A mixed-meta method on the efficacy and impact of constructivist applications on permanent learning

Abstract

ABSTRACT The present study aimed to investigate the research on permanence and efficacy of constructivist applications with the mixed-meta method. Mixed-meta method involves the investigation of research based on two dimensions to collect comprehensive quantitative (meta-analysis) and qualitative (meta-thematic analysis) data with a literature review. Quantitative studies were scanned based on certain criteria in certain databases and analyzed with the CMA 2.0 software. Moderator analyzes that included the course field, instruction level, application duration, and sample size variables in the studies that investigated the impact of constructivist approach on permanence were also conducted. The analyses revealed that the effect size of the studies and the relevant moderators on permanence was high. Qualitative studies were analyzed with the Maxqda 22 software in meta-thematic analysis. The findings revealed that constructivist approach themes included “contribution to personal development”, “technological contribution of the approach to learning”, “problems experienced during the applications” and “solution suggestions”. Thus, the qualitative findings demonstrated that the constructivist approach had a positive effect on permanence. The findings also demonstrated that the constructivist approach generally had a positive effect on various instructional levels, course fields, application durations and samples, and a good impact on permanence.