scholarly journals EFFECTS OF MOBILE LEARNING ON ACADEMIC ACHIEVEMENT: A META ANALYSIS STUDY

2016 ◽  
Vol 1 (2) ◽  
pp. 528 ◽  
Author(s):  
CEM OKTAY GÜZELLER ◽  
FATİH ÜSTÜNEL
Keyword(s):  
Academic Achievement ◽  
Mobile Learning ◽  
Meta Analysis ◽  
Analysis Study

School Culture and Academic Achievement of Students: A Meta-analysis Study

2015 ◽  
Vol 21 (3) ◽  
pp. 482-488 ◽  
Author(s):  
Fatih Bektas ◽  
Nazim Çogaltay ◽  
Engin Karadag ◽  
Yusuf Ay
Keyword(s):  
Academic Achievement ◽  
School Culture ◽  
Meta Analysis ◽  
Analysis Study

scholarly journals The Effect of Simulation Technique on Academic Achievement: A Meta-Analysis Study

2020 ◽  
Vol 5 (1) ◽  
pp. 17-36
Author(s):  
Tarik Talan
Keyword(s):  
Academic Achievement ◽  
Publication Bias ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Subject Area ◽  
Simulation Technique ◽  
Bias Analysis ◽  
Analysis Study ◽  
The Mean ◽  
The Impact

This research aims to examine the experimental studies on the impact of simulation technique on students' academic achievement using the meta-analysis method. The previous studies that could be meta-analyzed were examined based on the criteria set out in this study. Finally, 91 studies that were conducted between 2010-2020 years and met the inclusion criteria were subjected to meta-analysis. The sample of the research consisted of 7575 participants. According to the results of the analysis performed using the random-effects model, the mean effect size was calculated as g=0.759 with a standard error of 0.075. Based on the findings, the simulation technique can be said to have a broad impact on students' academic achievement. The results of the publication bias analysis revealed that the present meta-analysis study had no publication bias. On the other hand, the results of the moderator analysis revealed that the impact of the simulation technique on the students' academic achievement did not differ by the teaching levels, course/subject area, and application times, however, it differed by the sample size.

scholarly journals Relationship of School Leadership with School Outcomes: A Meta-Analysis Study

2021 ◽  
Vol 14 (5) ◽  
pp. 31
Author(s):  
Hasan Yücel Ertem
Keyword(s):  
Academic Achievement ◽  
Leadership Styles ◽  
Teacher Motivation ◽  
Meta Analysis ◽  
Complex Structure ◽  
Spiritual Leadership ◽  
School Outcomes ◽  
Leadership Theories ◽  
Analysis Study ◽  
Laissez Faire

Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.

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