A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes

Autor/inn/en	Semerci, Çetin; Batdi, Veli
Titel	A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes
Quelle	In: Journal of Education and Training Studies, 3 (2015) 2, S.171-180 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Meta Analysis; Constructivism (Learning); Academic Achievement; Student Attitudes; Retention (Psychology); Statistical Analysis; Effect Size; Classification; Foreign Countries; Elementary Secondary Education; Undergraduate Study; South Korea; Turkey; United States + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Schulleistung; Schülerverhalten; Merkfähigkeit; Statistische Analyse; Classification system; Klassifikation; Klassifikationssystem; Ausland; Grundstudium; Korea; Republik; Türkei; USA
Abstract	This study attempts to answer the question "Does a Constructivist Learning Approach have any effect on learners' academic achievement, retention and attitude scores?" As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found. Pre-test-post-test and group comparison processes were applied to 28 of these experimental studies and these studies were more importantly included in the meta-analysis research. In statistical analyses, the classifications by Thalheimer and Cook (2002) were taken into consideration. The effect size of Constructivist Learning on academic achievement([subscript ES:1.0753]), retention([subscript ES:0.9249]) and attitude([subscript ES:0.4394]) were calculated considering the effect size. This result indicates that the effect sizes on academic achievement and retention are at a large level while on attitude is at a medium. It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners' academic success, retention and attitude scores. In relation to the results, some recommendations were made for practitioners and further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01