Yükseköğretimde ters yüz öğrenme modelinin etkililiği: Bir meta analiz çalışması

Year 2024, Volume: 9 Issue: 1, 20 - 32, 28.06.2024

Mehmet Aslan

Abstract

Bu çalışmada ters yüz öğrenme (TYÖ) modelinin yükseköğretimde akademik başarı üzerindeki etkisini araştırmak amaçlanmıştır. Bu amaç çerçevesinde bu alanda yapılmış benzer çalışmaların sonuçlarını sentezlemek için meta analiz yönteminden yararlanılmıştır. Araştırmanın amaçları çerçevesinde, araştırma öncesinde belirlenen dahil edilme ve hariç tutulma kriterleri kapsamında alan taraması yapılmıştır. Yapılan tarama sonucunda 34 araştırma bu meta analiz çalışmasına dahil edilmiştir. Bu çalışmalardan elde edilen sayısal veriler, Comprehensive Meta-Analysis Software CMA paket programına girilmiştir. Çalışmaya dahil edilen araştırmaların yayın yanlılığı olup olmadığı; Huni grafiği, Begg ve Mazumdar sıra korelasyonları ve Classic Fail-safe N testine başvurulmuştur. Yapılan testler sonucunda yayın yanlılığı olmadığı kanaatine varılmıştır. Meta analize dahil edilen araştırmalardan hesaplanan bireysel etki büyüklüklerinden ve varyanslardan hareketle genel etki büyüklüğü hesaplanmıştır. Yapılan analizler sonucunda TYÖ modelinin yükseköğretim düzeyinde akademik başarı üzerinde son derece etkili (E++=1,003) bir model olduğu sonucuna ulaşılmıştır. Daha sonra alt grup analizleri için Anolog ANOVA testi yapılmıştır. Bu test sonucunda, yayın türü değişkeni ve ders türü değişkeninin, yükseköğretim düzeyinde akademik başarı üzerinde moderatör rol oynadığı sonucu elde edilmiştir.

Keywords

Tersyüz öğrenme, Meta analiz, Akademik başarı

The effectiveness of the flipped learning model in higher education: A meta-analysis study

Abstract

This study aimed to examine the effect of the flipped learning (FL) model on academic success in higher education. For this purpose, the meta-analysis method is used to synthesize the results of similar studies conducted in this field. In the framework of the purposes of the research, the field survey was conducted within the scope of the inclusion and exclusion criteria determined before the research. As a result of the screening, 34 studies were included in this meta-analysis study. Numerical data obtained from these studies are entered into the Comprehensive Meta-Analysis Software CMA package program. Whether the studies included in the study have publication bias; Funnel plot, Begg and Mazumdar rank correlations and Classic Fail-Safe N test are used. As a result of the tests, it is concluded that there is no publication bias. The overall effect size is calculated based on the individual effect sizes and variances calculated from the studies included in the meta-analysis. As a consequence of the analysis, it is concluded that the FL model is a highly effective model (E++=1.003) on academic success at the higher education level. On that occasion, Analogue ANOVA test was performed for subgroup analyses. Consequently, it is concluded that the publication type variable and the course type variable play a moderating role on academic success at the higher education level.

Keywords

Flipped classroom, Meta-analysis, Academic success

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