A Meta-Analysis of Constructivist Learning Approach on Learners’ Academic Achievements, Retention and Attitudes
Year: 2015
Type: review
Study designs: Systematic Review, Meta-Analysis
Abstract: This study attempts to answer the question ‘Does a Constructivist Learning Approach have any effect on learners’ academic achievement, retention and attitude scores?’ As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found. Pre-test-post-test and group comparison processes were applied to 28 of these experimental studies and these studies were more importantly included in the meta-analysis research. In statistical analyses, the classifications by Thalheimer and Cook (2002) were taken into consideration. The effect size of Constructivist Learning on academic achievement (ES: 1.0753 ) , retention (ES: 0.9249 ) and attitude (ES: 0.4394 ) were calculated considering the effect size. This result indicates that the effect sizes on academic achievement and retention are at a large level while on attitude is at a medium. It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners’ academic success, retention and attitude scores. In relation to the results, some recommendations were made for practitioners and further research.
Authors: Çetin Semerci, Veli Batdi
Institution: Bartin University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1998558183