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The Effect of Digital Story Applications on Academic Achievement in Science Education: A Meta-Analysis Study / Fen Eğitimi Alanında Dijital Öykü Uygulamalarının Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması

Year 2022, Volume: 13 Issue: 6, 86 - 102, 30.12.2022
https://doi.org/10.19160/e-ijer.1189309

Abstract

The aim of this research is to determine the effect of digital story applications in the field of science education on academic success. For this purpose, a meta-analysis was carried out with studies examining the effect of digital story use on student achievement in the field of science education. Additionally, it is examined that whether there is a difference on moderator variables –education level, publication type, study field, the person preparing the digital story- in terms of effect values in this study or not. Thirteen studies were included in the meta-analysis and the effect sizes of the studies were calculated. The sampling numbers of the studies in this meta-analysis are 462 participants for the experiment group and 451 participants for the control groups; there are totally 913 participants in these selected studies. The studies in meta-analysis are heterogeneous. In order to determine the publication bias, funnel scatter plot, Orwin’s Reliable N analysis, Duval and Tweedie trim and fill method and Egger regression test are examined, and it is determined that there is no publication bias for these studies. The effect value rates are calculated via random effects model and for this calculation, Cohen d coefficient is used. As a result of the meta-analysis, it is seen that the use of digital stories in science education has a high level effect on academic achievement. When effect values and forest plot are evaluated together, it is determined that the academic achievement of the participants in experiment groups is higher than the participants in control groups who having used traditional methods for education. According to the results of moderator analysis, there is no any meaningful effect of some variables such as teaching level, publication type and the person who prepare digital stories on the academic achievement of using digital stories in science education. As a result of the analyses, it is seen that using digital stories for physic, chemistry and biology themes can change the effect size of the academic achievement in science education. As for effect size, it is realized that the highest effect is seen in physic course/theme concepts. As a result, it was determined in the research that digital story applications in science education positively affect academic achievement. In this context, it can be recommended to disseminate digital story applications in teaching processes in order to increase success in science education.

References

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Fen Eğitimi Alanında Dijital Öykü Uygulamalarının Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması / The Effect of Digital Story Applications on Academic Achievement in Science Education: A Meta-Analysis Study

Year 2022, Volume: 13 Issue: 6, 86 - 102, 30.12.2022
https://doi.org/10.19160/e-ijer.1189309

Abstract

Bu araştırmanın amacı fen eğitimi alanında yapılan dijital öykü uygulamalarının akademik başarıya etkisinin belirlemektir. Bu amaca istinaden araştırmada fen eğitimi alanında dijital öykü kullanımının öğrenci başarısı üzerindeki etkisini inceleyen çalışmalar ile bir meta analiz gerçekleştirilmiştir. Aynı zamanda araştırma kapsamında etki değerlerinin öğrenim düzeyi, yayın türü, öğrenme alanı, dijital öyküyü hazırlayan kişi olarak belirlenen moderatör değişkenlere göre bir farklılık gösterip göstermeme durumu da incelenmiştir. 13 çalışma meta analize dâhil edilmiş ve çalışmaların etki büyüklükleri hesaplanmıştır. Meta analizde yer alan çalışmaların örneklem büyüklüğü deney grubunda 462, kontrol grubunda ise 451 olmak üzere toplam 913 kişiden oluşmaktadır. Meta analize dâhil edilen çalışmalar heterojen yapıdadır. Yayın yanlılığının belirlenmesinde huni saçılım grafiği, Orwin’in Güvenli N analizi, Duval ve Tweedie’nin kırp ve doldur yöntemi ve Egger’in regresyon testi incelenmiş ve yayın yanlılığı olmadığı belirlenmiştir. Etki değerleri model seçimi sonucuna göre rastgele etkiler modeline göre hesaplanmış olup bu hesaplarda Cohen’in d katsayısı kullanılmıştır. Meta analiz sonuçlarına göre fen eğitimi alanında dijital öykü kullanımının akademik başarı üzerinde yüksek düzeyde bir etkiye sahip olduğu belirlenmiştir. Etki değerleri ve orman grafiği bir arada değerlendirildiğinde, dijital öykü uygulamalarının gerçekleştirildiği deney grubu katılımcılarının akademik başarılarının geleneksel uygulamalar kullanılan kontrol grubu katılımcılarından yüksek olduğu belirlenmiştir. Yapılan moderatör analizi sonuçlarına göre öğrenim düzeyi, yayın türü ve dijital öyküyü hazırlayan kişi değişkenlerinin dijital öykü uygulamaları gerçekleştirilen fen eğitiminde akademik başarı üzerinde anlamlı bir etkisi olmadığı belirlenmiştir. Analizler sonucu fen eğitimi alanında dijital öykü kullanımının fizik, kimya ve biyoloji konularına yönelik yapılmasının akademik başarı üzerinde etkisi açısından hesaplanan etki büyüklüğünü değiştirdiği sonucuna ulaşılmıştır. Etki büyüklükleri incelendiğinde en yüksek etkinin fizik ders/konu kapsamında olduğu belirlenmiştir. Sonuç olarak araştırmada fen eğitiminde dijital öykü uygulamalarının akademik başarıyı olumlu yönde etkilediği belirlenmiştir. Bu kapsamsa fen eğitimindeki başarıyı artırmak için öğretim süreçlerinde dijital öykü uygulamalarının yaygınlaştırılması önerilebilir.

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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Issue Articles
Authors

Güler Göçen Kabaran 0000-0002-2631-8768

Publication Date December 30, 2022
Published in Issue Year 2022Volume: 13 Issue: 6

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APA Göçen Kabaran, G. (2022). Fen Eğitimi Alanında Dijital Öykü Uygulamalarının Akademik Başarıya Etkisi: Bir Meta-Analiz Çalışması / The Effect of Digital Story Applications on Academic Achievement in Science Education: A Meta-Analysis Study. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(6), 86-102. https://doi.org/10.19160/e-ijer.1189309

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