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

Kaynakça

References marked with an asterisk (*) indicate studies included in the meta-analysis.
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Ayrıntılar

Birincil Dil

İngilizce

Konular

Sınıfiçi Ölçme Uygulamaları , Eğitimde Ölçme ve Değerlendirme (Diğer) , Eğitimde Program Geliştirme , Eğitimde Program Değerlendirme

Bölüm

Araştırma Makalesi

Yazarlar

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

Yayımlanma Tarihi

28 Eylül 2023

Gönderilme Tarihi

8 Aralık 2022

Kabul Tarihi

23 Mayıs 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 12 Sayı: 3

DOI

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

IZ

https://izlik.org/JA88MZ29FC

Kaynak Göster

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