The Effect of Teaching with Concept Maps on Academic Success in Biology Teaching: A Meta-Analysis Study

Abstract

In this study, it was aimed to examine the effect of teaching using concept maps in biology teaching in the context of Turkey on academic achievement using the meta-analysis method that includes the synthesis of quantitative research. The problem of the research was determined as "What is the general effect of the use of concept maps and teaching method in biology teaching on academic achievement". Among the studies, some criteria were determined for the studies to be included in the meta-analysis, and a total of 24 studies that met these criteria formed the sample of the research. Hedges' g coefficient was used in the analysis of the data. In the current study, the Comprehensive Meta-Analysis program known as CMA was used to calculate the effect size and variances. Due to the heterogeneous nature of the research, the research was examined with the random effects model. When the findings are examined, it has been determined that the 1,598 effect sizes calculated for the random effects model have a large effect on the academic success of the teaching method with concept maps in biology teaching according to the classification made by Cohen (1988). According to this finding, the teaching method with concept maps in biology teaching, academic success; It was concluded that compared to the traditional method treated in the control group, it increased at a large level.