The Effect of Collaborative Learning Approach on Students’ Academic Achievement in Turkish Courses in Turkey: A Meta-Analysis Study

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.

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The Effect of Using of Instructional Technology to Elementary School Students' Academic Achievement: A Meta-Analysis Study

İnönü Üniversitesi Eğitim Fakültesi Dergisi ◽

10.17679/iuefd.17131503 ◽

2016 ◽

Vol 17 (1) ◽

Cited By ~ 1

Author(s):

Mehmet AYAZ ◽

Hanifi ŞEKERCİ ◽

Behçet ORAL

Keyword(s):

Academic Achievement ◽

Elementary School ◽

Instructional Technology ◽

Elementary School Students ◽

Meta Analysis ◽

School Students ◽

Analysis Study

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Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study

International Journal of Computer-Supported Collaborative Learning ◽

10.1007/s11412-021-09356-4 ◽

2021 ◽

Author(s):

Mohammed Saqr ◽

Sonsoles López-Pernas

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Collaborative Learning ◽

Information Exchange ◽

Large Scale ◽

Meta Analysis ◽

Correlation Coefficients ◽

Centrality Measures ◽

Computer Supported Collaborative Learning ◽

Student Role

AbstractThis study empirically investigates diffusion-based centralities as depictions of student role-based behavior in information exchange, uptake and argumentation, and as consistent indicators of student success in computer-supported collaborative learning. The analysis is based on a large dataset of 69 courses (n = 3,277 students) with 97,173 total interactions (of which 8,818 were manually coded). We examined the relationship between students’ diffusion-based centralities and a coded representation of their interactions in order to investigate the extent to which diffusion-based centralities are able to adequately capture information exchange and uptake processes. We performed a meta-analysis to pool the correlation coefficients between centralities and measures of academic achievement across all courses while considering the sample size of each course. Lastly, from a cluster analysis using students’ diffusion-based centralities aimed at discovering student role-taking within interactions, we investigated the validity of the discovered roles using the coded data. There was a statistically significant positive correlation that ranged from moderate to strong between diffusion-based centralities and the frequency of information sharing and argumentation utterances, confirming that diffusion-based centralities capture important aspects of information exchange and uptake. The results of the meta-analysis showed that diffusion-based centralities had the highest and most consistent combined correlation coefficients with academic achievement as well as the highest predictive intervals, thus demonstrating their advantage over traditional centrality measures. Characterizations of student roles based on diffusion centralities were validated using qualitative methods and were found to meaningfully relate to academic performance. Diffusion-based centralities are feasible to calculate, implement and interpret, while offering a viable solution that can be deployed at any scale to monitor students’ productive discussions and academic success.

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