Araştırma Makalesi
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TEKNOLOJİ KULLANIMI TÜRKİYE'DE ÖĞRENCİLERİN AKADEMİK BAŞARILARINI ETKİLİYOR MU? BİR META-ANALİZ ÇALIŞMASI

Yıl 2020, Cilt: 10 Sayı: 1, 138 - 176, 31.01.2020
https://doi.org/10.17943/etku.614505

Öz

Bu meta-analizde teknolojinin akademik başarıya etkisini
tespit etmek amaçlanmıştır. Web of Science, ScienceDirect, Scopus, EBSCO ve TR
Dizin veri tabanlarında yapılan tarama neticesinde 2005 ile 2019 Temmuz ayı
aralığında yayınlanan toplam 2908 sonuç elde edilmiştir. Araştırmanın amacı
doğrultusunda Türkiye adresli kontrol gruplu toplam 122 deneysel araştırma, bu
çalışma kapsamına dahil edilmiştir. Toplamda 10011 örneklem sayısını kapsayan
144 etki büyüklüğü (EB) hesaplanmıştır. Etki büyüklükleri hesaplanırken (1)
Ortalama, standart sapma, örneklem büyüklüğü ve (2) örneklem büyüklüğü, p
değeri olmak üzere iki farklı kombinasyon kullanılmıştır. Bu çalışmada veriler
heterojen dağıldığından EB hesaplanırken “random effects model” kullanılmıştır.
Araştırma soruları doğrultusunda kodlanan moderatorler için “mixed effects
model” tercih edilmiştir. “Random effects model” kullanılarak yapılan
meta-analiz sonucunda teknolojinin akademik başarıya genel etkisinin geniş
düzeyde (EB=0.88) olduğu bulunmuştur. Ayrıca “mixed effects model” kullanılarak
yapılan analiz sonucunda teknoloji tabanlı öğrenme ortamı, örneklem büyüklüğü
ve eğitim düzeyine göre teknolojinin akademik başarıya etkisi anlamlı düzeyde
farklılık göstermiştir. Teknoloji tabanlı öğrenme ortamlarının öğrenme
kuramlarına dayandırılması ve alan/derse göre teknolojinin akademik başarıya
etkisinde anlamlı bir farklılık bulunmamıştır. Bu çalışmada nispeten daha
kapsamlı ve yeni bir meta-analiz yapılarak teknolojinin akademik başarıya genel
etkisinin tespit edilmiş olması önemli görülmektedir.

Kaynakça

  • Ayaz, M., Şekerci, H., & Oral, B. (2016). The effect of using of instructional technology to elementary school students’ academic achievement: A meta-analysis study. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 35–55. https://doi.org/10.17679/iuefd.17131503
  • Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. https://doi.org/10.1016/J.COMPEDU.2013.08.003
  • Batdi, V., Aslan, A., & Zhu, C. (2018). The effect of technology supported teaching on students’ academic achievement: a combined meta-analytic and thematic study. International Journal of Learning Technology, 13(1), 44. https://doi.org/10.1504/ijlt.2018.091632
  • Batdı, V. (2015). A meta-analytic study concerning the effect of computer-based teaching on academic success in Turkey. Kuram ve Uygulamada Egitim Bilimleri, 15(5), 1271–1286. https://doi.org/10.12738/estp.2015.5.2491
  • Bayraktar, S. (2001). A meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of Research on Technology in Education, 34(2), 173–188. https://doi.org/10.1080/15391523.2001.10782344
  • Byun, J., & Joung, E. (2018). Digital game-based learning for K-12 mathematics education: A meta-analysis. School Science and Mathematics, 118(3–4), 113–126. https://doi.org/10.1111/ssm.12271
  • Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14–30. https://doi.org/10.1016/J.COMPEDU.2016.11.005
  • Chen, K.-S., Monrouxe, L., Lu, Y.-H., Jenq, C.-C., Chang, Y.-J., Chang, Y.-C., & Chai, P. Y.-C. (2018). Academic outcomes of flipped classroom learning: a meta-analysis. Medical Education, 52(9), 910–924. https://doi.org/10.1111/medu.13616
  • Cheung, A. C. K., & Slavin, R. E. (2012a). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3), 198–215. https://doi.org/10.1016/J.EDUREV.2012.05.002
  • Cheung, A. C. K., & Slavin, R. E. (2012b). The effectiveness of educational technology applications for enhancing reading achievement in K-12 classrooms: A meta-analysis. Retrieved from http://www.bestevidence.org/word/tech_read_April_25_2012.pdf
  • Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/J.EDUREV.2013.01.001
  • Cho, K., Lee, S., Joo, M.-H., & Becker, B. (2018). The effects of using mobile devices on student achievement in language learning: A meta-analysis. Education Sciences, 8(3), 105. https://doi.org/10.3390/educsci8030105
  • Çirak Kurt, S., Yildirim, İ., & Cücük, E. (2018). The effects of blended learning on student achievement: A meta-analysis study. Hacettepe Egitim Dergisi, 33(3), 776–802. https://doi.org/10.16986/HUJE.2017034685
  • Clark, R. E. (1983). Reconsidering research on learning from media. American Educational Research Association, 53(4), 445–459. Retrieved from http://www.jstor.org/stable/1170217
  • Clark, R. E. (1992). Dangers in the evaluation of instructional media. Academic Medicine : Journal of the Association of American Medical Colleges, 67(12), 819–820.
  • Çoğaltay, N., & Karadağ, E. (2015). Introduction to meta-analysis. In Leadership and Organizational Outcomes (pp. 19–28). https://doi.org/10.1007/978-3-319-14908-0_2
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). USA: Lawrence Erlbaum Associates.
  • Cooper, H. M. (2016). Research synthesis and meta-analysis : a step-by-step approach. Retrieved from https://uk.sagepub.com/en-gb/eur/research-synthesis-and-meta-analysis/book241775
  • Demir, S., & Başol, G. (2014). Effectiveness of computer-assisted mathematics education (CAME) over academic achievement: A meta-analysis study. Kuram ve Uygulamada Egitim Bilimleri, 14(5), 2026–2035. https://doi.org/10.12738/estp.2014.5.2311
  • Dikmen, M., & Tuncer, M. (2018). A Meta-analysis of effects of computer assisted education on students’ academic achievement: A-10-year review of achievement effect. Turkish Journal of Computer and Mathematics Education, 9(1), 97–121. https://doi.org/10.16949/turkbilmat.334733
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Akademi.
  • Dinçer, S. (2015). Türkiye’de yapılan bilgisayar destekli öğretimin öğrenci başarısına etkisi ve diğer ülkelerle karşılaştırılması: Bir meta-analiz çalışması [The effect on student achievement in computer-aided education in Turkey and comparison with other countries: A meta. Journal of Turkish Science Education, 12(1), 99–118.
  • Ellis, P. D. (2012). The essential guide to effect sizes. https://doi.org/10.1017/cbo9780511761676
  • Erik Timmerman, C., & Kruepke, K. A. (2006). Computer-assisted instruction, media richness, and college student performance. Communication Education, 55(1), 73–104. https://doi.org/10.1080/03634520500489666
  • Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77–104. https://doi.org/10.1007/s40692-015-0048-8
  • Fletcher-Flinn, C. M., & Gravatt, B. (1995). The efficacy of computer assisted instruction (CAI): A meta-analysis. Journal of Educational Computing Research, 12(3), 219–241. https://doi.org/10.2190/51D4-F6L3-JQHU-9M31
  • Gündüz, S., & Kutluca, T. (2019). A meta-analysis study on the effect of the use of smart board in the teaching of mathematics and science to students’ academic achievements. Journal of Computer and Education Research, 7(13), 183–204. https://doi.org/10.18009/jcer.533986
  • Günhan, B. C., & Açan, H. (2016). The effect of using dynamic geometry software on the success of geometry: A meta-analysis study. Turkish Journal of Computer and Mathematics Education, 7(1), 1–23. https://doi.org/10.16949/turcomat.67541
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  • Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335. https://doi.org/10.1016/J.COMPEDU.2010.06.002
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DOES USING TECHNOLOGY AFFECT STUDENTS’ ACADEMIC ACHIEVEMENT IN TURKEY? A META-ANALYSIS

Yıl 2020, Cilt: 10 Sayı: 1, 138 - 176, 31.01.2020
https://doi.org/10.17943/etku.614505

Öz

In this
meta-analysis, it is aimed to determine the effect of technology on academic
achievement. Web of Science, ScienceDirect, Scopus, EBSCO and TR Index
databases were searched and a total of 2908 results were published between July
2005 and July 2019. For the purpose of the study, 122 experimental studies with
control groups implemented in Turkey were included in this study. 144 effect
sizes (ES) were calculated, covering a total of 10011 samples. When calculating
the effect sizes, two different combinations (1) mean, standard deviation,
sample size and (2) sample size and p-value were used. In this study, because
the data were heterogeneous, the random-effects model was used to calculate ES.
A mixed-effects model was preferred for the moderators coded in accordance with
the research questions. As a result of meta-analysis using random-effects
model, the overall effect of technology on academic achievement was large (ES =
0.88). In addition, as a result of the analysis using the mixed-effects model,
the effect of technology on academic achievement was significantly different
according to a technology-based learning environment, sample size and education
level. There was no significant difference in the effect of technology on
academic achievement in terms of field/course and technology-based learning
environments based on learning theories. In this study, it is important to
determine the overall effect of technology on academic achievement by making a
relatively comprehensive and new meta-analysis.

Kaynakça

  • Ayaz, M., Şekerci, H., & Oral, B. (2016). The effect of using of instructional technology to elementary school students’ academic achievement: A meta-analysis study. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 35–55. https://doi.org/10.17679/iuefd.17131503
  • Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. https://doi.org/10.1016/J.COMPEDU.2013.08.003
  • Batdi, V., Aslan, A., & Zhu, C. (2018). The effect of technology supported teaching on students’ academic achievement: a combined meta-analytic and thematic study. International Journal of Learning Technology, 13(1), 44. https://doi.org/10.1504/ijlt.2018.091632
  • Batdı, V. (2015). A meta-analytic study concerning the effect of computer-based teaching on academic success in Turkey. Kuram ve Uygulamada Egitim Bilimleri, 15(5), 1271–1286. https://doi.org/10.12738/estp.2015.5.2491
  • Bayraktar, S. (2001). A meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of Research on Technology in Education, 34(2), 173–188. https://doi.org/10.1080/15391523.2001.10782344
  • Byun, J., & Joung, E. (2018). Digital game-based learning for K-12 mathematics education: A meta-analysis. School Science and Mathematics, 118(3–4), 113–126. https://doi.org/10.1111/ssm.12271
  • Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14–30. https://doi.org/10.1016/J.COMPEDU.2016.11.005
  • Chen, K.-S., Monrouxe, L., Lu, Y.-H., Jenq, C.-C., Chang, Y.-J., Chang, Y.-C., & Chai, P. Y.-C. (2018). Academic outcomes of flipped classroom learning: a meta-analysis. Medical Education, 52(9), 910–924. https://doi.org/10.1111/medu.13616
  • Cheung, A. C. K., & Slavin, R. E. (2012a). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3), 198–215. https://doi.org/10.1016/J.EDUREV.2012.05.002
  • Cheung, A. C. K., & Slavin, R. E. (2012b). The effectiveness of educational technology applications for enhancing reading achievement in K-12 classrooms: A meta-analysis. Retrieved from http://www.bestevidence.org/word/tech_read_April_25_2012.pdf
  • Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/J.EDUREV.2013.01.001
  • Cho, K., Lee, S., Joo, M.-H., & Becker, B. (2018). The effects of using mobile devices on student achievement in language learning: A meta-analysis. Education Sciences, 8(3), 105. https://doi.org/10.3390/educsci8030105
  • Çirak Kurt, S., Yildirim, İ., & Cücük, E. (2018). The effects of blended learning on student achievement: A meta-analysis study. Hacettepe Egitim Dergisi, 33(3), 776–802. https://doi.org/10.16986/HUJE.2017034685
  • Clark, R. E. (1983). Reconsidering research on learning from media. American Educational Research Association, 53(4), 445–459. Retrieved from http://www.jstor.org/stable/1170217
  • Clark, R. E. (1992). Dangers in the evaluation of instructional media. Academic Medicine : Journal of the Association of American Medical Colleges, 67(12), 819–820.
  • Çoğaltay, N., & Karadağ, E. (2015). Introduction to meta-analysis. In Leadership and Organizational Outcomes (pp. 19–28). https://doi.org/10.1007/978-3-319-14908-0_2
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). USA: Lawrence Erlbaum Associates.
  • Cooper, H. M. (2016). Research synthesis and meta-analysis : a step-by-step approach. Retrieved from https://uk.sagepub.com/en-gb/eur/research-synthesis-and-meta-analysis/book241775
  • Demir, S., & Başol, G. (2014). Effectiveness of computer-assisted mathematics education (CAME) over academic achievement: A meta-analysis study. Kuram ve Uygulamada Egitim Bilimleri, 14(5), 2026–2035. https://doi.org/10.12738/estp.2014.5.2311
  • Dikmen, M., & Tuncer, M. (2018). A Meta-analysis of effects of computer assisted education on students’ academic achievement: A-10-year review of achievement effect. Turkish Journal of Computer and Mathematics Education, 9(1), 97–121. https://doi.org/10.16949/turkbilmat.334733
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Akademi.
  • Dinçer, S. (2015). Türkiye’de yapılan bilgisayar destekli öğretimin öğrenci başarısına etkisi ve diğer ülkelerle karşılaştırılması: Bir meta-analiz çalışması [The effect on student achievement in computer-aided education in Turkey and comparison with other countries: A meta. Journal of Turkish Science Education, 12(1), 99–118.
  • Ellis, P. D. (2012). The essential guide to effect sizes. https://doi.org/10.1017/cbo9780511761676
  • Erik Timmerman, C., & Kruepke, K. A. (2006). Computer-assisted instruction, media richness, and college student performance. Communication Education, 55(1), 73–104. https://doi.org/10.1080/03634520500489666
  • Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77–104. https://doi.org/10.1007/s40692-015-0048-8
  • Fletcher-Flinn, C. M., & Gravatt, B. (1995). The efficacy of computer assisted instruction (CAI): A meta-analysis. Journal of Educational Computing Research, 12(3), 219–241. https://doi.org/10.2190/51D4-F6L3-JQHU-9M31
  • Gündüz, S., & Kutluca, T. (2019). A meta-analysis study on the effect of the use of smart board in the teaching of mathematics and science to students’ academic achievements. Journal of Computer and Education Research, 7(13), 183–204. https://doi.org/10.18009/jcer.533986
  • Günhan, B. C., & Açan, H. (2016). The effect of using dynamic geometry software on the success of geometry: A meta-analysis study. Turkish Journal of Computer and Mathematics Education, 7(1), 1–23. https://doi.org/10.16949/turcomat.67541
  • Güzeller, C. O., & Üstünel, F. (2016). Effects of mobile learning on academic achievement: A meta analysis. Adıyaman University Journal of Social Sciences, 8(23), 528–561.
  • Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
  • Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57(2), 283–319. https://doi.org/10.1177/0735633117748416
  • Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers and Education, 96, 72–82. https://doi.org/10.1016/j.compedu.2016.02.008
  • Kaleli Yılmaz, G. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: A meta-synthesis study. Education and Science, 40(178), 103–122. https://doi.org/10.15390/EB.2015.4087
  • Kaya, A., & Öçal, M. F. (2018). A meta-analysis for the effect of GeoGebra on students’ academic achievements in mathematics. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(2), 31–59. https://doi.org/10.17522/balikesirnef.505918
  • Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179–211. https://doi.org/10.3102/00346543061002179
  • Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19. https://doi.org/10.1007/BF02299087
  • Küçük Avcı, Ş., Çakır, A. N., & İstanbullu, A. (2019). The effect of three dimensional virtual environments and augmented reality applications on the learning achievement: A meta-analysis study. Education and Science, 44(198), 149–182. https://doi.org/10.15390/EB.2019.7969
  • Kul, Ü., Çelik, S., & Aksu, Z. (2018). The impact of educational material use on mathematics achievement: A meta-analysis. International Journal of Instruction, 11(4), 303–324. https://doi.org/10.12973/iji.2018.11420a
  • Kulik, C.-L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7(1–2), 75–94. https://doi.org/10.1016/0747-5632(91)90030-5
  • Larwin, K., & Larwin, D. (2011). A meta-analysis examining the impact of computer-assisted instruction on postsecondary statistics education. Journal of Research on Technology in Education, 43(3), 253–278. https://doi.org/10.1080/15391523.2011.10782572
  • Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215–243. https://doi.org/10.1007/s10648-010-9125-8
  • Liao, Y. C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers & Education, 48(2), 216–233. https://doi.org/10.1016/j.compedu.2004.12.005
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Orhan, A. T., & Durak Men, D. (2018). The effects of web-based teaching on achievements and attitudes towards science course: Ameta-analytic investigation. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 16(3), 245–284. https://doi.org/10.18026/cbayarsos.465728
  • Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335. https://doi.org/10.1016/J.COMPEDU.2010.06.002
  • Özdemir, M., Şahin, C., Arcagok, S., & Demir, M. K. (2018). The effect of augmented reality applications in the learning process: A meta-analysis study. Eurasian Journal of Educational Research, 74(2018), 165–186. https://doi.org/10.14689/ejer.2018.74.9
  • Palavan, Ö., & Sunğur, B. (2017). A meta-analysis study on the effect of computer-aided teaching on the academic success of primary school students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 603–638.
  • Saraç, H. (2017). The effect of smart board usage in Turkish education system on students’ learning outcomes: Meta-analysis study. Journal of Turkish Studies, 12(4), 445–470. https://doi.org/10.7827/turkishstudies.11288
  • Sawilowsky, S. S. (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 597–599. https://doi.org/10.22237/jmasm/1257035100
  • Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R., Abrami, P. C., Wade, C. A., … Lowerison, G. (2009). Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications. Journal of Computing in Higher Education, 21(2), 95–109. https://doi.org/10.1007/s12528-009-9021-8
  • Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., … Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271–291. https://doi.org/10.1016/J.COMPEDU.2013.11.002
  • Sharifi, M., Rostami AbuSaeedi, A., Jafarigohar, M., & Zandi, B. (2018). Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature. Computer Assisted Language Learning, 31(4), 413–436. https://doi.org/10.1080/09588221.2017.1412325
  • Su, C.-H., & Cheng, C.-H. (2013). A mobile game-based insect learning system for improving the learning achievements. Procedia - Social and Behavioral Sciences, 103, 42–50. https://doi.org/10.1016/J.SBSPRO.2013.10.305
  • Tabuk, M. (2019). Computer assisted mathematics teaching in dissertations: A meta-synthesis study. Journal of Theoretical Educational Science, 12(2), 656–677. https://doi.org/http://://dx.doi.org/10.30831/akukeg.433539
  • Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
  • Tatsioni, A., & Ioannidis, J. P. A. (2017). Meta-analysis. International Encyclopedia of Public Health, 117–124. https://doi.org/10.1016/B978-0-12-803678-5.00291-5
  • Tekedere, H., & Göker, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16), 9469–9481.
  • Tingir, S., Cavlazoglu, B., Caliskan, O., Koklu, O., & Intepe-Tingir, S. (2017). Effects of mobile devices on K–12 students’ achievement: a meta-analysis. Journal of Computer Assisted Learning, 33(4), 355–369. https://doi.org/10.1111/jcal.12184
  • Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students’ mathematics achievement: A meta‐analysis. Journal of Computer Assisted Learning, 35(3), 407–420. https://doi.org/10.1111/jcal.12347
  • Toraman, Ç., Çelik, Ö. C., & Çakmak, M. (2018). The effect of game-based learning environments on academic achievement: A meta-analysis study. Kastamonu Education Journal, 26(6), 1803–1811. https://doi.org/10.24106/kefdergi.2074
  • Tuncer, M., & Dikmen, M. (2017). The effect of computer-assisted animations on academic achievement: A meta analysis study. 11th. International Computer & Instructional Technologies Symposium, 199. Malatya.
  • Uluyol, Ç., & Eryılmaz, S. (2014). Examining pre-service teachers’ opinions regarding to augmented reality learning. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 34(3), 403–413. https://doi.org/10.17152/gefad.88379
  • Uzunboylu, H., & Ozcinar, Z. (2009). Research and trends in computer-assisted language learning during 1990-2008: Results of a citation analysis. Egitim Arastirmalari - Eurasian Journal of Educational Research, (34), 133–150.
  • Wilson, A. B., Brown, K. M., Misch, J., Miller, C. H., Klein, B. A., Taylor, M. A., … Lazarus, M. D. (2019). Breaking with tradition: A scoping meta-analysis analyzing the effects of student-centered learning and computer-aided instruction on student performance in anatomy. Anatomical Sciences Education, 12(1), 61–73. https://doi.org/10.1002/ase.1789
  • Yilmaz, Z. A., & Batdi, V. (2016). A meta-analytic and thematic comparative analysis of the integration of augmented reality applications into education. Egitim ve Bilim, 41(188), 273–289. https://doi.org/10.15390/EB.2016.6707
  • Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19–33. https://doi.org/10.1016/J.EDUREV.2017.07.001
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İdris Göksu 0000-0002-7120-6562

Yusuf İslam Bolat 0000-0002-6120-3157

Yayımlanma Tarihi 31 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 1

Kaynak Göster

APA Göksu, İ., & Bolat, Y. İ. (2020). TEKNOLOJİ KULLANIMI TÜRKİYE’DE ÖĞRENCİLERİN AKADEMİK BAŞARILARINI ETKİLİYOR MU? BİR META-ANALİZ ÇALIŞMASI. Eğitim Teknolojisi Kuram Ve Uygulama, 10(1), 138-176. https://doi.org/10.17943/etku.614505