Does Quantum Learning Model Increase Academic Achievement?: A Meta-Analysis Study

Mahmut Sami Yiğiter

doi:10.30703/cije.1216203

EN TR

Does Quantum Learning Model Increase Academic Achievement?: A Meta-Analysis Study

Abstract

Quantum Learning Model (QLM) is a model that enables students to have a joyful learning experience, aims to realise permanent learning, and aims to learn by making sense in the mind of the individual. This study aimed to systematically synthesise the effect of QLM on academic achievement through meta-analysis method through existing research. A search of five databases yielded 25 studies that met the inclusion criteria. The findings of the random effects meta-analysis showed that the effect of QLM on academic achievement was positive and large (d=1.051 [0.769, 1.331], p<.05). According to the moderator analysis results, the results concluded that publication year, sample size, publication type, course, country and pretest status variables were not significant sources of heterogeneity. The highest effect of QLM on academic achievement was found at the middle school level, followed by primary school, high school and university levels, respectively. The results of the study suggest that QLM is effective on academic achievement. The study also provides suggestions for future studies on QLM.

Keywords

Kuantum Öğrenme Modeli Akademik Başarıyı Arttırıyor mu?: Bir Meta-Analiz Çalışması

Öz

Kuantum Öğrenme Modeli (KÖM), öğrencilerin keyifli bir öğrenme deneyimi yaşamalarını sağlayan, kalıcı öğrenmeyi gerçekleştirmeyi hedefleyen ve bireyin zihninde anlamlandırarak öğrenmesini amaçlayan bir modeldir. Bu çalışma, mevcut araştırmalar üzerinden meta-analiz yöntemiyle KÖM’ün akademik başarı üzerindeki etkisini sistematik olarak sentezlemeyi amaçlamıştır. Beş veri tabanında yapılan taramada dâhil edilme kriterlerini karşılayan 25 çalışma bulunmuştur. Rastgele etkiler meta-analizinin bulguları, KÖM’ün akademik başarı üzerindeki etkisinin pozitif ve büyük olduğunu göstermektedir (d=1.051 [0.769, 1.331], p<.05). Moderatör analizi sonuçlarına göre yayın yılı, örneklem büyüklüğü, yayın türü, ders, ülke ve öntest durumu değişkenlerinin önemli heterojenlik kaynakları olmadığı sonucuna varılmıştır. KÖM’ün akademik başarı üzerindeki en yüksek etkisi ortaokul düzeyinde bulunmuş, bunu sırasıyla ilkokul, lise ve üniversite düzeyleri izlemiştir. Çalışmanın sonuçları, KÖM’ün akademik başarı üzerinde etkili olduğunu göstermektedir. Ayrıca çalışma KÖM ile ilgili gelecekte yapılacak çalışmalar için öneriler sunmaktadır.

Anahtar Kelimeler

References

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Details

Primary Language

English

Subjects

Classroom Measurement Practices , Measurement and Evaluation in Education (Other) , Curriculum Development in Education , Curriculum Evaluation in Education

Journal Section

Research Article

Authors

Mahmut Sami Yiğiter ^*
0000-0002-2896-0201
Türkiye

Publication Date

September 28, 2023

Submission Date

December 8, 2022

Acceptance Date

May 23, 2023

Published in Issue

Year 2023 Volume: 12 Number: 3

DOI

https://doi.org/10.30703/cije.1216203

IZ

https://izlik.org/JA88MZ29FC

Cite

RIS / Bibtex

APA

Yiğiter, M. S. (2023). Does Quantum Learning Model Increase Academic Achievement?: A Meta-Analysis Study. Cumhuriyet Uluslararası Eğitim Dergisi, 12(3), 568-582. https://doi.org/10.30703/cije.1216203

Does Quantum Learning Model Increase Academic Achievement?: A Meta-Analysis Study

Abstract

Keywords

Kuantum Öğrenme Modeli Akademik Başarıyı Arttırıyor mu?: Bir Meta-Analiz Çalışması

Öz

Anahtar Kelimeler

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

© Cumhuriyet University, Faculty of Education