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A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes

Çetin Semerci, Veli Batdi
2015 Journal of Education and Training Studies  
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
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.
doi:10.11114/jets.v3i2.644 fatcat:bgfowpzz2vgifm5xhnqhgfqica