e-Uluslararası Eğitim Araştırmaları Dergisi

Öz

Activity-based learning approach (A-BLA) which is one of the strategies of constructivist learning approach enables students to come to conclusions based on the activities and observations they make. In this approach, students appeal to their liking, in other words, they are encouraged to do activities of their own choice. In this way, students' reasoning and problem solving skills can be developed by using the related approach. In addition, A-BLA having the nature of learning by doing encourages students to establish relationships between the concepts develop their own learning strategies and learn permanently. Thus, in this study, it is aimed to determine the effect of A-BLA on academic achievement in terms of meta-analytic and thematic reviews.
Method: The meta-analytic method was used to determine the effect sizes obtained from the studies reviewed. Collected from national and international area [ProQuest Dissertations and Theses (PQDT), Council of Higher Education National Thesis Center, Google Scholar, Ebscohost-Eric] 5 studies made between 2006 and 2014 were chosen for the meta-analytical research. With this respect, analysis of quantitative data was made through CMA (Comprehensive Meta-Analysis) and MetaWin statistical program. After the data analysis was done through treatment effectiveness, effect size was calculated in accordance with Cohen's (1992) level of classification. For analysis of the effect coefficient analysis calculated for each study, fixed effects model and random effects model interpretations were made by taking these into consideration. Reliability of the quantitative data of the analyzed studies was calculated according to the inter-rater reliability analysis and the reliability was found to be at 100%. In terms of qualitative aspect of the research, it is aimed to examine the thematic aspects of data's content analysis acquired through document analysis with QSR NVivo 8.0 program. While analyzing the qualitative data, adjustment values (Cohen Cappa) which were used for finding the data compatibility between the coders in order to ensure reliability of qualitative data were calculated. These values were seen to be between .676 and 1.00 and can be expounded as “good/excellent level of compliance”.
Results: As a result of quantitative findings, the effect size of A-BLA on academic achievement in respect of random effect size was calculated as ES=2.2616. This effect size can be said to be at a wide level, positive and meaningful according to the classification of Cohen (1992). This result indicates that the related approach had a great effect on academic achievement. Moreover, qualitative findings of the research pointed out that A-BLA had effectiveness on students' academic achievement in terms of activities and evaluation in the learning process. Therefore, it is seen that the teaching with the related approach affected the role of students in the learning process, their performance in the evaluation process, and their interest and attitude positively. Thus it can be suggested that applications related to A-BLA should be extended at all educational levels.