TEKNOLOJİ KULLANIMI TÜRKİYE'DE ÖĞRENCİLERİN AKADEMİK BAŞARILARINI ETKİLİYOR MU? BİR META-ANALİZ ÇALIŞMASI

Yıl 2020, Cilt: 10 Sayı: 1, 138 - 176, 31.01.2020

İdris Göksu , Yusuf İslam Bolat

https://doi.org/10.17943/etku.614505

Cited By: 6

Öz

Bu meta-analizde teknolojinin akademik başarıya etkisini
tespit etmek amaçlanmıştır. Web of Science, ScienceDirect, Scopus, EBSCO ve TR
Dizin veri tabanlarında yapılan tarama neticesinde 2005 ile 2019 Temmuz ayı
aralığında yayınlanan toplam 2908 sonuç elde edilmiştir. Araştırmanın amacı
doğrultusunda Türkiye adresli kontrol gruplu toplam 122 deneysel araştırma, bu
çalışma kapsamına dahil edilmiştir. Toplamda 10011 örneklem sayısını kapsayan
144 etki büyüklüğü (EB) hesaplanmıştır. Etki büyüklükleri hesaplanırken (1)
Ortalama, standart sapma, örneklem büyüklüğü ve (2) örneklem büyüklüğü, p
değeri olmak üzere iki farklı kombinasyon kullanılmıştır. Bu çalışmada veriler
heterojen dağıldığından EB hesaplanırken “random effects model” kullanılmıştır.
Araştırma soruları doğrultusunda kodlanan moderatorler için “mixed effects
model” tercih edilmiştir. “Random effects model” kullanılarak yapılan
meta-analiz sonucunda teknolojinin akademik başarıya genel etkisinin geniş
düzeyde (EB=0.88) olduğu bulunmuştur. Ayrıca “mixed effects model” kullanılarak
yapılan analiz sonucunda teknoloji tabanlı öğrenme ortamı, örneklem büyüklüğü
ve eğitim düzeyine göre teknolojinin akademik başarıya etkisi anlamlı düzeyde
farklılık göstermiştir. Teknoloji tabanlı öğrenme ortamlarının öğrenme
kuramlarına dayandırılması ve alan/derse göre teknolojinin akademik başarıya
etkisinde anlamlı bir farklılık bulunmamıştır. Bu çalışmada nispeten daha
kapsamlı ve yeni bir meta-analiz yapılarak teknolojinin akademik başarıya genel
etkisinin tespit edilmiş olması önemli görülmektedir.

Anahtar Kelimeler

Eğitim teknolojileri; teknoloji; bilgisayar destekli öğretim; akademik başarı; meta-analiz

DOES USING TECHNOLOGY AFFECT STUDENTS’ ACADEMIC ACHIEVEMENT IN TURKEY? A META-ANALYSIS

Öz

In this
meta-analysis, it is aimed to determine the effect of technology on academic
achievement. Web of Science, ScienceDirect, Scopus, EBSCO and TR Index
databases were searched and a total of 2908 results were published between July
2005 and July 2019. For the purpose of the study, 122 experimental studies with
control groups implemented in Turkey were included in this study. 144 effect
sizes (ES) were calculated, covering a total of 10011 samples. When calculating
the effect sizes, two different combinations (1) mean, standard deviation,
sample size and (2) sample size and p-value were used. In this study, because
the data were heterogeneous, the random-effects model was used to calculate ES.
A mixed-effects model was preferred for the moderators coded in accordance with
the research questions. As a result of meta-analysis using random-effects
model, the overall effect of technology on academic achievement was large (ES =
0.88). In addition, as a result of the analysis using the mixed-effects model,
the effect of technology on academic achievement was significantly different
according to a technology-based learning environment, sample size and education
level. There was no significant difference in the effect of technology on
academic achievement in terms of field/course and technology-based learning
environments based on learning theories. In this study, it is important to
determine the overall effect of technology on academic achievement by making a
relatively comprehensive and new meta-analysis.

Anahtar Kelimeler

Educational technology; technology; computer-based instruction; academic achievement; meta-analysis

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