scholarly journals THE EFFECTS OF LEARNING STATIONS TECHNIQUE ON ACADEMIC ACHIEVEMENT: A META-ANALYTIC STUDY

2019 ◽  
Vol 9 (1) ◽  
pp. 1-15
Author(s):  
Mevlut Aydogmus ◽  
Cihad Senturk
Keyword(s):  
Academic Achievement ◽  
Effect Size ◽  
Impact Analysis ◽  
Teaching Method ◽  
Meta Analysis ◽  
Experimental Investigations ◽  
Traditional Teaching ◽  
Significant Difference ◽  
The Impact ◽  
Research Type

In this study, the effectiveness of the learning stations technique and experimental investigations are tested by comparing this method to the traditional teaching method. A meta-analytical impact analysis method was used to calculate the effect size of the learning stations technique on academic achievement. Studies conducted in Turkey between the years 2000 and 2018 were included in this study. Eight selection criteria were identified and 13 studies that met the meta-analyze criteria were selected for the meta-analysis. The data was processed using the Comprehensive Meta Analysis (CMA) program. Results showed that the effect size of the learning stations technique on academic achievement was .84. According to Cohen et al. (2000), this is a large effect size. The impact levels of the teaching practices are organized according to the learning stations technique according to teaching stage, application duration, research type, and course type. A significant difference was found between the effect size values calculated according to course type. The results showed that the learning stations technique is more effective than the traditional teaching method.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Author(s):  
Tuba Demirci ◽  
Sema Okur
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tuba Demirci ◽  
◽  
Sema Okur ◽  
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Hafize Er Turkuresin ◽  
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

scholarly journals The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems

2021 ◽  
Author(s):  
Hafize Er Turkuresin
Keyword(s):  
Academic Achievement ◽  
Information Systems ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Geographical Information ◽  
Moderator Variables ◽  
Significant Difference ◽  
Experimental Group

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.

scholarly journals The Impact of VR Application on Student’s Competency Development: A Comparative Study of Regular and VR Engineering Classes with Similar Competency Scopes

2019 ◽  
Vol 11 (8) ◽  
pp. 2221 ◽  
Author(s):  
Hee Lee ◽  
Shvetsova
Keyword(s):  
Comparative Study ◽  
Industrial Revolution ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Competency Development ◽  
University Of Technology ◽  
Significant Difference ◽  
The Difference ◽  
Group Interviews ◽  
The Impact

This research focuses on the Fourth Industrial Revolution and the Korean National Competency Standards. The aim of this research is to perform a comparative study of two university engineering courses to present the difference between the effect of virtual reality (VR)-based teaching and traditional teaching on learning robotics. To achieve this goal, the authors used the expert method, focus group interviews, and a comparative study. There were three hypotheses and four research questions on the relationship between teaching method and competency development. As a case study for this research, the authors chose Korea University of Technology and Education and designed a survey to assess students’ competencies. The participants were second- and third-grade university students. Quantitative data were collected from the interview forms developed by the researcher; qualitative data were analyzed using the expert method and a comparative study. A significant difference was observed between competency development in the VR class and that in a regular class with a similar syllabus. Furthermore, it was noted that different teaching methods affect competency development in different ways; VR tools develop some competencies, but not all of them. Authors found that the VR tool requires an appropriate teaching method and affects the student’s ability to develop competencies.

scholarly journals Science Learning Through Interactive Teaching Method: An Experimental Study

2020 ◽  
Vol V (IV) ◽  
pp. 77-87
Author(s):  
Sajid Ali Yousuf Zai ◽  
Fouzia Ajmal ◽  
Saira Nudrat
Keyword(s):  
Experimental Study ◽  
Science Achievement ◽  
Science Learning ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Interactive Teaching ◽  
Teaching Group ◽  
Achievement Score ◽  
Significant Difference ◽  
The Impact

An experimental study was conducted to find the impact of interactive teaching method on science learning. 70 students from seventh grade were selected to participate in this study. A control group with 35 randomly assigned students was taught by the traditional lecture method, and an experimental group with another 35 students was taught by an interactive teaching method. A pre-test was conducted prior to implementing the intervention to measure the baseline score, while a post-test was administered to measure the impact of the intervention. An ANCOVA (Analysis of Covariance) was used to find the significant difference in science achievement score of students between the traditional teaching method and interactive teaching method after controlling the effect of pretest scores. There was a significant difference in students' science achievement score between students in the traditional teaching group and students in the interactive teaching group, F(2, 67) = 153.47, p <.001n 2 = .82. It was concluded that the interactive teaching method significantly improves student science learning.

scholarly journals Coğrafya Konuların Öğretiminde Materyal Kullanımının Öğrenci Başarısına Etkisi: Bir Meta Analiz Çalışması / The Effect of the Usage of Instructional Materials on Student Achievement in Teaching Geography: A Meta-analytic Study

2017 ◽  
Vol 6 (3) ◽  
pp. 473
Author(s):  
Yusuf İnel ◽  
Adem Sezer
Keyword(s):  
High School ◽  
Student Achievement ◽  
Standard Deviation ◽  
Effect Size ◽  
Meta Analysis ◽  
Instructional Materials ◽  
Arithmetic Average ◽  
Material Type ◽  
The Impact ◽  
Research Type

<p><strong>Abstract</strong></p><p>This study aims to combine the results of independent studies in order to reveal the impact of the usage of instructional materials in teaching geography subjects on students’ achievement. We have tried to answer the question “Do the instructional materials in teaching geography subjects impact on students’ achievement?”. The study is performed via meta-analysis. The total sampling size obtained from 31 studies included in analysis. The data were analyzed using STATA 13. and CMA 3 programs. When analyzing the data, the values of standard deviation, arithmetic average and sampling size of postest measures of control and experimental groups in each study were used. The results of this study indicate that the usage of instructional materials in the teaching geography subjects impacts positively on students’ achievementat at wider effect size. They also show that there is no any statistically difference among effect size by sampling stage (high school), the material type used, research type, and publication years of studies. </p><p><strong>Öz</strong></p><p>Bu çalışmada, coğrafya konuların öğretilmesinde kullanılan materyallerin öğrenci başarısı üzerindeki etkisinin tespit edilmesine yönelik yapılmış birbirinden bağımsız çalışmalardan elde edilen sonuçların birleştirilmesi amaçlanmıştır. Bu amaç dâhilinde, “Coğrafya Konuların Öğretiminde Kullanılan Materyaller, öğrencilerin akademik başarılarını etkilemekte midir?” sorusuna cevap aranmıştır. Çalışma, meta analiz yöntemiyle gerçekleştirilmiştir. Analize dahil edilen 31 çalışmadan elde edilen toplam örneklem büyüklüğü 2138 dir. Verilerin analizinde STATA 13 ve CMA 3 programları kullanılmıştır. Verileri analiz ederken her bir çalışmanın kontrol ve deney grubunun sontest ölçümlerinden standart sapma, aritmetik ve örneklem büyüklüğü değerleri kullanılmıştır. Çalışma sonucunda, coğrafya konuların öğretiminde kullanılan materyallerin öğrencilerin akademik başarılarına pozitif yönde geniş düzeyde etki ettiği görülmüştür. Ayrıca, araştırmanın karakteristiğini oluşturan öğrenim düzeyi, materyal türü, çalışma türü ve çalışmaların yayınlandığı yıl değişkenlerine göre etki büyüklükleri açısından istatistikî olarak bir farkın olmadığı tespit edilmiştir. </p>

Appendectomy Does Not Increase the Risk of Future Emergence of Parkinson’s Disease: A Meta-analysis

2021 ◽  
pp. 000313482198903
Author(s):  
Mitsuru Ishizuka ◽  
Norisuke Shibuya ◽  
Kazutoshi Takagi ◽  
Hiroyuki Hachiya ◽  
Kazuma Tago ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Meta Analysis ◽  
Cochrane Library ◽  
Random Effects Models ◽  
Significant Difference ◽  
The Cochrane Library ◽  
The Impact ◽  
The Relationship ◽  
Observation Period

Objective To explore the impact of appendectomy history on emergence of Parkinson’s disease (PD). Background Although there are several studies to investigate the relationship between appendectomy history and emergence of PD, the results are still controversial. Methods We performed a comprehensive electronic search of the literature (the Cochrane Library, PubMed, and the Web of Science) up to April 2020 to identify studies that had employed databases allowing comparison of emergence of PD between patients with and those without appendectomy history. To integrate the impact of appendectomy history on emergence of PD, a meta-analysis was performed using random-effects models to calculate the risk ratio (RR) and 95% confidence interval (CI) for the selected studies, and heterogeneity was analyzed using I2 statistics. Results Four studies involving a total of 6 080 710 patients were included in this meta-analysis. Among 1 470 613 patients with appendectomy history, 1845 (.13%) had emergences of PD during the observation period, whereas among 4 610 097 patients without appendectomy history, 6743 (.15%) had emergences of PD during the observation period. These results revealed that patients with appendectomy history and without appendectomy had almost the same emergence of PD (RR, 1.02; 95% CI, .87-1.20; P = .83; I2 = 87%). Conclusion This meta-analysis has demonstrated that there was no significant difference in emergence of PD between patients with and those without appendectomy history.

Exploring the Impact of Interaction Modality on Students’ Learning Performance

2021 ◽  
pp. 073563312110272
Author(s):  
Neila Chettaoui ◽  
Ayman Atia ◽  
Med Salim Bouhlel
Keyword(s):  
User Interfaces ◽  
Teaching Method ◽  
Learning Performance ◽  
Controlled Study ◽  
Embodied Interaction ◽  
Multimodal Learning ◽  
Tangible User Interfaces ◽  
Embodied Learning ◽  
Significant Difference ◽  
The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

Evaluating the effectiveness of interventions to reducing screen time in children: meta-analysis of randomized controlled trials

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Duygu Akçay ◽  
Nuray Barış
Keyword(s):  
Effect Size ◽  
Subgroup Analysis ◽  
Screen Time ◽  
Meta Analysis ◽  
Intervention Group ◽  
Evidence Base ◽  
Control Group ◽  
Content Type ◽  
Mean Differences ◽  
The Impact

Purpose The purpose of this paper is to evaluate the impact of interventions focused on reducing screen time in children. Design/methodology/approach Studies that aim to investigate the effects of interventions aimed at reducing the time spent in front of the screen (i.e. screen time). A Random-effects model was used to calculate the pooled standard mean differences. The outcome was to evaluate the screen time in children in the 0–18 age range. A subgroup analysis was performed to reveal the extent to which the overall effect size varied by subgroups (participant age, duration of intervention and follow). Findings For the outcome, the meta-analysis included 21 studies, and the standard difference in mean change in screen time in the intervention group compared with the control group was −0.16 (95% confidence interval [CI], −0.21 to −0.12) (p < 0.001). The effect size was found to be higher in long-term (=7 months) interventions and follow-ups (p < 0.05). Originality/value Subgroup analysis showed that a significant effect of screen time reduction was observed in studies in which the duration of intervention and follow-up was =7 months. As the evidence base grows, future researchers can contribute to these findings by conducting a more comprehensive analysis of effect modifiers and optimizing interventions to reduce screen time.

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