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 Effect of Creative Drama as a Method on Skills: A Meta-analysis Study

2018 ◽  
Vol 6 (4) ◽  
pp. 63 ◽  
Author(s):  
Özgür Ulubey
Keyword(s):  
Effect Size ◽  
Web Of Science ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Random Effects Model ◽  
Creative Drama ◽  
Inclusion Criteria ◽  
Publication Type ◽  
Moderator Variables ◽  
Data Source

The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor & Francis Online, and ScienceDirect databases using keywords such as drama, and skill. A total of 63 research studies including twenty articles, thirty-four master’s and nine doctoral theses, which met the inclusion criteria of meta-analysis, formed the data source of the current study. The collected data were analyzed by using the Comprehensive Meta Analysis program. To address the heterogeneity of the studies, the random effects model were employed to calculate the effect size. The results of the research showed that creative drama method positively affected the skills of students. In experimental studies, the differences in the effect created by the creative drama on students' skills were examined in terms of moderator variables. While the effect size of creative drama on students’ skills was found to be significantly varying depending on the moderator variables including the duration of experimental application, the level of schooling and the publication type, it was found that the effect size was not significantly varying depending on the moderator variables of practitioner and types of skills.

scholarly journals The Effect of Computer-Supported Collaborative Learning on Academic Achievement: A Meta-Analysis Study

2021 ◽  
Vol 9 (3) ◽  
pp. 426-448
Author(s):  
Tarık Talan
Keyword(s):  
Academic Achievement ◽  
Collaborative Learning ◽  
Sample Size ◽  
Effect Size ◽  
Meta Analysis ◽  
Analysis Method ◽  
Inclusion Criteria ◽  
Computer Supported Collaborative Learning ◽  
Learning Stage ◽  
The University

This study aims to examine the effectiveness of Computer-Supported Collaborative Learning (CSCL) on academic achievement. The study was conducted using the meta-analysis method. In the present study, a total of 40 studies that were carried out between 2010 and 2020 and met the inclusion criteria were subjected to meta-analysis. In the present study, the values of the effect size and combined effect size of each study included in the meta-analysis were calculated using Comprehensive Meta-Analysis (CMA) software. The sample of the study consists of 3474 participants. The results of the study revealed that the studies were usually conducted at the university stage with a medium sample size, and published as articles. It was also revealed that most of the studies were carried out in the field of sciences and social sciences. Considering the intervention durations, it was observed that the studies were particularly carried out within a period between 1 and 4 weeks (37.8%). According to the results of the analysis, the average effect size was calculated as 0.523. Considering the results, it can be stated that CSCL has a positive and moderate effect on academic achievement. Also, the results of the moderator analysis revealed that the effect of CSCL on academic achievement did not change by the learning stage, domain subject, and the sample size but it changed by the intervention duration.

scholarly journals The Effect of Educational Robotic Applications on Academic Achievement: A Meta-Analysis Study

2021 ◽  
Vol 5 (4) ◽  
pp. 512-526
Author(s):  
Tarik Talan
Keyword(s):  
Academic Achievement ◽  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Thinking Skills ◽  
Control Group ◽  
Problem Solving Skills ◽  
Analysis Study ◽  
Robotic Applications

In this study, it was aimed to investigate the experimental studies regarding the effect of educational robotic applications on academic achievement by the meta-analysis method. Within the scope of the research, the studies carried out on educational robotic applications were scanned from national and international databases and selected according to inclusion criteria. The sample of the study consisted of 2606 participants with 1300 in the experimental group and 1306 in the control group. In the study, the effect size values and combined effect size of each study included in the meta-analysis were calculated by using CMA. As a result of the study, it has been found that educational robotic applications have a positive and low level effect on academic achievement according to the random effects model. As a result of the analyzes conducted to reveal the publication bias status of the study, it has been found that there is no publication bias in the meta-analysis study. In addition, it has been found that the effect size of educational robotic applications on academic achievement does not change depending on the subject area and duration of application but changes depending on the sample size. In the other studies to be conducted, the effectiveness of the students in different variables such as computational thinking skills, problem solving skills, attitude, motivation, and anxiety levels can be examined in addition to the variables studied.

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 Smart Board Use on Academic Achievement: A Meta-Analytical and Thematic Study

2020 ◽  
Vol 8 (3) ◽  
pp. 261 ◽  
Author(s):  
Hüseyin Akar
Keyword(s):  
Academic Achievement ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
School Level ◽  
Educational Game ◽  
Auditory Learning ◽  
Smart Board ◽  
Calculated Effect ◽  
Smart Boards

The aim of this study is to examine the effect of smart board use on academic achievement. For this purpose, mixed method where quantitative and qualitative methods are combined is used. In the quantitative phase of the research, 47 experimental studies examining the effect of smart board use on academic achievement, which were accessed by the literature review and conformed to the inclusion criteria determined by the researcher, were analyzed according to random effects model using meta-analysis method. As a result of the analysis, it was found that the effect size of smart board use on academic achievement was positive, large, and significant (ES(d) = .94, p ˂ .05). The calculated effect size does not differ according to the type of publication, school level, and field of science (course), publication year, sample size and duration of experiment implementation. The data collected in the qualitative phase of the research were analyzed using descriptive and content analysis methods. The following results were obtained under the theme of the positive aspects of smart board use: "it provides permanent learning", "supports visual and auditory learning", "makes topics more concrete". The following results were obtained under the theme of the negative aspects of smart board use: "teachers' inability to use the smart board leads to a waste of time and disrupt the course", "teachers can be overshadowed by the smart board", "smart board makes the student and teacher lazy, and they get used to smart board doing everything". The following results were obtained under the theme of suggestions: "teachers should be trained on smart board use", "different functions should be used besides presentation (video, sound, educational game, animation etc.)", "smart boards should not be used all the time, only when necessary".

scholarly journals Cross-linguistic influence in simultaneous and early sequential bilingual children: a meta-analysis

2021 ◽  
pp. 1-33
Author(s):  
Chantal VAN DIJK ◽  
Elise VAN WONDEREN ◽  
Elly KOUTAMANIS ◽  
Gerrit Jan KOOTSTRA ◽  
Ton DIJKSTRA ◽  
...  
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Uniform Method ◽  
Bilingual Children ◽  
Average Effect ◽  
Language Dominance ◽  
Average Effect Size ◽  
Comprehensive Theory ◽  
Bilingual Development

Abstract Although cross-linguistic influence at the level of morphosyntax is one of the most intensively studied topics in child bilingualism, the circumstances under which it occurs remain unclear. In this meta-analysis, we measured the effect size of cross-linguistic influence and systematically assessed its predictors in 750 simultaneous and early sequential bilingual children in 17 unique language combinations across 26 experimental studies. We found a significant small to moderate average effect size of cross-linguistic influence, indicating that cross-linguistic influence is part and parcel of bilingual development. Language dominance, operationalized as societal language, was a significant predictor of cross-linguistic influence, whereas surface overlap, language domain and age were not. Perhaps an even more important finding was that definitions and operationalisations of cross-linguistic influence and its predictors varied considerably between studies. This could explain the absence of a comprehensive theory in the field. To solve this issue, we argue for a more uniform method of studying cross-linguistic influence.

scholarly journals Effectiveness and safety of herbal medicines for induction of labour: a systematic review and meta-analysis

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e022499 ◽  
Author(s):  
Collins Zamawe ◽  
Carina King ◽  
Hannah Maria Jennings ◽  
Chrispin Mandiwa ◽  
Edward Fottrell
Keyword(s):  
Systematic Review ◽  
Data Extraction ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Herbal Medicines ◽  
Risk Of Bias ◽  
Induction Of Labour ◽  
Quality Data ◽  
Eligibility Criteria ◽  
Significant Difference

ObjectiveThe use of herbal medicines for induction of labour (IOL) is common globally and yet its effects are not well understood. We assessed the efficacy and safety of herbal medicines for IOL.DesignSystematic review and meta-analysis of published literature.Data sourcesWe searched in MEDLINE, AMED and CINAHL in April 2017, updated in June 2018.Eligibility criteriaWe considered experimental and non-experimental studies that compared relevant pregnancy outcomes between users and non-user of herbal medicines for IOL.Data extraction and synthesisData were extracted by two reviewers using a standardised form. A random-effects model was used to synthesise effects sizes and heterogeneity was explored through I2statistic. The risk of bias was assessed using ‘John Hopkins Nursing School Critical Appraisal Tool’ and ‘Cochrane Risk of Bias Tool’.ResultsA total of 1421 papers were identified through the searches, but only 10 were retained after eligibility and risk of bias assessments. The users of herbal medicine for IOL were significantly more likely to give birth within 24 hours than non-users (Risk Ratio (RR) 4.48; 95% CI 1.75 to 11.44). No significant difference in the incidence of caesarean section (RR 1.19; 95% CI 0.76 to 1.86), assisted vaginal delivery (RR 0.73; 95% CI 0.47 to 1.14), haemorrhage (RR 0.84; 95% CI 0.44 to 1.60), meconium-stained liquor (RR 1.20; 95% CI 0.65 to 2.23) and admission to nursery (RR 1.08; 95% CI 0.49 to 2.38) was found between users and non-users of herbal medicines for IOL.ConclusionsThe findings suggest that herbal medicines for IOL are effective, but there is inconclusive evidence of safety due to lack of good quality data. Thus, the use of herbal medicines for IOL should be avoided until safety issues are clarified. More studies are recommended to establish the safety of herbal medicines.

scholarly journals The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Method ◽  
Course Content ◽  
Significant Difference ◽  
New Learning ◽  
Quasi Experimental ◽  
University Undergraduates ◽  
Classroom Use ◽  
Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  </p>

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