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Meta-Analysis of the Effect of Technologies on Primary School

Year 2021, Volume: 3 Issue: 2, 26 - 41, 15.04.2021
https://doi.org/10.52105/temelegitim.3.2.3

Abstract

The main purpose of this study is to show how much learning technologies increase the success in primary school with meta-analysis method. Advanced technologies such as virtual-augmented reality, animation-simulation, inverted classroom application, web-internet course applications, course and game teaching software, which are subject to experimental studies in computerized learning environments, have been included in this meta-analysis study, since they have features that can improve academic achievement. It is taken into account that having features such as; publication in a peer reviewed open-access magazines, the execution of the application by selecting the sample from the primary school in Turkey, listing the mean and standard deviation values and the number of sample group students for the final test, for the articles to be included in this research. It was concluded that advanced technology supported lesson applications in primary school have the ability to increase academic achievement at a very high level. The effect size found (md: 4.17239) is larger than the highest level value statements defined in the literature.

References

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  • Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21-28. Retrieved from https://www.sciencedirect.com/science/article/pii/S0747563215302387
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  • Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142(2019), 103635. Retrieved from https://www.sciencedirect.com/science/article/pii/S0360131519301885
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Meta-Analysis of the Effect of Technologies on Primary School

Year 2021, Volume: 3 Issue: 2, 26 - 41, 15.04.2021
https://doi.org/10.52105/temelegitim.3.2.3

Abstract

The main purpose of this study is to show how much learning technologies increase the success in primary school with meta-analysis method. Advanced technologies such as virtual-augmented reality, animation-simulation, inverted classroom application, web-internet course applications, course and game teaching software, which are subject to experimental studies in computerized learning environments, have been included in this meta-analysis study, since they have features that can improve academic achievement. It is taken into account that having features such as; publication in a peer reviewed open-access magazines, the execution of the application by selecting the sample from the primary school in Turkey, listing the mean and standard deviation values and the number of sample group students for the final test, for the articles to be included in this research. It was concluded that advanced technology supported lesson applications in primary school have the ability to increase academic achievement at a very high level. The effect size found (md: 4.17239) is larger than the highest level value statements defined in the literature.

References

  • Acuna, S. A., Dossa, F., & Baxter, N. (2020). Meta-analysis of noninferiority and equivalence trials: ignoring trial design leads to differing and possibly misleading conclusions. Journal of Clinical Epidemiology, 127(2020), 134-141. Retrieved from https://www.sciencedirect.com/science/article/pii/S0895435619303087
  • Ahn, E., & Kang, H. (2018). Introduction to systematic review and meta-analysis. Korean Journal of Anesthesiology, 71(2), 103-112. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5903119/pdf/kjae-2018-71-2-103.pdf
  • Akaydın, B. B., & Kaya, S. (2018). The Effect of 5E Model with and without Animation on Students’ Achievement and Attitude in Social Studies. Kastamonu Education Journal, 26(1), 171-179. Retrieved from https://dergipark.org.tr/tr/download/article-file/400101
  • Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019). Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice. Heliyon, 5(9), e02491. Retrieved from https://www.sciencedirect.com/science/article/pii/S2405844019361511
  • Altıparmak, K., & Çiftçi, B. (2018). An Experimental Study on the Effectiveness of Computer Aided Realistic Mathematics Education. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 12(2), 228-253. Retrieved from https://dergipark.org.tr/tr/download/article-file/616184
  • Bowden, J., Tierney, J. F., Copas, A. J., & Burdett, S. (2011). Quantifying, displaying and accounting for heterogeneity in the meta-analysis of RCTs using standard and generalised Q statistics. BMC Medical Research Methodology, 11(41). Retrieved from https://bmcmedresmethodol.biomedcentral.com/track/pdf/10.1186/1471-2288-11-41
  • Bütün Kar, E., & Elma, C. (2017). The Effects of Media-Supported Education on Academic Success and Permanence of Learning in Social Studies Course. Mersin University Journal of the Faculty of Education, 13(2), 531-549. Retrieved from https://dergipark.org.tr/tr/download/article-file/387979
  • Cavalcanti, P., Campos, T., & Araujo, J. (2012). Actigraphic Analysis of the Sleep–Wake Cycle and Physical Activity Level in Patients with Stroke: Implications for Clinical Practice. Chronobiology International, 29(9), 1267-1272. Retrieved from https://www.tandfonline.com/doi/full/10.3109/07420528.2012.719960
  • Chen, X., Xie, H., Zou, D., & Hwang, G.-J. (2020). Application and theory gaps during the rise of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1(2020), 100002. Retrieved from https://www.sciencedirect.com/science/article/pii/S2666920X20300023
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (Second Edition). New York: LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS. Retrieved July 08, 2020, from http://www.utstat.toronto.edu/~brunner/oldclass/378f16/readings/CohenPower.pdf
  • Çekirdekçi, S., Toptaş, V., & Çekirdekçi, N. (2016). The Effect of Computer Assisted Instruction According to Bruner's Cognitive Development Principles on 3rd Grade Geometry Course Achievement and Permanency of Learned. Cumhuriyet International Journal of Education-CIJE, 5(USOS Özel Sayı), 82–96. Retrieved from https://dergipark.org.tr/en/download/article-file/314358
  • Çeliköz, N., & Kol, S. (2016). Gaining The Effect of Time and Space Concepts to Six Year-Old Children in Computer Assisted Instruction. Kastamonu Education Journal, 24(4), 1803-1820. Retrieved from https://dergipark.org.tr/tr/download/article-file/323481
  • Çevik, G., Yılmaz, R. M., Göktaş, Y., & Gülcü, A. (2017). English Vocabulary Learning with Augmented Reality in Preschool. Journal of Instructional Technologies and Teacher Education, 6(2), 50-57. Retrieved from https://dergipark.org.tr/en/download/article-file/347160
  • Çoruk, H., & Çakır, R. (2017). The Effect of Multimedia Usage on Academic Achievement and Anxiety of Primary School Students. Turkish Journal of Computer and Mathematics Education, 8(1), 1-27. Retrieved from https://dergipark.org.tr/tr/download/article-file/269421
  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/10888691.2018.1537791?needAccess=true
  • Debray, T. P., Moons, K. G., & Riley, R. D. (2018). Detecting small-study effects and funnel plot asymmetry in meta-analysis of survival data: A comparison of new and existing tests. Res Syn Meth, 2018(9), 41–50. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1002/jrsm.1266
  • Dinçer, S. (2015). Effects of Computer-Assisted Learning on Students’ Achievements in Turkey: A Meta-Analysis. Journal of Turkish Science Education, 12(1), 99-118. Retrieved from https://www.tused.org/index.php/tused/article/view/414/352
  • Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21-28. Retrieved from https://www.sciencedirect.com/science/article/pii/S0747563215302387
  • Ehrenbrusthof, K., Ryan, C. G., Grüneberg, C., & Martin, D. J. (2018). A systematic review and meta-analysis of the reliability and validity of sensorimotor measurement instruments in people with chronic low back pain. Musculoskeletal Science and Practice, , 35(2018), 73-83. Retrieved from https://www.sciencedirect.com/science/article/pii/S2468781218300535#!
  • Fatimah, A. S., & Santiana, S. (2017). Teaching in 21st Century: Students-Teachers’ Perceptions of Technology Use in the Classroom. Script Journal: Journal of Linguistics and English Teaching, 2(2), 125-135. Retrieved from https://jurnal.fkip-uwgm.ac.id/index.php/Script/article/view/132/pdf
  • Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142(2019), 103635. Retrieved from https://www.sciencedirect.com/science/article/pii/S0360131519301885
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There are 63 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Araştırma Makaleleri
Authors

Mustafa Yeşilyurt 0000-0003-4108-7467

Publication Date April 15, 2021
Submission Date April 1, 2021
Published in Issue Year 2021 Volume: 3 Issue: 2

Cite

APA Yeşilyurt, M. (2021). Meta-Analysis of the Effect of Technologies on Primary School. Temel Eğitim, 3(2), 26-41. https://doi.org/10.52105/temelegitim.3.2.3

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