Active learning promotes more positive attitudes towards the course: A meta-analysis?

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dc.authorid0000-0001-5211-7030en_US
dc.authorid0000-0002-2285-4889en_US
dc.contributor.authorTutal, Özgür
dc.contributor.authorYazar, Taha
dc.date.accessioned2024-04-18T12:15:09Z
dc.date.available2024-04-18T12:15:09Z
dc.date.issued2022en_US
dc.departmentDicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi, Eğitim Bilimlerien_US
dc.description.abstractThis review aims to analyse the results of individual studies examining the effect of the active learning approach on students’ attitudes towards course by meta-analysis method, also expose the impact of various study characteristics on this effect. As a result of the literature review carried out for this purpose, 144 studies (158 effect sizes) that meet the inclusion criteria were included in the meta-analysis. The result of the analysis by using the random-effects model indicated a moderate overall effect size for the effectiveness of active learning on attitudes towards the course (g = 0.757). This reveals that active learning is more effective on students’ attitudes towards the course than traditional lecture-based methods. According to the analyses made to detect publication bias, it was determined that there was no publication bias in the meta-analysis. Moreover, moderator analyses were conducted for ten possible moderator variables. The moderator analyses indicated that the effect of active learning on attitudes towards the course moderated only by a variable, the developer of the scale. The sub-group analysis of scale developers revealed a strong effect for the studies in which the scale was developed by the research author (g = 1.159) and a moderate effect for the studies in which the scale was developed by another researcher(s) (g = 0.661).en_US
dc.identifier.citationTutal, Ö. ve Yazar, T. (2022). Active learning promotes more positive attitudes towards the course: A meta-analysis☆. Review of Education, 10(1), 1-23.en_US
dc.identifier.doi10.1002/rev3.3346
dc.identifier.endpage23en_US
dc.identifier.issn2049-6613
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85128838215
dc.identifier.scopusqualityQ2
dc.identifier.startpage1en_US
dc.identifier.urihttps://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/rev3.3346
dc.identifier.urihttps://hdl.handle.net/11468/13922
dc.identifier.volume10en_US
dc.identifier.wosWOS:000884920800001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorYazar, Taha
dc.language.isoenen_US
dc.publisherJohn Wiley and Sons Incen_US
dc.relation.ispartofReview of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectActive learningen_US
dc.subjectAttitudes towards courseen_US
dc.subjectCooperative learningen_US
dc.subjectMeta-analysisen_US
dc.subjectProblem-based learningen_US
dc.subjectProject-based learningen_US
dc.titleActive learning promotes more positive attitudes towards the course: A meta-analysis?en_US
dc.titleActive learning promotes more positive attitudes towards the course: A meta-analysis?
dc.typeArticleen_US

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