Identifying the Concept Cartoons' Effect on Academic Achievement in Science Course: A Meta-Analysis Study
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Tarih
2020
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
In order to determine the effect of concept cartoons on students' academic achievements in science course, this study attempts to make a meta-analysis of experimental and quasi-experimental studies -which are conducted in Turkey between years of 2007 and 2019- and find out whether this effect differs depending on various moderators. Meta-analysis is used as research method for combining the results of independent experimental studies. After applying inclusion criteria, 23 individual studies at total -which are conducted in science course with experimental design- are found appropriate for meta-analysis. As there is found heterogeneity between studies, random effects model has been used for calculating effect size. Moderator variables include duration of concept cartoons, research type, geographical region and class level. It comes out that concept cartoons-based instruction processes have a significant effect on the students' academic success, the average effect size is 0.867 and it is positive. Also, there is observed a significant difference depending on the duration of using concept cartoons (more than 8 weeks) and class level (at 7th and 8th graders).
Açıklama
Anahtar Kelimeler
concept cartoons, meta-analysis, academic achievement in science
Kaynak
Pamukkale Universitesi Egitim Fakultesi Dergisi-Pamukkale University Journal of Education
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
Sayı
49
