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THE EFFECT OF PROJECT-BASED LEARNING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT: A MIXED META-METHOD

Yıl 2024, Sayı: 52, 176 - 187, 30.03.2024
https://doi.org/10.33418/education.1421193

Öz

The main purpose of this study is to investigate the effect of a project-based learning approach on students’ academic performance through a mixed meta-method. For this reason, a dual methodological approach meta-analytical of quantitative data and meta-thematic of qualitative data were used in determining the effect size in quantitative dimension, while, in the qualitative dimension the positive and negative aspects together with the recommendation was determined. To this end, meta-analysis was conducted using data from 26 studies and meta-thematic from 8 studies. In order to determine the effect size, CMA and MetaWin were used and the effect size was calculated at a large level with the value of g =.83 [-.02; 1.68], and a significant difference of p˂.05. In the meta-thematic analysis, the effect of project-based learning was found to have a positive effect as well as a little negative impact on students’ academic performance. Recommendations were also provided through the participants’ views. In both the meta-analysis and meta-thematic analysis, the findings showed that the project-based learning approach owns a great effect on the students’ academic performance.

Kaynakça

  • Al-Mutawa. (2018). The effectiveness of project-based learning in developing critical thinking skills and academic achievement in mathematics among middle school students, The Educational Journal, 126(2), pp. 169-227.
  • Aslanides, C. D., Kalfa, V., Athanasiadou, S., Gianelos, Z., & Karapatsias, V. (2016, September). Advantages, disadvantages and the viability of project-based learning integration in Engineering studies curriculum: The Greek case. In Proceedings of the 44th SEFI Conference, Tampere, Finland (pp. 12-15)
  • Ayaz, M. F. & Söylemez, M. (2015). The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study. Education & Science, 40(178), 255-283.
  • Baran, M., Maskan, A., & Yasar, S. (2018). Learning Physics through Project-Based Learning Game Techniques. International Journal of Instruction, 11(2), 221-234.
  • Batdı, V. (2021). Yabancılara Dil Öğretiminde Teknolojinin Kullanımı: Bir Karma-Meta Yöntemi. Milli Eğitim Dergisi, 50(1), 1213-1244.
  • Batdi, V., Talan, T., & Semerci, C. (2019). Meta-analytic and meta-thematic analysis of STEM education. International Journal of Education in Mathematics, Science and Technology, 7(4), 382-399.
  • Batdı, V. (2017a). Smart board and academic achievement in terms of the process of integrating technology into instruction: a study on the McA. Croatian Journal of Education, 19(3), 763-801. doi: https://doi.org/10.15516/cje.v19i3.2542.
  • Batdı, V. (2017b). The effect of multiple intelligences on academic achievement: a meta-analytic and thematic study. Educational Sciences: Theory & Practice, 17 (6), 2057-2092.
  • Borenstein, M., & Higgins, J. P. (2013). Meta-analysis and subgroups. Prevention Science, 14(2), 134-143.
  • Borenstein, M., & Rothstein, H. (1999). Comprehensive meta-analysis. Biostat.
  • Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
  • Cheung, A. C. K., & Slavin, R. E. (2011). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. doi:10.1016/j.edurev.2013.01.001
  • Cohen, L., Manion, L., & Morrison, K. (2001). Research methods in education (5th ed.). New York: Routledge, Falmer.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis 2nd edition. In The Hand. of Res. Synthesis and Meta-Analysis, 2nd Ed. (pp. 1-615). Russell Sage Foundation.
  • Cörvers, R., Wiek, A., de Kraker, J., Lang, D. J., & Martens, P. (2016). Problem-based and project-based learning for sustainable development. In Sustainability Science (pp. 349-358). Springer, Dordrecht.
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage Publications Ltd.
  • Dinçer, S. (2018). Content Analysis in Scientific Research: Meta-Analysis, Meta-Synthesis, and Descriptive Content Analysis. Bartın University Journal of Faculty of Education, 7(1), 176-190.
  • Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A middle school computer technologies journal, 5(1), 83.
  • Holubova, R. (2008). Effective teaching methods--project-based learning in physics. Online Submission, 5(12), 27-36.
  • Iriondo, I., Montero, J. A., Sevillano, X., & Socoró, J. C. (2019). Developing a videogame for learning signal processing and project management using project-oriented learning in ICT engineering degrees. Computers in Human Behavior, 99, 381-395.
  • Kavlu, A. (2015). Project – Based Learning Assessment Methods Comparison in Undergraduate EFL Classes. International Journal of Social Sciences & Educational Studies, 1(4), 47-59.
  • Kavlu, A. (2015). Project–based learning assessment methods comparison in undergraduate EFL classes. International Journal of Social Sciences & Educational Studies, 1(4), 47.
  • Korkmaz, H. & Kaptan, F. (2001). Project-based learning approach in science education. Hacettepe University Faculty of Education Journal, 20(20), 91-97.
  • Markham, T., Larmer, J., & Ravitz, J. L. (2003). Project based learning handbook: A guide to standards-focused project based learning for middle and high school teachers. Buck Institute for Education.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. San Franscisco, USA: Jossey-Bass.
  • Meyer, D. K., Turner, J. C., & Spencer, C. A. (1997). Challenge in a mathematics classroom: Students' motivation and strategies in project-based learning. The Elementary School Journal, 97(5), 501-521.
  • Meyer, K. A. (2015). Students' perceptions of life skill development in project-based learning schools. Minnesota State University, Mankato.
  • Özdemir, E. (2006). An investigation on the effects of project-based learning on students’ achievement in and attitude towards geometry. (Master of Science). Middle East Technical University.
  • Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
  • Rosenberg, M., Adams, D., ve Gurevitch, J. (2000). MetaWin statistical software for meta-analysis. Version 2.0, Massachusetts, MA: Sinauer Associates Inc.
  • Stoller, F. (2002). Project Work: A Means to Promote Language and Content. In Jack, C. Richards & Willy, A. Renandya (Eds.) Methodology in Language Teaching: an anthology of Current Practice (pp. 107-120). Cambridge: Cambridge University Press.
  • Strohmeier, S. (2014). Introduction to Procedures and Methods of Meta-Analysis. Seminararbeit Wintersemester, 2015. pp. 1-28.
  • Talan, T., Doğan, Y., & Batdı, V. (2020). Efficiency of digital and non-digital educational games: A comparative meta-analysis and a meta-thematic analysis. Journal of Research on Technology in Education, 52(4), 474-514.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1, 1-9.
  • Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
  • Wurdinger, S. D., & Bezon, J. L. (2009). Teaching practices that promote student learning: Five experiential approaches. Journal of Teaching and Learning, 6(1), 1-13.
  • Yıldırım, A. & Simsek, H. (2016). Sosyal bilimlerde nitel arastırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Publishing.
  • Yurttepe, S. (2007). İlköğretim fen bilgisi dersinde proje tabanlı öğrenmenin öğrenci başarısına etkisi. Unpublished master thesis. Eskişehir: Eskişehir Osmangazi University, Institute of Sciences.

PROJE TABANLI ÖĞRENME YAKLAŞIMININ ÖĞRENCİLERİN AKADEMİK BAŞARILARINA ETKİSİ: BİR KARMA META-YÖNTEMİ

Yıl 2024, Sayı: 52, 176 - 187, 30.03.2024
https://doi.org/10.33418/education.1421193

Öz

Bu çalışmanın temel amacı, proje tabanlı öğrenme yaklaşımının öğrencilerin akademik performansı üzerindeki etkisini karma meta-yöntem ile araştırmaktır. Bu amaçla, nicel boyutta etki büyüklüğünün belirlenmesinde meta-analitik ve nitel boyutta verilerin meta-tematik analizi olmak üzere ikili bir metodolojik yaklaşım kullanılmıştır. Nitel boyutta proje tabanlı öğretimin olumlu ve olumsuz yönler ile öneriler belirlenmiştir. Bu amaçla, 26 çalışmanın verileri meta-analiz ve 8 çalışmanın verileri ise meta-tematik analiz için kullanılmıştır. Etki büyüklüğünü belirlemek için CMA ve MetaWin programlarından yararlanılmış ve etki büyüklüğü g =.83 [-.02; 1.68] olarak anlamlı düzeyde (p˂.05) bulunmuştur. Meta-tematik analiz boyutunda, proje tabanlı öğrenmenin etkisinin öğrencilerin akademik performansı üzerinde olumlu etkisinin yanı sıra bazı olumsuz etkilerinin de olduğu tespit edilmiştir. Katılımcıların görüşleri aracılığıyla önerilere de yer verilmiştir. Hem meta-analizde hem de meta-tematik analizde elde edilen bulgular proje tabanlı öğrenmenin akademik performans üzerinde büyük bir etkiye sahip olduğunu göstermiştir.

Kaynakça

  • Al-Mutawa. (2018). The effectiveness of project-based learning in developing critical thinking skills and academic achievement in mathematics among middle school students, The Educational Journal, 126(2), pp. 169-227.
  • Aslanides, C. D., Kalfa, V., Athanasiadou, S., Gianelos, Z., & Karapatsias, V. (2016, September). Advantages, disadvantages and the viability of project-based learning integration in Engineering studies curriculum: The Greek case. In Proceedings of the 44th SEFI Conference, Tampere, Finland (pp. 12-15)
  • Ayaz, M. F. & Söylemez, M. (2015). The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study. Education & Science, 40(178), 255-283.
  • Baran, M., Maskan, A., & Yasar, S. (2018). Learning Physics through Project-Based Learning Game Techniques. International Journal of Instruction, 11(2), 221-234.
  • Batdı, V. (2021). Yabancılara Dil Öğretiminde Teknolojinin Kullanımı: Bir Karma-Meta Yöntemi. Milli Eğitim Dergisi, 50(1), 1213-1244.
  • Batdi, V., Talan, T., & Semerci, C. (2019). Meta-analytic and meta-thematic analysis of STEM education. International Journal of Education in Mathematics, Science and Technology, 7(4), 382-399.
  • Batdı, V. (2017a). Smart board and academic achievement in terms of the process of integrating technology into instruction: a study on the McA. Croatian Journal of Education, 19(3), 763-801. doi: https://doi.org/10.15516/cje.v19i3.2542.
  • Batdı, V. (2017b). The effect of multiple intelligences on academic achievement: a meta-analytic and thematic study. Educational Sciences: Theory & Practice, 17 (6), 2057-2092.
  • Borenstein, M., & Higgins, J. P. (2013). Meta-analysis and subgroups. Prevention Science, 14(2), 134-143.
  • Borenstein, M., & Rothstein, H. (1999). Comprehensive meta-analysis. Biostat.
  • Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
  • Cheung, A. C. K., & Slavin, R. E. (2011). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. doi:10.1016/j.edurev.2013.01.001
  • Cohen, L., Manion, L., & Morrison, K. (2001). Research methods in education (5th ed.). New York: Routledge, Falmer.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis 2nd edition. In The Hand. of Res. Synthesis and Meta-Analysis, 2nd Ed. (pp. 1-615). Russell Sage Foundation.
  • Cörvers, R., Wiek, A., de Kraker, J., Lang, D. J., & Martens, P. (2016). Problem-based and project-based learning for sustainable development. In Sustainability Science (pp. 349-358). Springer, Dordrecht.
  • Creswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage Publications Ltd.
  • Dinçer, S. (2018). Content Analysis in Scientific Research: Meta-Analysis, Meta-Synthesis, and Descriptive Content Analysis. Bartın University Journal of Faculty of Education, 7(1), 176-190.
  • Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A middle school computer technologies journal, 5(1), 83.
  • Holubova, R. (2008). Effective teaching methods--project-based learning in physics. Online Submission, 5(12), 27-36.
  • Iriondo, I., Montero, J. A., Sevillano, X., & Socoró, J. C. (2019). Developing a videogame for learning signal processing and project management using project-oriented learning in ICT engineering degrees. Computers in Human Behavior, 99, 381-395.
  • Kavlu, A. (2015). Project – Based Learning Assessment Methods Comparison in Undergraduate EFL Classes. International Journal of Social Sciences & Educational Studies, 1(4), 47-59.
  • Kavlu, A. (2015). Project–based learning assessment methods comparison in undergraduate EFL classes. International Journal of Social Sciences & Educational Studies, 1(4), 47.
  • Korkmaz, H. & Kaptan, F. (2001). Project-based learning approach in science education. Hacettepe University Faculty of Education Journal, 20(20), 91-97.
  • Markham, T., Larmer, J., & Ravitz, J. L. (2003). Project based learning handbook: A guide to standards-focused project based learning for middle and high school teachers. Buck Institute for Education.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. San Franscisco, USA: Jossey-Bass.
  • Meyer, D. K., Turner, J. C., & Spencer, C. A. (1997). Challenge in a mathematics classroom: Students' motivation and strategies in project-based learning. The Elementary School Journal, 97(5), 501-521.
  • Meyer, K. A. (2015). Students' perceptions of life skill development in project-based learning schools. Minnesota State University, Mankato.
  • Özdemir, E. (2006). An investigation on the effects of project-based learning on students’ achievement in and attitude towards geometry. (Master of Science). Middle East Technical University.
  • Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
  • Rosenberg, M., Adams, D., ve Gurevitch, J. (2000). MetaWin statistical software for meta-analysis. Version 2.0, Massachusetts, MA: Sinauer Associates Inc.
  • Stoller, F. (2002). Project Work: A Means to Promote Language and Content. In Jack, C. Richards & Willy, A. Renandya (Eds.) Methodology in Language Teaching: an anthology of Current Practice (pp. 107-120). Cambridge: Cambridge University Press.
  • Strohmeier, S. (2014). Introduction to Procedures and Methods of Meta-Analysis. Seminararbeit Wintersemester, 2015. pp. 1-28.
  • Talan, T., Doğan, Y., & Batdı, V. (2020). Efficiency of digital and non-digital educational games: A comparative meta-analysis and a meta-thematic analysis. Journal of Research on Technology in Education, 52(4), 474-514.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1, 1-9.
  • Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
  • Wurdinger, S. D., & Bezon, J. L. (2009). Teaching practices that promote student learning: Five experiential approaches. Journal of Teaching and Learning, 6(1), 1-13.
  • Yıldırım, A. & Simsek, H. (2016). Sosyal bilimlerde nitel arastırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Publishing.
  • Yurttepe, S. (2007). İlköğretim fen bilgisi dersinde proje tabanlı öğrenmenin öğrenci başarısına etkisi. Unpublished master thesis. Eskişehir: Eskişehir Osmangazi University, Institute of Sciences.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Veli Batdı

Yavuz Topkaya

Shafiyu Jibril

Yayımlanma Tarihi 30 Mart 2024
Gönderilme Tarihi 21 Mayıs 2022
Yayımlandığı Sayı Yıl 2024 Sayı: 52

Kaynak Göster

APA Batdı, V., Topkaya, Y., & Jibril, S. (2024). THE EFFECT OF PROJECT-BASED LEARNING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT: A MIXED META-METHOD. Educational Academic Research(52), 176-187. https://doi.org/10.33418/education.1421193

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