Sınıf İçi Öğretimde Materyal Kullanımının Etkililik Düzeyi: Bir Meta-analiz Çalışması

Abstract

AbstractIn this study, the aim was to combine the results obtained in independent studies aiming to determine the effec- tiveness of material use. The main question of the study is: Does material use in classroom instruction improve students' academic achievements? To answer this question, the meta-analysis method was employed. Meta- analysis is the method employed in order to statistically analyze the quantitative data collected in independent and multiple studies carried out on similar topics, and to reach a general judgment regarding the results of these studies. Certain criteria were used in order to decide which researches would be included in the meta- analysis. Based on these criteria, it was decided to include 57 experimental studies in the meta-analysis. As a result of this analysis; it was determined that the material use in classroom instruction has a positive effect in terms of academic achievement, and that this effectiveness level does not differ with respect to stages of educa- tion, course types and material types.Key WordsInstructional Material, Type of Material, Meta-analysis, Academic Achievement, Effect Sizes.Education programmes that have been applied since 2004-2005 school year in Turkey are focused on stu- dent-centred and active instruction instead of teach- er-centred instruction (Arslan & Ozpinar, 2009; Peker & Halat, 2008). However, most teachers state that class- room applications of the new programmes are in trou- ble because of lack of structure and materials (Akca, 2007; Akkaya, 2008; Duru & Korkmaz, 2010; Kalender, 2006; Me§in, 2008; Peker & Halat, 2008; Saglik, 2007; Cahin, 2010). Effective use of materials is considered an important aspect of new educational programmes.Research on educational materials listed sever- al benefits for students, such as making learning easier, supporting active and individual learning, providing real life experiences, improving critical thinking, problem solving and creative thinking skills (Akcay, Tuysuz, Feyzioglu, & Oguz, 2008; Ap- person, Laws, & Scepansky, 2006; Demirel, Seferog- lu, & Yagci, 2001; I§man, 2005; Knapp & Glenn, 1996; Ko§ar et al., 2003; Lowry, 1999; Riza, 2000).This study aimed to compile the results of indepen- dent research on effectiveness of using educational materials. With the increasing number of research and body of knowledge, it might be difficult to reach targeted information. Thus, a detailed re- search approach is needed to bring related knowl- edge together, analyse it and lead way to future studies. Meta-analysis method aims to join results of individual studies conducted in different times and places. Since this method provides an increased sample size, researchers are able to use the statisti- cal results of different studies to reach more precise information (Yildiz, 2002).In this meta-analysis study, the basic question is whether the use of educational materials affect students' achievement or not? The effectiveness of educational materials based on the type of material that is used, educational level and subject matter were also examined.MethodMeta-analysis is a research method that combines and analyses statistical information from different studies on a specific topic and tries to identify pat- terns among study results (Glass, 1976; Johnson, Johnson, & Stanne, 2000; Lipsey & Wilson 2001; Saglam & Yuksel, 2007).In general, meta-analysis method has three stages:1) Selection of related studies.2) Coding the data and calculating effect sizes.3) Statistical analysis of effect sizes and interpreta- tion of results (Hoffler & Leutner, 2007).Data CollectionThe criteria for selecting the studies to be included in the meta-analysis are listed below (Camnalbur & Erdogan, 2008; Okursoy, 2009; Ozcan & Bakioglu, 2010; Springer, Stanne, & Donovan, 1999; Cahin, 2005; Topcu, 2009):1. …