THE EFFECT OF PROJECT-BASED LEARNING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT: A MIXED META-METHOD

Year 2024, Issue: 52, 176 - 187, 30.03.2024

Veli Batdı , Yavuz Topkaya , Shafiyu Jibril

https://doi.org/10.33418/education.1421193

Abstract

The main purpose of this study is to investigate the effect of a project-based learning approach on students’ academic performance through a mixed meta-method. For this reason, a dual methodological approach meta-analytical of quantitative data and meta-thematic of qualitative data were used in determining the effect size in quantitative dimension, while, in the qualitative dimension the positive and negative aspects together with the recommendation was determined. To this end, meta-analysis was conducted using data from 26 studies and meta-thematic from 8 studies. In order to determine the effect size, CMA and MetaWin were used and the effect size was calculated at a large level with the value of g =.83 [-.02; 1.68], and a significant difference of p˂.05. In the meta-thematic analysis, the effect of project-based learning was found to have a positive effect as well as a little negative impact on students’ academic performance. Recommendations were also provided through the participants’ views. In both the meta-analysis and meta-thematic analysis, the findings showed that the project-based learning approach owns a great effect on the students’ academic performance.

Keywords

Project-Based Learning, Academic Achievement, Mixed Meta-Method, Students

PROJE TABANLI ÖĞRENME YAKLAŞIMININ ÖĞRENCİLERİN AKADEMİK BAŞARILARINA ETKİSİ: BİR KARMA META-YÖNTEMİ

Abstract

Bu çalışmanın temel amacı, proje tabanlı öğrenme yaklaşımının öğrencilerin akademik performansı üzerindeki etkisini karma meta-yöntem ile araştırmaktır. Bu amaçla, nicel boyutta etki büyüklüğünün belirlenmesinde meta-analitik ve nitel boyutta verilerin meta-tematik analizi olmak üzere ikili bir metodolojik yaklaşım kullanılmıştır. Nitel boyutta proje tabanlı öğretimin olumlu ve olumsuz yönler ile öneriler belirlenmiştir. Bu amaçla, 26 çalışmanın verileri meta-analiz ve 8 çalışmanın verileri ise meta-tematik analiz için kullanılmıştır. Etki büyüklüğünü belirlemek için CMA ve MetaWin programlarından yararlanılmış ve etki büyüklüğü g =.83 [-.02; 1.68] olarak anlamlı düzeyde (p˂.05) bulunmuştur. Meta-tematik analiz boyutunda, proje tabanlı öğrenmenin etkisinin öğrencilerin akademik performansı üzerinde olumlu etkisinin yanı sıra bazı olumsuz etkilerinin de olduğu tespit edilmiştir. Katılımcıların görüşleri aracılığıyla önerilere de yer verilmiştir. Hem meta-analizde hem de meta-tematik analizde elde edilen bulgular proje tabanlı öğrenmenin akademik performans üzerinde büyük bir etkiye sahip olduğunu göstermiştir.

Keywords

Proje Tabanlı Öğrenme, Akademik Başarı, Karma Meta-Yöntem, Öğrenciler

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