A Meta-Analytic Comparison of Mastery Model and Traditional Methods1

BATDI, Veli

A Meta-Analytic Comparison of Mastery Model and Traditional Methods1

Veli BATDI (Kilis 7 Aralık Üniversitesi, Muallim Rıfat Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Kilis, Türkiye)

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

4 0

Yıl: 2016 Cilt: 0 Sayı: 40 Sayfa Aralığı: 125 - 135 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

A Meta-Analytic Comparison of Mastery Model and Traditional Methods1

Öz:

Bu araştırmanın amacı, tam öğrenme modeli ile geleneksel öğrenme yönteminin öğrencilerin başarıları, kalıcılık, erişi ve tutuma etkisinin meta-analiz yöntemiyle incelenmesidir. Meta-analitik incelemede 2003-2014 yılları arasında tam öğrenme modeli ile ilgili ulusal ve uluslararası hesaplamayı sağlayacak deney ve kontrol grubuna ait örneklem büyüklüğü (n), aritmetik ortalama (X) ve standart sapma (ss) değerlerini veya bu değerlerin hesaplanabileceği verileri içeren; tam öğrenme modelini uygulamış, ön-test, son-test kontrol grup modeli kullanmış; bu modelin akademik başarı, kalıcılık, erişi ve tutuma olan etkisini inceleyen 10 adet çalışma araştırma için seçilmiştir. Yapılan tüm istatistiksel işlemler Comprehensive Meta Analysis (CMA) İstatistik Programı ve MetaWin programları ile gerçekleştirilmiştir. Ayrıca meta-analizde arttırmak araştırmanın güvenirliği açısından önemli olduğu için taraması yapılacak çalışmaların ayrı ayrı kodlayıcı güvenirliği hesaplanarak Değerlendiriciler Arası Güvenirlik (DAG) sonucu %100 olarak bulunmuştur. Araştırma sonucunda, tam öğrenme modelinin rastgele etkiler kalıcılık(ES=1.666), erişi(ES=0.951) ve tutum(ES=0.940) üzerinde geniş düzeyde, pozitif ve anlamlı bir etkiye sahip olduğu anlaşılmıştır. Bu durumda tam öğrenme modeline dayalı uygulamaların öğrencilerin akademik başarı, kalıcılık, erişi ve tutum puanları açısından genel olarak etkili olduğu söylenebilir.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Tam Öğrenme Modeliyle Geleneksel Öğrenme Yönteminin Meta-Analitik Karşılaştırılması

Öz:

The aim of this study is to examine the effect of the mastery learning and traditional learning on students' academic success, retention, achievement and attitudes using meta-analysis methods. As a result of the meta-analytic examination, 10 national and international studies that were carried out between 2003-2014 including values of sampling size (n) belonging to experimental and control groups in order to calculate the effect size, mean (X) and standard deviation (sd) or data enabling the calculation of these values; that implemented the mastery learning model used a pre/post-test control group model, and finally studied the effect of this model on academic success, retention, achievement and attitudes were selected. All the statistical processes were undertaken using the Comprehensive Meta-Analysis (CMA) and the MetaWin programmes. Moreover, the inter-rater reliability of the studies was calculated separately to increasing the reliability of the results of the research which was determined to be found as 100%. Consequently, it was identified that mastery learning has a positive and significant effect on students' academic success(ES=1.360), retention(ES=1.666), achievement(ES=0.951) and attitudes(ES=0.940) in accordance with random effects models. Thus, it can be said that mastery learning is influential, with respect to students' academic success, retention, achievement and attitudes.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

(The references marked with an asterisk (*) are the ones used in meta-analysis study).
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APA	BATDI V (2016). A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. , 125 - 135.
Chicago	BATDI Veli A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. (2016): 125 - 135.
MLA	BATDI Veli A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. , 2016, ss.125 - 135.
AMA	BATDI V A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. . 2016; 125 - 135.
Vancouver	BATDI V A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. . 2016; 125 - 135.
IEEE	BATDI V "A Meta-Analytic Comparison of Mastery Model and Traditional Methods1." , ss.125 - 135, 2016.
ISNAD	BATDI, Veli. "A Meta-Analytic Comparison of Mastery Model and Traditional Methods1". (2016), 125-135.

APA	BATDI V (2016). A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 0(40), 125 - 135.
Chicago	BATDI Veli A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 0, no.40 (2016): 125 - 135.
MLA	BATDI Veli A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, vol.0, no.40, 2016, ss.125 - 135.
AMA	BATDI V A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi. 2016; 0(40): 125 - 135.
Vancouver	BATDI V A Meta-Analytic Comparison of Mastery Model and Traditional Methods1. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi. 2016; 0(40): 125 - 135.
IEEE	BATDI V "A Meta-Analytic Comparison of Mastery Model and Traditional Methods1." Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 0, ss.125 - 135, 2016.
ISNAD	BATDI, Veli. "A Meta-Analytic Comparison of Mastery Model and Traditional Methods1". Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 40 (2016), 125-135.