Student-centered methods have an overall positive and high-level effect on academic success in Turkish language instruction¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Meta-analytic combination of 22 studies shows student-centered methods positively and significantly affect academic success in Turkish language instruction compared with conventional teaching. → Nurşat Biçer 2017
Evidence¶
Nurşat Biçer 2017¶
Nurşat Biçer. (2017). The Influence of Student-centered Methods in Turkish Language Instruction on Academic Success: A Meta-analysis Study. Universal Journal of Educational Research 5(4). https://doi.org/10.13189/ujer.2017.050419
q3 · i? · quant-synthesis · r2
Meta-analysis of 22 experimental and quasi-experimental studies (2000–2016) on Turkish language instruction, analyzed with Hedges' d under a random effects model in CMA software. The article reports that student-centered methods have "an overall positive and high level effect on the academic success of students." No overall pooled effect size value is printed for this summary statement.
"As a resul t of the study, it was determined that student-centered learning methods have an overall positive and high level effect on the academic success of students."
Discussion¶
Related Claims¶
- Collaborative learning has a large positive effect on academic success in Turkish language instruction (REM ES = 0.816) — a narrower finding that bears on this claim
- Game-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.538) — a narrower finding that bears on this claim
- Creative drama-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.712) — a narrower finding that bears on this claim
- Multiple intelligences-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.332) — a narrower finding that bears on this claim
- Computer-based teaching has a large, positive, significant effect on students' academic success compared with traditional teaching methods in Turkish studies from 2006-2014 — related
- Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies — related
- Flipped learning has a medium positive effect on students' academic achievement in Turkish experimental studies after publication-bias correction (Hedges's g = 0.713) — related
- Creative drama has a large significant positive effect on academic achievement (overall weighted ES = 1.68 under a random effects model across 40 studies) — related
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