5E ÖĞRENME MODELİNİN ÖĞRENCİLERİN AKADEMİK BAŞARILARINA ETKİSİ: META-ANALİZ

Öz

Yapılandırmacı yaklaşımı temel alan 5E öğrenme modeli, başta fen bilimleri olmak üzere birçok alanda uygulanmaktadır. Bu araştırmanın amacı 5E öğrenme modelinin akademik başarı üzerindeki etkisini inceleyen çalışmaların meta-analizini yapmaktır. 2017-2021 yılları arasında yapılmış, belirlenen ölçütlere uygun olan araştırmalar çalışma havuzuna dâhil edilmişidir. Elde edilen verilere ait tanımlayıcı özellikler, deney ve kontrol gruplarına ait örneklem sayısı, aritmetik ortalama ve standart sapma verileri kodlanmıştır. Ayrıca 5E modelinin uygulandığı ders ve öğretim kademesi moderatör değişken olarak ele alınmıştır. Meta-analiz sonucunda 5E öğrenme modelinin akademik başarı üzerine etkisinin rastgele etki modeline göre geniş düzeyde olduğu belirlenmiştir. Moderatör değişkenler açısından incelendiğinde 5E öğrenme modelinin uygulandığı öğretim kademesine göre etki büyüklüğünün anlamlı olarak farklılaşmadığı görülürken, modelin uygulandığı derse göre etki düzeyinin anlamlı olarak farklılaştığı görülmüştür. Araştırma bulgularına dayalı olarak bir takım önerilerde bulunulmuştur.

Anahtar Kelimeler

• 5E öğrenme
• Yapılandırmacılık
• Meta-Analiz
• Akademik Başarı
• Öğrenme modelleri.

THE EFFECT OF 5E LEARNING MODEL ON STUDENTS' ACADEMIC ACHIEVEMENT: META-ANALYSIS

Öz

The 5E learning model, which is based on the constructivist approach, is applied in many fields, especially in science. The aim of this research is to meta-analyze the studies on the effect of the 5E learning model on academic achievement. Studies conducted between 2017 -2021 and meeting the criteria determined were included in the study pool. The descriptive features of the obtained data, the sample number of the experimental and control groups, the arithmetic mean and standard deviation data were coded. In addition, the course and teaching level in which the 5E model was applied were considered as moderator variables. The findings showed that the 5E learning model greatly affected academic achievement according to the random effects model. When examined in terms of moderator variables, it was seen that the effect size did not differ significantly according to the teaching level in which the 5E model was applied, while the effect level differed significantly according to the course in which the model was applied. Some suggestions were made based on the research findings.

Anahtar Kelimeler

• 5e learning
• Constructivism
• Meta-analysis
• Academic achievement
• Learning models.

Kaynakça

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