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 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 Influence of Mindfulness and Relaxation on Treatment of Essential Hypertension: Meta-Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Fushun Zhang ◽  
Yuanyuan Zhang ◽  
Nan Jiang ◽  
Qiao Zhai ◽  
Juanjuan Hu ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Essential Hypertension ◽  
Systolic Blood Pressure ◽  
Publication Bias ◽  
Effect Size ◽  
Meta Analysis ◽  
Biomedical Literature ◽  
Cochrane Library ◽  
Control Group ◽  
Effect Model

Background. Some studies published previously have shown a strong correlation between hypertension and psychological nature including impulsion emotion or mindfulness and relaxation temperament, among which mindfulness and relaxation temperament might have a benign influence on blood pressure, ameliorating the hypertension. However, the conclusion was not confirmed. Objective. The meta-analysis was performed to investigate the influence of mindfulness and relaxation on essential hypertension interventions and confirm the effects. Methods. Systematic searches were conducted in common English and Chinese electronic databases (i.e., PubMed/MEDLINE, EMBASE, Web of Science, CINAHL, PsycINFO, Cochrane Library, and Chinese Biomedical Literature Database) from 1980 to 2020. A meta-analysis including 5 studies was performed using Rev Man 5.4.1 software to estimate the influence of mindfulness and relaxation on blood pressure, ameliorating the hypertension. Publication bias and heterogeneity of samples were tested using a funnel plot. Studies were analyzed using either a random-effect model or a fixed-effect model. Results. All the 5 studies investigated the influence of mindfulness and relaxation on diastolic and systolic blood pressure, with total 205 participants in the control group and 204 in the intervention group. The random-effects model (REM) was used to calculate the pooled effect for mindfulness and relaxation on diastolic blood pressure (I2 = 0%, t2 = 0.000, P = 0.41 ). The random pooled effect size (MD) was 0.30 (95% CI = −0.81–1.42, P = 0.59 ). REM was used to calculate the pooled effect for mindfulness and relaxation on systolic blood pressure (I2 = 49%, t2 = 3.05, P = 0.10 ). The random pooled effect size (MD) was −1.05 (95% CI = −3.29–1.18, P = 0.36 ). The results of this meta-analysis were influenced by publication bias to some degree. Conclusion. All the results showed less influence of mindfulness and relaxation might act on diastolic or systolic blood pressure, when mindfulness and relaxation are used to intervene in treating CVD and hypertension.

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 A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention

2020 ◽  
Vol 10 (2) ◽  
pp. 265-284
Author(s):  
Alacapınar Gülderen ◽  
Hatice Uysal
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Models ◽  
Control Group ◽  
Creative Drama ◽  
Control Group Design ◽  
Affective Attitude ◽  
Primary And Secondary School

In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.

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 effects of teaching strategies, methods and techniques on creative thinking: A meta-analysis study

2020 ◽  
Vol 10 (1) ◽  
pp. 149-188
Author(s):  
Burcu GÜRKAN ◽  
Sevda DOLAPÇIOĞLU
Keyword(s):  
Teaching Strategies ◽  
Effect Size ◽  
Creative Thinking ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Thinking Skills ◽  
Meaningful Difference ◽  
Study Results ◽  
Methods And Techniques ◽  
Experimental Effect

This study aims to unify the effect size of experimental studies that were carried out to determine the effect of teaching strategies, methods and techniques on creative thinking skills, and to find out whether this effect size was of significant differences for certain variables. A meta-analysis of 19 studies investigating the effect of teaching strategies, methods and techniques published between 2005-2019 on students' creative thinking skills was conducted. The study results revealed that teaching possessed a moderate effect on students’ creative thinking skills varying considerably based on the grades the study group and the discipline dealt with in the study yet no meaningful difference in terms of the country it was carried at and no experimental effect for the applied teaching strategies, methods and techniques.

scholarly journals Effectiveness of Acupuncture in Treatment of Simple Obesity in Animal Models: A Systematic Review and Meta-Analysis

2019 ◽  
Vol 2019 ◽  
pp. 1-36 ◽  
Author(s):  
Xiao-lin Fan ◽  
Mei-ling Yu ◽  
Shu-Ping Fu ◽  
Yi Zhuang ◽  
Sheng-feng Lu
Keyword(s):  
Systematic Review ◽  
Animal Models ◽  
Publication Bias ◽  
Meta Analysis ◽  
Animal Experiments ◽  
Experimental Studies ◽  
Control Group ◽  
Human Beings ◽  
Standard Mean Difference ◽  
Simple Obesity

Background. Simple obesity has become a global risk to health of human beings. Acupuncture, as one of traditional Chinese medicine therapies, has been widely used in obesity treatment in recent years. However, the individual heterogeneity which makes acupuncture’s efficiency unstable leads to some controversy. So more evidence-based results are necessary to judge the effectiveness of acupuncture in treatment of simple obesity. Compared with clinical trials, animal experiments are controllable, and the underlying mechanism is more likely to be explored. Last but not the least, more and more experimental studies on acupuncture for animal obesity have been published. Therefore, we conducted the systematic review and meta-analysis to evaluate the effectiveness of acupuncture in treating simple obesity in animal experiments. Methods. Randomized Controlled Trials (RCTs) on acupuncture for simple obesity animal models were searched from six databases: PubMed, MEDLINE, CNKI, VIP, WanFang Date, and CMB from inception to February 2017 and updated on April 12, 2019. RevMan 5.3 software was used for meta-analysis. Treatment effects were summarized as relative risk (RR) and Standard mean difference (SMD) with 95% of confidence interval (CI). Results. A total of 108 trials involving 5731 rats were included. Meta-analysis showed that acupuncture had better effect on reducing weight (SMD -2.60, 95%CI: -2.93 to -2.26, p<0.00001) and Lee’s index (SMD -2.62, 95%CI:-3.18 to -2.06, p<0.00001) compared with control group. However, the methodological quality of included studies was generally poor. Details of blinding were not reported in most studies. In spite of high heterogeneity being observed on the merged data, sensitivity analysis using the leave-one-out approach, subgroup analysis based on different acupuncture techniques, and rat strains and meta-regression all failed to find the sources of heterogeneity. The asymmetric funnel plot suggested publication bias. Besides, adverse events were not reported in any reports. Conclusions. Our review provided positive evidence of acupuncture for simple obesity. Unfortunately, none of the firm conclusions can be drawn due to methodological flaws, high heterogeneity, and publication bias. More high-quality trials are needed in future to get objective conclusions.

scholarly journals The effects of gender on problem solving skills of nursing students in Turkey: a meta-analysis studyTürkiye’deki hemşirelik öğrencilerinin problem çözme düzeylerine cinsiyetin etkisi: Bir meta analiz çalışması

2019 ◽  
Vol 16 (1) ◽  
pp. 134
Author(s):  
Filiz Kantek ◽  
Hande Yeşilbaş
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Publication Bias ◽  
Effect Size ◽  
Nursing Student ◽  
Meta Analysis ◽  
English Summary ◽  
Student Nurse ◽  
Problem Solving Skills ◽  
Fail Safe

The aim of this study is to the effects of gender on problem solving skills of nursing student using meta-analysis method in Turkey. Online databases were scanned to reach studies to be included in the survey. In scanning 'problem solving', 'student nurse', 'Turkey', 'problem solving skill' keywords were used in Turkish and English. Six studies that meet the criteria were included in the study. The CMA statistical program was used in the analysis of the data. Q and I2 values to test heterogeneity and, Orwin's Fail-Safe N and Tau coefficients to publication bias of the included studies were calculated. A random effects model was used to examine the effect size. The six studies' total sample size was 2079 nursing students, 436 male and 1643 female. Heterogeneity and publication bias test showed that studies were heterogeneous and there was not publication bias. The mean effect size on gender problem solving was calculated as 0.079. In conclusion, it was identified that the effect of gender on problem solving level of student nurses was insignificant for women. For future studies, it will be useful to conduct meta-analysis studies on the different factors that affect the problem solving level of student nurses.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmanın amacı, meta analiz yöntemi kullanarak Türkiye’deki hemşirelik öğrencilerinin problem çözme beceri düzeylerine cinsiyetin etkisini belirlemektir. Online very tabanları kullanılarak araştırmaya dahil edilecek çalışmalara ulaşıldı. Taramada ‘problem çözme-problem solving’, ‘öğrenci hemşire- student nurse’’, ‘Türkiye-Turkey’, ‘problem çözme becerisi- problem-solving skill’ anahtar kelimeleri kullanıldı. Dahil edilme kriterlerine uygun olan altı çalışma araştırmaya dahil edildi. CMA istatistik programını kullanarak veri analizi sağlandı. Meta analize dahil edilen çalışmaların heterojenliğini ve yayın yanlılığını test etmek için Q ve I2 değerleri, Orwin’s Fail-Safe N ve Tau katsayısı hesaplandı. Etki büyüklüğünün incelenmesinde rastgele etkiler modeli kullanıldı. Araştırmaya dahil edilen altı çalışmanın toplam örneklem büyüklüğü 2079 hemşirelik öğrencisi olup, 436’sı erkek ve 1643’ü kadındı. Heterojenlik ve yayın yanlılığı testi çalışmaların heterojen olduğunu ve yayın yanlılığının olmadığını gösterdi. Cinsiyetin problem çözme üzerine ortalama etki büyüklüğü 0.079 olarak hesaplandı. Sonuç olarak öğrenci hemşirelerin problem çözme düzeyine cinsiyetin etkisinin kadınlar lehine önemsiz düzeyde olduğu belirlendi. Gelecek çalışmalar için öğrenci hemşirelerin problem çözme düzeyini etkileyen farklı faktörlere ilişkin meta analiz çalışmalarının yapılması yararlı olacaktır.

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".

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