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

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.

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 Digital Stories on Academic Achievement: A Meta-Analysis

2020 ◽  
Vol 9 (6) ◽  
pp. 71
Author(s):  
Muhterem AKGÜN ◽  
İsmail Hakan AKGÜN
Keyword(s):  
Academic Achievement ◽  
Effect Size ◽  
Meta Analysis ◽  
Education Level ◽  
General Effect ◽  
Random Effects Model ◽  
Analysis Method ◽  
Education Levels ◽  
Digital Stories ◽  
Positive Effect

The purpose of this study is to determine the effect of digital stories on academic achievement. In order to achieve this purpose, meta analysis method was used in the study. Within the scope of the study, ERIC, Google Academic, YÖK Thesis Center, ProQuest, Science Direct and ULAKBİM databases were scanned and 23 studies (10 theses, 13 articles) were included in the meta-analysis using the criteria determined by the researchers. Cochran’s X2 (Q = 285,155, p < .05) test was conducted to test whether the studies included in the study were heterogeneous. Random effects model was used to calculate effect size since heterogeneity was determined between studies. At the end of the study, it was seen that the general effect size (Hedge’s g = 1.081) regarding the effect of digital stories on academic achievement was strong, that there was a positive effect in all areas according to the lessons which was higher for Science. It was also observed that the effect was positive in all dimensions according to the education level, there was a difference between the education levels and the highest effect occurred at university and middle school levels.

scholarly journals The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis

2017 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Yousef Ogla Almarshad
Keyword(s):  
Academic Achievement ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Effect Size ◽  
Academic Outcomes ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Social Psychological ◽  
The Past ◽  
Different Types

This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

scholarly journals Meta-analysis of effect of renin–angiotensin–aldosterone system blockers on contrast-induced nephropathy

2020 ◽  
Vol 21 (2) ◽  
pp. 147032032091958
Author(s):  
Weidong Wang ◽  
Wei Qu ◽  
Dan Sun ◽  
Xiaodan Liu
Keyword(s):  
Older People ◽  
Sample Size ◽  
Meta Analysis ◽  
Control Group ◽  
Inclusion Criteria ◽  
Contrast Induced Nephropathy ◽  
Renin Angiotensin Aldosterone System ◽  
Renin Angiotensin ◽  
Increased Risk ◽  
Larger Sample

Background: The purpose of this study was to systematically evaluate the effect of renin–angiotensin–aldosterone system blockers on the incidence of contrast-induced nephropathy in patients undergoing coronary angiography or percutaneous coronary intervention. Methods: A systematic literature search of several databases was conducted to identify studies that met the inclusion criteria. A total of 12 studies with 14 trials that performed studies on a total of 4864 patients (2484 treated with renin–angiotensin–aldosterone system blockers and 2380 in the control group) were included. The primary endpoint was the overall incidence of contrast-induced nephropathy. Analyses were performed with STATA version 12.0. Results: The overall contrast-induced nephropathy incidence in renin–angiotensin–aldosterone system blocker and control groups was 10.43% and 6.81%, respectively. The pooled relative risk of contrast-induced nephropathy incidence was 1.22 (95% confidence interval: 0.81–1.84) in the renin–angiotensin–aldosterone system blocker group. An increased risk of developing contrast-induced nephropathy in the renin–angiotensin–aldosterone system blocker group was observed among older people, non-Asians, chronic users, and studies with larger sample size, and the pooled RRs and 95% confidence intervals were 2.02 (1.21–3.36), 2.30 (1.41–3.76), 1.69 (1.10–2.59) and 1.83 (1.28–2.63), respectively. Conclusions: Intervention with renin–angiotensin–aldosterone system blockers was associated with an increased risk of contrast-induced nephropathy among non-Asians, chronic users, older people, and studies with larger sample size. Large clinical trials with strict inclusion criteria are needed to confirm our results and to evaluate the effect further.

scholarly journals A Thematic-based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

2017 ◽  
Vol 5 (3) ◽  
pp. 53 ◽  
Author(s):  
Faysal Özdas ◽  
Veli Batdi
Keyword(s):  
Academic Success ◽  
Creative Writing ◽  
Effect Size ◽  
Creative Thinking ◽  
High Reliability ◽  
Meta Analysis ◽  
Analytic Study ◽  
Inclusion Criteria ◽  
Learning Retention ◽  
Fail Safe

This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies involving thematic-based meta-analytic reviews are examined under four themes - creative thinking, creative thinking activities, creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative thinking techniques and creative writing applications on academic success are large in terms of levels, while the creative applications in terms of learning retention are again large. This means that creativity has positive and great effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It can be suggested that researchers should carry out more studies on creativity as there are not enough studies on creativity, especially regarding retention.

Meta Analysis of Study Habits and Academic Achievement

2021 ◽  
Vol 8 (4) ◽  
pp. 139-145
Author(s):  
M Elango ◽  
G Manimozhi
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Random Effects ◽  
Fixed Effects ◽  
Meta Analysis ◽  
Study Habits ◽  
Random Effects Model ◽  
Inclusion Criteria ◽  
Analytical Review ◽  
The Relationship

A Meta analytical review investigated the study habits and academic achievement of school and college students. In this study the sample consists of twenty seven reviews based on study habits and academic achievement/ performance. The sample of the review based on inclusion criteria such as study habits and academic achievement. The review was collected by following details such as title of the study, Name of the author, Sample of the study, correlation Value and findings of the study. The Meta analysis is on the relationship between study habits and academic achievement. The main aim of the study is to find the fixed effects, random effects model values, Heterogeneity and forest plots. A Meta analysis of research paper was formed the conclusion.

Sign in / Sign up

Export Citation Format

Share Document