Abstract
This research aims to examine the experimental studies on the impact of simulation technique on students' academic achievement using the meta-analysis method. The previous studies that could be meta-analyzed were examined based on the criteria set out in this study. Finally, 91 studies that were conducted between 2010-2020 years and met the inclusion criteria were subjected to meta-analysis. The sample of the research consisted of 7575 participants. According to the results of the analysis performed using the random-effects model, the mean effect size was calculated as g=0.759 with a standard error of 0.075. Based on the findings, the simulation technique can be said to have a broad impact on students' academic achievement. The results of the publication bias analysis revealed that the present meta-analysis study had no publication bias. On the other hand, the results of the moderator analysis revealed that the impact of the simulation technique on the students' academic achievement did not differ by the teaching levels, course/subject area, and application times, however, it differed by the sample size.
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