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ERIC Number: EJ1054973
Record Type: Journal
Publication Date: 2015-Mar
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2324-805X
A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes
Semerci, Çetin; Batdi, Veli
Journal of Education and Training Studies, v3 n2 p171-180 Mar 2015
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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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea; Turkey; United States
Grant or Contract Numbers: N/A