Abstract
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 (ES: 1.0753 ) , retention (ES: 0.9249 ) and attitude (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.
Highlights
Until now, several different methods have been used for intellectual activities, such as knowledge reconstruction and problem solving through a learning process (Arı & Bayram, 2011, p. 312)
The effect size of Constructivist Learning on academic achievement(ES:1.0753), retention(ES:0.9249) and attitude(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
The meta-analysis method was used in order to find out the effects of constructivist learning on the success rate
Summary
Several different methods have been used for intellectual activities, such as knowledge reconstruction and problem solving through a learning process (Arı & Bayram, 2011, p. 312). Constructivist learning, as one of the current methods commonly used in the instruction process 275), came about because of Kant’s thoughts that learners are not passive information receivers. Constructivism has become a common learning theory, which is frequently used in the instruction process When recent innovations in the education system were examined, it can be pointed out that there are several promising instructional approaches; they are not sufficient enough to support the teaching-learning processes of daily life. Educational innovation arises as a result of how learners learn and how teachers teach. 4), the value of a constructivist approach, which is based on real life learning experiences, is apparent If we consider the fact that an individual search for understanding eases the complexity of learning, and that individuals construct their learning through reflection upon interactions and experience (Brooks & Brooks, 1993, p. 4), the value of a constructivist approach, which is based on real life learning experiences, is apparent
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