Analysing the Effect of Coding-Based Applications on Retention Scores through the Mixed-Meta Method

Year 2022, Volume: 5 Issue: 2, 90 - 100, 31.12.2022

Fatih Kurt , Veli Batdı

https://doi.org/10.52134/ueader.1164479

Abstract

In this study, it is aimed to examine the studies on coding-based applications through the mixed-meta analysis method. The effect of coding-based practices on retention scores was examined using the meta-analysis method at first step. Following the first step, a meta-thematic analyzes of the qualitative studies were carried out on behalf of the effectiveness of coding-based applications and results regarding the relationship and effectiveness of coding-based practices with retention were reached. 10 studies on the effectiveness and retention of coding-based practices were attained through the scanning databases regarding document review. According to the results from meta-analysis, effect size (g=1.48 – huge) of coding-based applications had a significant difference in favor related practices. In addition, it has been determined that coding-based applications are effective teaching methods when studies based on participants’ opinions in line with the themes and codes were examined within the framework of meta-thematic analysis. The results of the research revealed that meta-analysis and meta-thematic analysis findings are compatible with each other and that coding-based practices contribute to easy, effective and enjoyable learning, positively influence students’ cognitive development processes, improve their skills, and affect them to come up with new products. Additionally, it has been concluded that the proper usage of the related applications can increase retention. It has been observed that coding-based applications contribute to analytical and multi-dimensional thinking, possess problem-solving property, are easy to reinforce, and provide retention.

Keywords

coding applications, meta-analysis, meta-thematic analysis, retention

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