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Öğrenme Stratejileri Öğretiminin Akademik Başarı Üzerine Etkisi: Bir Meta-Analiz Çalışması

Year 2019, Volume: 19 Issue: 79, 87 - 114, 20.01.2019

Abstract

Problem Durumu: Bireyin nasıl daha iyi ve kolay öğreneceğini
bilmesinin, bağımsız öğrenmenin kısacası öğrenmeyi öğrenmenin temelini
oluşturduğu ifade edilen öğrenme stratejileri, farklı araştırmacılar tarafından
tanımlanmıştır. Öğrenme stratejisi öz olarak bilgi ve becerilerin elde
edilmesini kolaylaştırmak için özel bir öğrenme durumunda birey tarafından
kullanılan zihinsel taktiklerin tümü olarak tanımlanmaktadır. Öğrenme
stratejileri ile ilgili çalışmaların büyük çoğunluğu betimsel ve ilişkisel olmakla
birlikte deneysel çalışmalar da mevcuttur. Deneysel çalışmalarda genel olarak
öğrenme stratejileri öğretiminin akademik başarıya, tutuma, üstbilişsel
farkındalığa, kalıcılığa, yürütücü biliş becerisine vs. etkisi incelenmiş ve
çalışmaların çoğunda ilgili değişkenlerde olumlu gelişmeler görüldüğü ortaya
konmuştur. Türkiye’deki alan yazında öğrenme stratejileri öğretiminin
öğrencilerin çeşitli derslerdeki akademik başarılarına etkisini belirlemek
amacıyla yapılmış çok sayıda çalışma olmasına rağmen, bu konuda yapılmış bir
meta-analiz çalışmasına rastlanmamıştır. Farklı boyutları ile ele alınan
öğrenme stratejileri ile ilgili araştırmaların birleştirilmeye, sentezlenmeye
ve değerlendirilmeye ihtiyacı vardır. Bu anlamda Türkiye kapsamında yapılan
çalışmaların sonuçlarının birleştirilerek genel yargının ortaya konması alan
yazına önemli katkılarda bulunacaktır.

Araştırmanın Amacı: Türkiye’deki alan yazında öğrenme stratejileri
öğretiminin öğrencilerin çeşitli derslerdeki akademik başarılarına etkisini belirlemek
amacıyla yapılmış çok sayıda çalışma olmasına rağmen, (bilişsel) öğrenme
stratejilerinin etkisini deneysel olarak inceleyen araştırmaları ele alan
kapsamlı bir meta analiz çalışmasına ulaşılamamıştır. Bu bağlamda bu araştırma,
Türkiye’de öğrenme stratejileri öğretiminin öğrencilerin akademik başarılarına
etkisini inceleyen 2000-2016 yılları arası deneysel çalışma sonuçlarını
meta-analiz yolu ile bir araya getirmek amacıyla yürütülmüştür.

Araştırmanın
Yöntemi:
Bu araştırmada,
öğrenme stratejileri öğretiminin öğrenci başarısı üzerindeki etkisini inceleyen
deneysel ve yarı-deneysel araştırmaların sonuçlarını bir araya getirmek
amacıyla meta-analiz yöntemi kullanılmıştır. Yapılan taramaya göre ulaşılan
toplam 1436 yayın yukarıdaki kriterlere göre tasnif edildiğinde elde kalan 352
çalışma üzerinde yoğunlaşılmıştır. YÖK Ulusal Tez Merkezi’nde özetlerinden
araştırma ölçütlerine uygun olduğu belirlenen ancak erişime açık olmayan tez
yazarlarına e-posta gönderilmiş ancak cevap alınamamıştır. Buna göre,
belirlenen ölçütler çerçevesinde öğrenme stratejilerinin öğrenci başarısı
üzerindeki etkisini deneysel olarak inceleyen lisansüstü tezler ile bilimsel
makalelerden oluşan toplam 28 çalışma araştırmaya dâhil edilmiştir. Bu 28
çalışma haricinde yeterli veri sunan ve gerekli şartları sağlayan tam metin
bildiri veya poster sunumu türünde çalışmaya rastlanılmamıştır. 
Araştırmanın geçerliği bağlamında öğrenme stratejileri
öğretiminin öğrenci başarısı üzerindeki etkisi deneysel araştırmalardan elde
edilen standartlaştırılmış verilerle ortaya koyulmaya çalışıldığı açıklanmış ve
yayın yanlılığı incelenmiştir. Ayrıca geçerliği sağlayabilmek adına, etki
büyüklüğü hesaplama ve raporlama süreçleri ayrıntılı olarak açıklanmış,
birincil çalışmalarda kullanılan ölçme araçlarının yeterli psikometrik
özellikleri taşıdıkları belirlenmiş ve çalışma Eğitim Bilimleri alanında
doktoralı üç akademisyen tarafından yürütülmüştür.

Araştırmanın
Bulguları:
Araştırmada,
belirlenen kriterler çerçevesinde meta-analize dâhil edilen araştırmalardaki
verilerin rastgele ve sabit etkiler modellerine göre etki büyüklüğü değerleri
hesaplanmıştır. Alan uzmanı olan iki araştırmacı, çalışmalarda kullanılan
öğrenme stratejilerindeki farklılığın örneklem hatasının ötesinde eğitim
kademesi, disiplin, strateji öğretim tarzı ve strateji türü bağlamında
farklılaştığını varsaydıkları için rastgele etkiler modeline karar vermiş ve
etki büyüklüğü değeri 1.21 olarak belirlenmiştir. Araştırma kapsamında eğitim
kademesi, disiplin, strateji öğretim tarzı ve strateji türüne yönelik alt grup
analizleri de yapılmış ve öğrenme stratejileri öğretiminin yalnızca disiplin
alanına göre istatistiksel olarak anlamlı şekilde farklılaştığı belirlenmiştir.
Belirlenen etkinin geçerliğine ilişkin yayın yanlılığı olmadığı yapılan
analizler ile ortaya konulmuş olup elde edilen etki değerinin geçerli olduğu
sonucuna ulaşılmıştır.

Araştırmanın
Sonuçları ve Önerileri:
Rastgele etkiler
modeline göre hesaplanan 1.21 Cohen d
değerinin eta-kare karşılığı .268’dir. Bu değer; 1641 öğreneni kapsayan 28
çalışmadan elde edilen 31 etki büyüklüğüne göre öğrenme stratejilerinin öğrenen
başarısı üzerinde % 26.8’lik olumlu bir katma değere sahip olduğunu
göstermektedir. Eldeki araştırmada ortak etki değerini belirleme analizlerine
ek olarak, bulgulardaki heterojenliğin nereden kaynaklandığını belirlemek
amacıyla eğitim düzeyi, disiplin, strateji öğretim tarzı ve strateji türüne
göre grup karşılaştırmaları da yapılmıştır. Yapılan analizler neticesinde
eğitim kademesinin (ilkokul, ortaokul, lise, üniversite) öğrenme stratejileri
öğretiminde anlamlı bir değişim meydana getirmediği sonucuna ulaşılmıştır. Bu
sonuç öğrenme stratejileri öğretiminin eğitimin her kademesinde etkili olduğunu
göstermekte; öğrenme stratejilerinin küçük yaşlarda öğretilmesinin daha etkili
olduğu görüşünde olan araştırmacıların görüşlerini sonraki eğitim
yaşantılarında ve öğrenmeyi öğrenmenin küçük yaşlarda kazanılmasında önemli
olduğu noktalarında doğrulamaktadır. Öğrenme stratejileri öğretiminin farklı
disiplinlerde anlamlı bir değişime neden olup olmadığına ilişkin analizler ise
öğrenme stratejileri öğretiminin öğrenci başarısını en fazla müzik eğitimi en
az pozitif bilimlerden olan Fen bilimleri alanında olumlu yönde etkilediğini
göstermiştir. Araştırma kapsamında disiplin alanlarına yönelik birincil
araştırma sayısı Yabancı dilde 9, Fen bilimlerinde 6, Sosyal bilimlerde 10,
Türkçe’de 4 ve Müzik’te 2 olarak görülmektedir. Birincil çalışma sayıları
arasındaki farkın sonuçları etkileyebileceği, bu nedenle müzik dersindeki
başarının en yüksek çıktığı düşünülebilir. Diğer yandan sözel alan olarak
sınıflanabilecek Sosyal bilimler, Yabancı dil, Türkçe alanlarında etki
büyüklüklerinin de birbirine yakın olduğu sonucuna ulaşılmıştır. Yabancı dil,
Sosyal bilimler ve Türkçe alanlarının sözel, Fen bilimleri alanlarının sayısal
olduğu düşünüldüğünde öğrenme stratejilerinin sözel alanlarda daha etkili
olduğu çıkarımında bulunulabilir. Öğrenme stratejisi öğretiminin alan bağımsız,
bütünleştirilmiş veya eklektik olarak gerçekleştirilmesinin öğrenci başarısında
anlamlı bir değişim meydana getirmediği sonucuna ulaşılmıştır. Bir başka
deyişle farklı tarzlarda öğrenme stratejisi kazandırma yaklaşımları benzer
sonuçlar doğurmaktadır. Benzer şekilde çalışmalarda kullanılan öğrenme
stratejisi türünün de benzer sonuçlar doğurduğu tespit edilmiştir. Tüm bunlar
öğrenme stratejileri öğretiminin gerek derslere entegre edilerek, gerek
derslerden bağımsız gerekse her ikisinin bütünleştirildiği şekilde
öğretilebileceğini ve herhangi bir strateji türünün veya karmasının
kullanılmasının tümünün etkili sonuçlar doğurduğunu göstermektedir.













Anahtar Kelimeler: öğrenme stratejileri, akademik başarı, meta-analiz.

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The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study

Year 2019, Volume: 19 Issue: 79, 87 - 114, 20.01.2019

Abstract

Purpose: This study
aimed to perform a meta-analysis of results from the experimental studies that
examined the effect of learning strategies on students’ academic achievement in
Turkey between 2000 and 2016.

Method: This study employed a meta-analysis method to combine the results of
experimental studies on the effect of teaching learning strategies on students’
academic
achievement.
Twenty-eight studies comprising of theses and peer-reviewed articles involving
an experimental analysis of the effect of learning strategies on students’ achievement
were included in this study.





Results: The
random effects model was used in the 
study and the mean effect size
value was found at large effect level (
d
= 1.21). The eta-squared calculated for Cohen’s
d of 1.21 was found to be .268. This value obtained using 31 effect
sizes from the results of 28 experimental studies conducted with 1,641 students
indicated that the learning strategies had 26.8% positive effect on students’
academic achievement.



Implications for Research and Practice: Sub-group analyses were also made in the
sub-categories (education level, discipline, strategy teaching style, and
strategy type) within the scope of the research, and it was determined that the
teaching of learning strategies differed only statistically according to the
discipline area. Several suggestions based on the research results were
presented.

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There are 84 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

İbrahim Yıldırım

Sevilay Cırak-kurt

Sedat Sen

Publication Date January 20, 2019
Published in Issue Year 2019 Volume: 19 Issue: 79

Cite

APA Yıldırım, İ., Cırak-kurt, S., & Sen, S. (2019). The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research, 19(79), 87-114.
AMA Yıldırım İ, Cırak-kurt S, Sen S. The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research. January 2019;19(79):87-114.
Chicago Yıldırım, İbrahim, Sevilay Cırak-kurt, and Sedat Sen. “The Effect of Teaching ‘Learning Strategies’ on Academic Achievement: A Meta-Analysis Study”. Eurasian Journal of Educational Research 19, no. 79 (January 2019): 87-114.
EndNote Yıldırım İ, Cırak-kurt S, Sen S (January 1, 2019) The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research 19 79 87–114.
IEEE İ. Yıldırım, S. Cırak-kurt, and S. Sen, “The Effect of Teaching ‘Learning Strategies’ on Academic Achievement: A Meta-Analysis Study”, Eurasian Journal of Educational Research, vol. 19, no. 79, pp. 87–114, 2019.
ISNAD Yıldırım, İbrahim et al. “The Effect of Teaching ‘Learning Strategies’ on Academic Achievement: A Meta-Analysis Study”. Eurasian Journal of Educational Research 19/79 (January 2019), 87-114.
JAMA Yıldırım İ, Cırak-kurt S, Sen S. The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research. 2019;19:87–114.
MLA Yıldırım, İbrahim et al. “The Effect of Teaching ‘Learning Strategies’ on Academic Achievement: A Meta-Analysis Study”. Eurasian Journal of Educational Research, vol. 19, no. 79, 2019, pp. 87-114.
Vancouver Yıldırım İ, Cırak-kurt S, Sen S. The Effect of Teaching “Learning Strategies” on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research. 2019;19(79):87-114.