In this study, the aim is to identify the interpersonal self-efficacy beliefs of German teacher trainers' in Turkey. It is a descriptive survey and the population of the study consists of German ...teacher trainers who have worked in the seven regions of Turkey during the 2012-2013 academic year. The sample comprises 52 German teacher trainers chosen randomly from the related population. The version of "The Teacher Interpersonal Self-efficacy Scale (TISE)" which was developed by Brouwers and Tomic (2002), translated into Turkish and whose reliability and validity were determined by Çapri and Kan (2006), was used to collect data. As a result of the study, it is understood that the level of self-efficacy beliefs, particularly of more experienced male teachers, is high.
This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies ...regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies involving thematic-based meta-analytic reviews are examined under four themes - creative thinking, creative thinking activities, creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative thinking techniques and creative writing applications on academic success are large in terms of levels, while the creative applications in terms of learning retention are again large. This means that creativity has positive and great effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It can be suggested that researchers should carry out more studies on creativity as there are not enough studies on creativity, especially regarding retention.
The purpose of this study is to evaluate the views of German teacher trainers working in Turkey about their level regarding Reigeluth’s organizational strategies and to analyze their views in terms ...of gender, geographic region, seniority, and graduated high school variables. While the population of the study consisted of German teacher trainers working in the seven regions of Turkey in the 2014-2015 academic year, the sample of the study comprised 53 German teacher trainers who were selected voluntarily accepted to participate in the study. Data were collected through “Organizational Strategies of German Teacher Trainers Scale” developed by the researchers. As the Content Validity Index value (0.92) was larger than the Content Validity Criterion value (0.56), the items were expressed to be meaningful. The findings revealed the participants to have a high level of organizational strategies. The results regarding the variables were as follows: a) Gender difference was mostly observed favoring the male teachers, b) geographic region difference frequently appeared favoring the Marmara and Black Sea Regions, c) seniority difference was seen favoring the 16-20 year range, d) graduated high school difference was mostly observed as a statistically insignificant variable. In-service training programs encompassing all the regions of Turkey were suggested to be designed regularly and systematically for professional development of foreign language teachers.
In this study, through a meta-analysis of 20 studies, it is aimed to compare the effectiveness of various forms of learning methods including creativity based learning, problem based learning, and ...differentiated instruction on creativity in terms of the academic achievement of students and to find out other study characteristics, related to the effectiveness of creativity. Studies including the pretest-posttest control group model and collected from national and international arena between the years 2000 to 2015 were chosen. In this context, 20 studies that met inclusion criteria were analyzed under three themes: creativity based learning, problem based learning, and differentiated instruction by using Comprehensive Meta- Analysis and the MetaWin statistical program. In addition, other studies having effectiveness on creativity were categorized as "method" and "approach" and their effect sizes were calculated separately. The effect size values of academic achievement scores in each theme were found to be respectively 0.850, 1.560, and 0.729 which were significant and at a large level in the first two themes; at a medium level in the third theme according to the classification of Thalheimer and Cook. The results indicated that different applications had positive effects on academic achievement.
The aim of this study is to compare the 5E learning model with traditional learning methods in terms of their effect on students' academic achievement, retention and attitude scores. In this context, ...the meta-analytic method known as the "analysis of analyses" was used and a review undertaken of the studies and theses (N = 14) executed in Turkey over the period 2008-2014 on the 5E model. The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores. The treatment effect method was used in the data analysis and the Comprehensive Meta-Analysis (CMA) statistical program, the MetaWin and Microsoft Excel 2010 Office programs were employed for the effect size calculation. The effect size values resulting from the analysis were interpreted according to Cohen classification (1992). When academic achievement, retention and attitude scores in the studies implementing the 5E instructional model were calculated according to the random effects model, effect size values were found to be ESsubscript academic achievement = 1,132, ESsubscript retention: 1,417 and ESsubscript attitude = 0,552, respectively. In regard to academic achievement and retention, it can be inferred that these effect sizes of the 5E learning cycle were large and medium with respect to attitude, while both were positive and significant. It can therefore be said that the 5E model has a positive effect on academic achievement, retention and attitude scores.
In this study, the efficiency of Problem-Based Learning (PBL) was compared with traditional methods. The effect size (ES) of PBL on academic achievement was calculated by using a meta-analytic method ...defined as drawing a general conclusion by analysing the data from a range of independent studies of similar subjects. Thus, 26 experimental studies were selected, which comply with the inclusion criteria determined with the help of research carried out between 2006 and 2013. The effect size of PBL on academic achievement was calculated as 1.302. According to Thalheimer and Cook’s (2002) detailed level calculation,this value has a very large effect. The results of meta-analysis demonstrate that compared to traditional instruction methods, PBL has a positive effect on academic achievement.Key Words:Problem-based learning, academic achievement, traditional method, meta-analysis, effect size.
In this study, the efficiency of Problem-Based Learning (PBL) was compared with traditional methods. The effect size (ES) of PBL on academic achievement was calculated by using a meta-analytic method defined as drawing a general conclusion by analysing the data from a range of independent studies of similar subjects. Thus, 26 experimental studies were selected, which comply with the inclusion criteria determined with the help of research carried out between 2006 and 2013. The effect size of PBL on academic achievement was calculated as 1.302. According to Thalheimer and Cook’s (2002) detailed level calculation,this value has a very large effect. The results of meta-analysis demonstrate that compared to traditional instruction methods, PBL has a positive effect on academic achievement.
This study attempts to answer the question "Does a Constructivist Learning Approach have any effect on learners' academic achievement, retention and attitude scores?" As a result of a systematic ...investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found. Pre-test-post-test and group comparison processes were applied to 28 of these experimental studies and these studies were more importantly included in the meta-analysis research. In statistical analyses, the classifications by Thalheimer and Cook (2002) were taken into consideration. The effect size of Constructivist Learning on academic achievement(subscript ES:1.0753), retention(subscript ES:0.9249) and attitude(subscript ES:0.4394) were calculated considering the effect size. This result indicates that the effect sizes on academic achievement and retention are at a large level while on attitude is at a medium. It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners' academic success, retention and attitude scores. In relation to the results, some recommendations were made for practitioners and further research.
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