklaşımının öğrenci performansı ve motivasyonu üzerine etkisi [The effect of problem based learning to attitudes, success and level of permanence of the students in secondary school geography lessons]. (Unpublished master’s thesis).Marmara University,Istanbul.
  • Könings, K. D., Wiers, R. W., Wiel, M. W. J., &Schmidt, H. G. (2005).Problem-based learning as a valuable educational method for physically disabled teenagers?The discrepancy between theory and practice.Journal of Developmental and Physical Disabilities, 17(2), 107-117. doi: 10.1007/s10882-005-3683-6.
  • Küçükönder, H. (2007). Meta analiz ve tarımsal uygulamalar[Meta-analysis and agricultural applications].(Unpublished master’s thesis).Sütçü İmam University, Kahramanmaraş.
  • *Kuşdemir, M. (2010).Probleme dayalı öğrenmenin öğrencilerin başarı, tutum ve motivasyonlarına etkisinin incelenmesi [An analysis of the effect of problem based learning model on the students succes, attitude and motivations].(Unpublished master’s thesis).Mustafa Kemal University,Hatay.
  • Major, C. H.,& Palmer, B. (2001). Assessing the effectiveness of problem based learning in higher education: Lessons from the literature. Academic Quarterly, 5(1).
  • *Moralar, A. (2011).The effect of problem-based learning on academic achievement, attitude and motivation in Science Education [Fen eğitiminde problem dayalı öğrenme yaklaşımının akademik başarı, tutum ve motivasyonaetkisi]. (Unpublished master’s thesis), Trakya University, Edirne.
  • Nafees, M., Farooq, G., Tahirkheli, S. A., & Akhtar, M. (2012).Effects of instructional strategies on academic achievement in a high school general science class.International Journal of Business and Social Science. 3(5), 161-166.
  • Nandi, P. L., Chan, J. N. F., Chan, C. P. K., Chan, P.,&Chan, L. P. K. (2000). Undergraduate medical education: comparison of problem-based learning and conventional teaching. HKMJ, 6(3), 301-306.
  • *Nedime Korucu, E. (2007). Problemedayalı öğretim ve işbirlikli öğrenme yöntemlerinin ilköğretim öğrencilerinin başarıları üzerine etkileri[Comparing with problem and cooperative based learning method applied in primary schools on the success of the students].(Unpublished mastes’ thesis),Selçuk University,Konya.
  • Newman, M. (2001). How effective is problem-based learning? Education for Health, 14(2), 333–334.
  • Norman, G., & Schmidt, H. (2000). Effectiveness of problem-based learning curricula: Theory, practice, and paper darts. Medical Education, 34, 721–728.
  • Özdemirli-Çapar, G. (2011). İşbirlikli öğrenme yönteminin öğrencinin Matematik başarısı ve matematiğe ilişkin tutumu üzerindeki etkililiği: bir meta-analiz çalışması. [The effectiveness of cooperative learning method on students’ Maths achievement and attitudes towards Maths: a meta-analysis]. (Unpublished master’s thesis), Çukurova University, Adana.
  • *Özdil, G. (2011). Probleme dayalı öğrenme yaklaşımının ilköğretim 7.sınıflarda çevre ve alan kavramı öğretiminde öğrenci başarısına etkisi[Effects of Problem Based Learning Approach on Students‟ Success in Teaching the Concepts of Area and Perimeter in Seventh Grade in Primary Schools]. (Unpublished master’s thesis), Kastamonu University Kastamonu.
  • *ÖzkardeşTandoğan, R. (2007). Fen eğitiminde problem dayalı aktif öğrenmenin öğrencilerin başarılarına ve kavram öğrenmelerine etkisi [The effects of problem based active learning on the student’s academic achievement and learning concepts on science education]. (Unpublished master’s thesis), Marmara University, İstanbul.
  • *Özsarı T. (2009). İlköğretim 4.sınıf öğrencileri üzerinde işbirlikli öğrenmenin Matematik başarısı üzerine etkisi: problem dayalı öğrenme (PDÖ) ve öğrenci takımları–başarıbölümleri (ÖTBB)[The effect of cooperative learning method to the fourth grade student’ achievement on mathematic learning: problem based learning (PBL) and student teams- achievement division methods (STAD)](Unpublished master’s thesis), Ege Üniversitesi, İzmir.
  • *PakyürekKaraöz, M. (2008).İlköğretim Fen ve Teknolojidersi “kuvvet ve hareket” ünitesinin problem dayalı öğrenme yaklaşımıyla öğretiminin öğrencilerin bilimsel süreç becerileri, başarıları ve tutumları üzerine etkisi. [The effect of teaching the unit of “power and motion” in primary school science course using the problem based learning approach on students science process skills, success and attitude] (Unpublished master’s thesis), Muğla University,Muğla.
  • Parton, G. & Bailey, R. (2008) Problem‐based learning: a critical rationalist perspective. London Review of Education, 6(3), 281-292. doi:10.1080/14748460802528475
  • Peterson, M. (1997).Skills to enhance problem-based learning.Med Educ online [serial online] 2,3. Retrieved from http://www.utmb.edu/meo/
  • *Şahin, A. (2011). Genel Fizik laboratuar dersinde basit elektrik devreleri konusunun öğretilmesinde problem dayalı öğrenme (PDÖ) yaklaşımının öğrencilerin akademik başarılarına etkisinin incelenmesi [To Analyse the Effect of Problem Based Learning (PBL) Approach on Academic Success of Students in Teaching Basic Electrical Circuits in General Physics Laboratory Course]. (Unpublished master’s thesis), Atatürk University, Erzurum.
  • Şahin, F. (1999). Meta analizin tıpta kullanımı ve bir uygulama.[Using meta-analysis in medicine and an application].(Unpublished doctoral dissertation), Osmangazi University, Eskişehir.
  • *Şalgam, E. (2009). Fizik eğitiminde problem dayalı öğrenme yönteminin öğrencilerin akademik başarılarına ve tutumlarına etkisi[The Effect of Problem Based Learning Method on Students’ Academic Achiement and Their Attitude on Physics Education].(Unpublished master’s thesis), Dokuz Eylül University, İzmir.
  • Savery, J. R. & Duffy, T. M. (1995).Problem based learning: an instructional model and its constructivist framework. Educational Technology, 35, 31-38.
  • Selçuk, G. S. (2010). The effects of problem-based learning on pre-service teachers’ achievement, approaches and attitudes towards learning physics.International Journal of the Physical Sciences, 5(6), 711-723.
  • *Sifoğlu, N. (2007). İlköğretim 8.sınıf Science dersinde yapısalcı öğrenme ve problem dayalı öğrenme yaklaşımlarının öğrenci başarısı üzerine etkisi. [The effects of constructivism and problem-based learning on students’ success in the teaching the topic heritage” at the 8th grade].(Unpublished master’s thesis), Gazi University, Ankara.
  • Smith, K., Sheppard, S., Johnson, D., & Johnson, R. (2005). Pedagogies of engagement: Classroombased practices. Journal of Engineering Education, 94(1), 87–102.
  • *Tavukçu, K. (2006). Fen dersinde problem dayalı öğrenmenin öğrenme ürünlerine etkisi [The effect of problem-based learning on learning product in Science Education]. (Unpublished master’s thesis), Zonguldak Karaelmas University, Zonguldak.
  • Teyyeb, R. (2013). Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students. Journal of the College of Physicians and Surgeons, 23(1), 42-46.
  • Thalheimer, W., & Cook, S. (2002).How to calculate effect sizes from published research articles: A simplified methodology. A part of book. Retrieved from http://education.gsu.edu/coshima/EPRS8530/Effect_Sizes_pdf4.pdf
  • Tiwari, A., Chan, S., Sullivan, P.L., Dixon, A.S.,& Tang, C. (1999) Enhancing students’ critical thinking through problem-based learning. In J. Marsh (Ed.)Implementingproblem based learning project: proceedings of the first asia pacific conference on problem based learning (pp.75-86). Hong Kong: The University Grants Committee of Hong Kong, Teaching Development Project.
  • Tsai, C. W. & Chiang, Y. C. (2013). Research trends in problem-based learning (PBL) research in e-learning and online education environments: A review of publications in SSCI-indexed journals from 2004 to 2012. British Journal of Educational Technology, 44(6),185-190.
  • *TuranTozo, A. (2011). Türkiye’nin jeopolitiği ve bölgesel sorunları” konusunun problem dayalı öğrenme yöntemi ile öğrenci başarı ve tutumuna etkisinin değerlendirilmesi [Assessing the effect of problem-based learning method on students’ achievement and attitudes with the issue of “Turkey’s geopolitical and regional problems”] (Unpublished master’s thesis), Gazi University, Ankara.
  • *Uslu, G. (2008). Ortaöğretim Matematik dersinde problem dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve kalıcılık düzeylerine etkisi. [The effect of problem based learning to attitudes, success and level of permanence of the students in secondary school mathematics lessons], (Unpublished master’sthesis), Balıkesir University, Balıkesir.
  • *Uygun, N. (2010). İlköğretim 5.sınıf Matematik dersinde problem dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve kalıcılık düzeylerine etkisi [The effect of the problem based learning on the attitudes, academic achievement and retention level of the 5th year ground school pupils in the mathematics course]. (Unpublished master’s thesis), Gazi University, Ankara.
  • Walker, A., & Leary, H. (2009). A problem based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 6-28.
  • Ward, J. D.,& Lee, C. L. (2002).A review of problem-based learning.Journal of Family and Consumer Sciences Education, 20(1), 16-26.
  • *Yıldız, N. (2010). Fen eğitiminde problem dayalı öğrenme senaryolarının çözümünde deney uygulamalarının öğrencilerin başarısına, tutumuna ve bilimsel süreç becerilerine etkisi [The effect of experiment applications on the success, attitude and scientific process abilities of the students in the solution of the learning scenarios based on problems in science education].(Unpublished master’s thesis), Marmara University, İstanbul.

A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION

Yıl 2014, Cilt: 13 Sayı: 51, 346 - 364, 08.11.2014
https://doi.org/10.17755/esosder.12812

Öz

In this study, the efficiency of Problem-Based Learning (PBL) was compared with traditional methods. The effect size (ES) of PBL on academic achievement was calculated by using a meta-analytic method defined as drawing a general conclusion by analysing the data from a range of independent studies of similar subjects. Thus, 26 experimental studies were selected, which comply with the inclusion criteria determined with the help of research carried out between 2006 and 2013. The effect size of PBL on academic achievement was calculated as 1.302. According to Thalheimer and Cook’s (2002) detailed level calculation,this value has a very large effect. The results of meta-analysis demonstrate that compared to traditional instruction methods, PBL has a positive effect on academic achievement.

Kaynakça

  • (The references marked with an asterisk (*) are the ones used in meta-analysis study).
  • Acar, S. (2011). Bilgisayar destekli öğretimin öğrencinin Fizik Kimya biyoloji ve Mathematics alanlarındaki tutumlarına olan etkisinin meta analiz yöntemi ile incelenmesi [Examining the effect of computer-based education on students’ attitudes in the fields of Physics, Chemistry, Biology and Maths through meta-analysis method].(Unpublished master’s thesis).YüzüncüYılUniversity, Van.
  • Achuonye, K. A. (2010). A comparative study of problem-based and lecturebased learning in secondary school students’ motivation to learn science. International Journal of Science and Technology Education Research, 1(6), 126-131.
  • Akgöz, S., Ercan, İ.,& Kan, İ. (2004).Meta-analizi [Meta-analysis].Journal of UludağUniversity Faculty of Medicine, 30(2), 107-112.
  • *Akın, G. (2010). Andragojik ilkelere göre geliştirilmiş problem temelli mesleki İngilizce eğitimi programının etkililiği [Efficiency of a problem-based esp training (vocational English) program enhanced by principles of andragogy].(Unpublished doctoral dissertation).Ankara University, Ankara.
  • *Akın, P. (2009). İlköğretim 5. sınıf Matematik dersi için probleme dayalı öğrenme yönteminin öğrenci başarısına etkisi[The effects of problem-based learning on students’ success in the teaching the topic fractions at the 5th grade].(Unpublished master’s thesis).EgeUniversity, İzmir.
  • Akınoğlu, O. &ÖzkardeşTandoğan, R. (2007).The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning.Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71-81.
  • *Alagöz, B. (2009). Sosyal bilgiler öğretmen adaylarında çevre bilincinin geliştirilmesinde probleme dayalı öğrenme yönteminin etkisi[Effect of problem based learning method in promoting environmental consciousness in candidate social studies teachers]. (Unpublished doctoral dissertation).Gazi University, Ankara.
  • *Altunçekiç, A. (2010). Web destekli probleme dayalı öğrenme ortamlarının bilişsel ve duyuşsal öğrenme ürünlerine etkisi: gazi üniversitesi kastamonu eğitim fakültesi örneği [The effect of web supported problem based learning medium upon cognitive and effective learning products: Gazi University Kastamonu education example].(Unpublished doctoral dissertation).Gazi University, Ankara.
  • Awang, H. &Ramly, I. (2008). Creative thinking skill approach through problem-based learning: pedagogy and practice in the engineering classroom. International Journal of Human and Social Sciences 3(1), 18-23.
  • *Ayvacı, A. (2011).Probleme dayalı öğrenme yaklaşımının denklem kavramının öğretiminde etkisi [The effect of problem-based learning approach on teaching the concept of equation].(Unpublished master’s thesis).Kastamonu University,Kastamonu.
  • Batdı, V. (2014).Jigsaw tekniğinin öğrencilerin akademik başarılarına etkisinin meta-analiz yöntemiyle incelenmesi.EkevAkademiDergisi. 58, 699-714.
  • *Benli, E. (2010).Probleme dayalı öğrenmenin Fen öğretmen adaylarının akademik başarılarına, bilgilerin kalıcılığına ve fene karşı tutumlarına etkilerinin araştırılması [The research of the effects of problem based learning to the permanence of information, the academic success of scienceteacher candidates and their attitudes toward science].(Unpublished master’s thesis).Gazi University, Ankara.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L. et al. (2004). How does distance edu¬cation compare with classroom instruction? A meta-anal¬ysis of the empirical literature.Review of Educational Re¬search, 74(3), 349-361.
  • *Çelik, E. (2010). Fen eğitiminde probleme dayalı öğrenme yaklaşımının öğrencilerin akademik başarısına, tutumuna, akademik risk alma düzeyine ve kalıcılığa etkisi [The effect of problem based learning approach in science education on students’ academic achievement, attitude, academic risk taking level and retention of knowledge]. (Unpublished master’s thesis).Gazi University, Ankara.
  • *Çetin, P. (2011).İlköğretimde hayat bilgisi dersinde probleme dayalı öğrenme yöntemi uygulamalarının öğrencilerin öğrenme ürünlerine etkisi [The Effect of Problem Based Learning Applications on Learning Outcomes of the Students in Primary Education Life Studies Course].(Unpublished master’s thesis).DokuzEylül University, İzmir.
  • Cohen, J. (1992). Statistical power analysis.Current Direc¬tions in Psychological Science,1(3), 98-101.
  • Colliver, J. A. (2000). Effectiveness of Problem-based Learning Curricula:Research and Theory. Academic Medicine, 75(3), 259-266.
  • Demirel, M.&ArslanTuran, B. (2010).The effects of problem based learning on achievement, attitude, metacognitive awareness and motivation. Hacettepe University Journal of Education, 38, 55-66.
  • Deveci, H. (2002). Sosyal bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve hatırlama düzeylerine etkisi [The effect of problem-based learning on students’ attitudes, their level of academic achievement and recall in Social Studies lessons]. (Unpublished doctoral dissertation).Anadolu University,Eskişehir.
  • Dinçer, S.,&Güçlü, M. (2013).Fen eğitiminde bilgisayar destekli simülasyon kullanımının etkililiği ve yeni yönelimler: Bir meta-analiz çalışması [Effectiveness of using computer-aided simulation in Science Education and new trends:A meta-analysis]. International Journal of Human Sciences, 10, 49-66.
  • Dochy, F., Segers, M., Bossche, P. V.,&Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction 13, 533–568.
  • Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., &Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732–741.
  • Fatokun, J. O. &Fatokun, K. V. F. (2013).A problem based learning (PBL) application for the teaching of Mathematics and Chemistry in higher schools and tertiary education: An integrative approach. Educational Research and Reviews, 8(11), 663-667.
  • Hallinger, P. & Lu, J. (2011): Implementing problem-based learning in higher education in Asia: challenges, strategies and effect.Journal of Higher Education Policy and Management, 33(3), 267-285.
  • Yoon, H., Woo, A. J., Treagust,D., &Chandrasegaran, A.L. (2014).The efficacy of problem-based learning in an analytical laboratory course for preservice chemistry teachers.International Journal of Science Education, 36(1), 79-102. doi:10.1080/09500693.2012.727041
  • Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235-266.
  • *İnce Aka, E. (2012). Asitler ve bazlar konusunun öğretiminde kullanılan probleme dayalı öğrenme yönteminin farklı değişkenler üzerine etkisi ve yönteme ilişkin öğrenci görüşleri [The effect of problem-based learning method used for teaching acids and bases on different variables and students’ views on the method].(Unpublished doctoral dissertation), Gazi University, Ankara.
  • İşeri Gökmen, S. (2008). Effects of problem based learning on students’ environmental attitude through local vs. non local environmental problems. (Unpublished master’s thesis).Middle East Technical University, Ankara.
  • *Kaçar, S. (2012).Görsel sanatlarla bütünleştirilmiş probleme dayalı öğrenme yönteminin öğrencilerin fen akademik başarılarına, bilimsel yaratıcılıklarına ve sanat etkinlikleriyle fen öğrenme tutumlarına etkileri. [The effects of problem based learning method integrated visual arts on students’ academic achievements, scientific creavities and attitudes towards science teaching with art activities]. (Unpublished master’s thesis).DokuzEylül University, İzmir.
  • Kınay, E. (2012).Üniversite giriş sınavı yordama geçerliği çalışmalarının meta analizi. [Meta-analysis of predictive validity of university entrance exam].(Unpublished master’s thesis).Ankara University, Ankara.
  • *Koçak, M. (2008).Ortaöğretimde Coğrafya öğretiminde probleme dayalı öğrenme yaklaşımının öğrenci performansı ve motivasyonu üzerine etkisi [The effect of problem based learning to attitudes, success and level of permanence of the students in secondary school geography lessons]. (Unpublished master’s thesis).Marmara University,Istanbul.
  • Könings, K. D., Wiers, R. W., Wiel, M. W. J., &Schmidt, H. G. (2005).Problem-based learning as a valuable educational method for physically disabled teenagers?The discrepancy between theory and practice.Journal of Developmental and Physical Disabilities, 17(2), 107-117. doi: 10.1007/s10882-005-3683-6.
  • Küçükönder, H. (2007). Meta analiz ve tarımsal uygulamalar[Meta-analysis and agricultural applications].(Unpublished master’s thesis).Sütçü İmam University, Kahramanmaraş.
  • *Kuşdemir, M. (2010).Probleme dayalı öğrenmenin öğrencilerin başarı, tutum ve motivasyonlarına etkisinin incelenmesi [An analysis of the effect of problem based learning model on the students succes, attitude and motivations].(Unpublished master’s thesis).Mustafa Kemal University,Hatay.
  • Major, C. H.,& Palmer, B. (2001). Assessing the effectiveness of problem based learning in higher education: Lessons from the literature. Academic Quarterly, 5(1).
  • *Moralar, A. (2011).The effect of problem-based learning on academic achievement, attitude and motivation in Science Education [Fen eğitiminde problem dayalı öğrenme yaklaşımının akademik başarı, tutum ve motivasyonaetkisi]. (Unpublished master’s thesis), Trakya University, Edirne.
  • Nafees, M., Farooq, G., Tahirkheli, S. A., & Akhtar, M. (2012).Effects of instructional strategies on academic achievement in a high school general science class.International Journal of Business and Social Science. 3(5), 161-166.
  • Nandi, P. L., Chan, J. N. F., Chan, C. P. K., Chan, P.,&Chan, L. P. K. (2000). Undergraduate medical education: comparison of problem-based learning and conventional teaching. HKMJ, 6(3), 301-306.
  • *Nedime Korucu, E. (2007). Problemedayalı öğretim ve işbirlikli öğrenme yöntemlerinin ilköğretim öğrencilerinin başarıları üzerine etkileri[Comparing with problem and cooperative based learning method applied in primary schools on the success of the students].(Unpublished mastes’ thesis),Selçuk University,Konya.
  • Newman, M. (2001). How effective is problem-based learning? Education for Health, 14(2), 333–334.
  • Norman, G., & Schmidt, H. (2000). Effectiveness of problem-based learning curricula: Theory, practice, and paper darts. Medical Education, 34, 721–728.
  • Özdemirli-Çapar, G. (2011). İşbirlikli öğrenme yönteminin öğrencinin Matematik başarısı ve matematiğe ilişkin tutumu üzerindeki etkililiği: bir meta-analiz çalışması. [The effectiveness of cooperative learning method on students’ Maths achievement and attitudes towards Maths: a meta-analysis]. (Unpublished master’s thesis), Çukurova University, Adana.
  • *Özdil, G. (2011). Probleme dayalı öğrenme yaklaşımının ilköğretim 7.sınıflarda çevre ve alan kavramı öğretiminde öğrenci başarısına etkisi[Effects of Problem Based Learning Approach on Students‟ Success in Teaching the Concepts of Area and Perimeter in Seventh Grade in Primary Schools]. (Unpublished master’s thesis), Kastamonu University Kastamonu.
  • *ÖzkardeşTandoğan, R. (2007). Fen eğitiminde problem dayalı aktif öğrenmenin öğrencilerin başarılarına ve kavram öğrenmelerine etkisi [The effects of problem based active learning on the student’s academic achievement and learning concepts on science education]. (Unpublished master’s thesis), Marmara University, İstanbul.
  • *Özsarı T. (2009). İlköğretim 4.sınıf öğrencileri üzerinde işbirlikli öğrenmenin Matematik başarısı üzerine etkisi: problem dayalı öğrenme (PDÖ) ve öğrenci takımları–başarıbölümleri (ÖTBB)[The effect of cooperative learning method to the fourth grade student’ achievement on mathematic learning: problem based learning (PBL) and student teams- achievement division methods (STAD)](Unpublished master’s thesis), Ege Üniversitesi, İzmir.
  • *PakyürekKaraöz, M. (2008).İlköğretim Fen ve Teknolojidersi “kuvvet ve hareket” ünitesinin problem dayalı öğrenme yaklaşımıyla öğretiminin öğrencilerin bilimsel süreç becerileri, başarıları ve tutumları üzerine etkisi. [The effect of teaching the unit of “power and motion” in primary school science course using the problem based learning approach on students science process skills, success and attitude] (Unpublished master’s thesis), Muğla University,Muğla.
  • Parton, G. & Bailey, R. (2008) Problem‐based learning: a critical rationalist perspective. London Review of Education, 6(3), 281-292. doi:10.1080/14748460802528475
  • Peterson, M. (1997).Skills to enhance problem-based learning.Med Educ online [serial online] 2,3. Retrieved from http://www.utmb.edu/meo/
  • *Şahin, A. (2011). Genel Fizik laboratuar dersinde basit elektrik devreleri konusunun öğretilmesinde problem dayalı öğrenme (PDÖ) yaklaşımının öğrencilerin akademik başarılarına etkisinin incelenmesi [To Analyse the Effect of Problem Based Learning (PBL) Approach on Academic Success of Students in Teaching Basic Electrical Circuits in General Physics Laboratory Course]. (Unpublished master’s thesis), Atatürk University, Erzurum.
  • Şahin, F. (1999). Meta analizin tıpta kullanımı ve bir uygulama.[Using meta-analysis in medicine and an application].(Unpublished doctoral dissertation), Osmangazi University, Eskişehir.
  • *Şalgam, E. (2009). Fizik eğitiminde problem dayalı öğrenme yönteminin öğrencilerin akademik başarılarına ve tutumlarına etkisi[The Effect of Problem Based Learning Method on Students’ Academic Achiement and Their Attitude on Physics Education].(Unpublished master’s thesis), Dokuz Eylül University, İzmir.
  • Savery, J. R. & Duffy, T. M. (1995).Problem based learning: an instructional model and its constructivist framework. Educational Technology, 35, 31-38.
  • Selçuk, G. S. (2010). The effects of problem-based learning on pre-service teachers’ achievement, approaches and attitudes towards learning physics.International Journal of the Physical Sciences, 5(6), 711-723.
  • *Sifoğlu, N. (2007). İlköğretim 8.sınıf Science dersinde yapısalcı öğrenme ve problem dayalı öğrenme yaklaşımlarının öğrenci başarısı üzerine etkisi. [The effects of constructivism and problem-based learning on students’ success in the teaching the topic heritage” at the 8th grade].(Unpublished master’s thesis), Gazi University, Ankara.
  • Smith, K., Sheppard, S., Johnson, D., & Johnson, R. (2005). Pedagogies of engagement: Classroombased practices. Journal of Engineering Education, 94(1), 87–102.
  • *Tavukçu, K. (2006). Fen dersinde problem dayalı öğrenmenin öğrenme ürünlerine etkisi [The effect of problem-based learning on learning product in Science Education]. (Unpublished master’s thesis), Zonguldak Karaelmas University, Zonguldak.
  • Teyyeb, R. (2013). Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students. Journal of the College of Physicians and Surgeons, 23(1), 42-46.
  • Thalheimer, W., & Cook, S. (2002).How to calculate effect sizes from published research articles: A simplified methodology. A part of book. Retrieved from http://education.gsu.edu/coshima/EPRS8530/Effect_Sizes_pdf4.pdf
  • Tiwari, A., Chan, S., Sullivan, P.L., Dixon, A.S.,& Tang, C. (1999) Enhancing students’ critical thinking through problem-based learning. In J. Marsh (Ed.)Implementingproblem based learning project: proceedings of the first asia pacific conference on problem based learning (pp.75-86). Hong Kong: The University Grants Committee of Hong Kong, Teaching Development Project.
  • Tsai, C. W. & Chiang, Y. C. (2013). Research trends in problem-based learning (PBL) research in e-learning and online education environments: A review of publications in SSCI-indexed journals from 2004 to 2012. British Journal of Educational Technology, 44(6),185-190.
  • *TuranTozo, A. (2011). Türkiye’nin jeopolitiği ve bölgesel sorunları” konusunun problem dayalı öğrenme yöntemi ile öğrenci başarı ve tutumuna etkisinin değerlendirilmesi [Assessing the effect of problem-based learning method on students’ achievement and attitudes with the issue of “Turkey’s geopolitical and regional problems”] (Unpublished master’s thesis), Gazi University, Ankara.
  • *Uslu, G. (2008). Ortaöğretim Matematik dersinde problem dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve kalıcılık düzeylerine etkisi. [The effect of problem based learning to attitudes, success and level of permanence of the students in secondary school mathematics lessons], (Unpublished master’sthesis), Balıkesir University, Balıkesir.
  • *Uygun, N. (2010). İlköğretim 5.sınıf Matematik dersinde problem dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve kalıcılık düzeylerine etkisi [The effect of the problem based learning on the attitudes, academic achievement and retention level of the 5th year ground school pupils in the mathematics course]. (Unpublished master’s thesis), Gazi University, Ankara.
  • Walker, A., & Leary, H. (2009). A problem based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-based Learning, 3(1), 6-28.
  • Ward, J. D.,& Lee, C. L. (2002).A review of problem-based learning.Journal of Family and Consumer Sciences Education, 20(1), 16-26.
  • *Yıldız, N. (2010). Fen eğitiminde problem dayalı öğrenme senaryolarının çözümünde deney uygulamalarının öğrencilerin başarısına, tutumuna ve bilimsel süreç becerilerine etkisi [The effect of experiment applications on the success, attitude and scientific process abilities of the students in the solution of the learning scenarios based on problems in science education].(Unpublished master’s thesis), Marmara University, İstanbul.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İşletme
Bölüm Eğitim Bilimleri
Yazarlar

Veli Batdı

Yayımlanma Tarihi 8 Kasım 2014
Gönderilme Tarihi 8 Kasım 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 13 Sayı: 51

Kaynak Göster

APA Batdı, V. (2014). A META-ANALYSIS STUDY COMPARING PROBLEM BASED LEARNING WITH TRADITIONAL INSTRUCTION. Elektronik Sosyal Bilimler Dergisi, 13(51), 346-364. https://doi.org/10.17755/esosder.12812

                                                                                                                                                                          21765     

Elektronik Sosyal Bilimler Dergisi (Electronic Journal of Social Sciences), Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

ESBD Elektronik Sosyal Bilimler Dergisi (Electronic Journal of Social Sciences), Türk Patent ve Marka Kurumu tarafından tescil edilmiştir. Marka No:2011/119849.