The Impact of Active Learning Approach on Achievement in Physics in Studies Conducted in Turkey: A Meta-Analysis Study*

Abstract

The aim of this study is to examine the articles and postgraduate theses in Turkey that investigated the impact of the active learning approach on achievement in physics. The study included articles and graduate theses published in scientific journals in national and international databases between 2004-2023 (April). DergiPark, CoHE National Thesis Center, Google Scholar, ULAKBIM, ERIC and Science Direct databases were used in the literature review. A total of 33 studies, 19 articles and 14 theses, were identified. A meta-analysis was conducted on the quantitative findings of these studies. In this study, in which the Comprehensive Meta-Analysis (CMA) program was used, it was determined that the selected studies did not have publication bias before meta-analysis. In addition, due to the heterogeneity among the studies, meta-analysis was conducted by choosing the random effects model. According to the findings, the overall effect size of the postgraduate theses conducted in Turkey was 1.094. This value shows that there is a large effect. The overall effect size of articles was found to be 0.467. This value is defined as a medium-level effect. As a result of the study, it was concluded that the active learning approach positively affects achievement in physics in studies conducted in Turkey. It is suggested that researchers who will work in this field can work on determining the general effect of various variables such as 5E model, computer-assisted instruction or attitude and motivation on achievement in physics.