The effect of 5e learning cycle model on academic achievement in acid-base unit: a meta-analysis study

Abstract

This study conducted a meta-analysis of studies examining the effect of the 5E learning cycle model on students' academic success in an acid-bases unit. For this purpose, national studies published between 2000-2022 were scanned from various databases (YÖK National Thesis Center, Google Scholar, Dergipark), and a meta-analysis of eight studies was made according to inclusion criteria. A comprehensive Meta-Analysis (CMA) statistical program was used for analysis. Hedges's g coefficient was used while calculating the effect sizes, and the confidence level was accepted as 95%. A funnel plot was drawn to determine the publication bias, and Rosenthal's N analysis was performed. Since the studies were conducted at different cities, samples, and class levels, the effect size was calculated according to the random effect model. According to the results, Hedges's g coefficient was 1.845, and the standard error was 0.393. From this point of view, it was concluded that the effect of the 5E learning cycle model on the academic success of the students in the acid-base unit was excellent, positive, and significant.