A Comparative Meta-Analysis of 5E and Traditional Approaches in Turkey

Autor/inn/en	Anil, Özgür; Batdi, Veli
Titel	A Comparative Meta-Analysis of 5E and Traditional Approaches in Turkey
Quelle	In: Journal of Education and Training Studies, 3 (2015) 6, S.212-219 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Comparative Analysis; Meta Analysis; Academic Achievement; Retention (Psychology); Student Attitudes; Teaching Methods; Effect Size; Computer Software; Models; Instructional Effectiveness; Constructivism (Learning); Literature Reviews; Turkey + Suchen Sie Ihr Suchwort? Ausland; Meta-analysis; Metaanalyse; Schulleistung; Merkfähigkeit; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Unterrichtserfolg; Türkei
Abstract	The aim of this study is to compare the 5E learning model with traditional learning methods in terms of their effect on students' academic achievement, retention and attitude scores. In this context, the meta-analytic method known as the "analysis of analyses" was used and a review undertaken of the studies and theses (N = 14) executed in Turkey over the period 2008-2014 on the 5E model. The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores. The treatment effect method was used in the data analysis and the Comprehensive Meta-Analysis (CMA) statistical program, the MetaWin and Microsoft Excel 2010 Office programs were employed for the effect size calculation. The effect size values resulting from the analysis were interpreted according to Cohen classification (1992). When academic achievement, retention and attitude scores in the studies implementing the 5E instructional model were calculated according to the random effects model, effect size values were found to be ES[subscript academic achievement] = 1,132, ES[subscript retention]: 1,417 and ES[subscript attitude] = 0,552, respectively. In regard to academic achievement and retention, it can be inferred that these effect sizes of the 5E learning cycle were large and medium with respect to attitude, while both were positive and significant. It can therefore be said that the 5E model has a positive effect on academic achievement, retention and attitude scores. (As Provided).
Anmerkungen	Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01