Universal Journal of Educational Research Vol. 5(4), pp. 687 - 697
DOI: 10.13189/ujer.2017.050419
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The Influence of Student-centered Methods in Turkish Language Instruction on Academic Success: A Meta-analysis Study


Nurşat Biçer *
Department of Turkish Education, Kilis 7 Aralık University, Turkey

ABSTRACT

The aim of the present study is to determine the influence of student-centered methods employed in Turkish language instruction on the academic success of students through meta-analysis. To this end, a literature review was conducted on the relevant studies conducted between 2000 and 2016 in order to determine the studies were suitable for the meta-analysis. The review revealed that there are 96 studies available on student-centered methods based on multiple intelligences, creative drama, collaboration and games. 22 studies, which qualified for the meta-analysis, were selected and analyses were conducted as necessary. Effect size calculations of the determined methods were made individually. Calculations of the addressed studies were made in accordance with random effects model due to the heterogeneity of effect size calculated in accordance with the fixed effects model. Comprehensive Meta-Analysis CMA software was used for the calculations. This study was deemed necessary due to the unavailability of a study addressed at the methods employed in Turkish language instruction in the literature. As a result of the study, it was determined that student-centered learning methods have an overall positive and high level effect on the academic success of students. The results of the studies combined with meta-analysis suggest that use of student-centered methods in Turkish language instruction is effective on the academic success of students.

KEYWORDS
Turkish Language Instruction, Meta-analysis, Student-centered Teaching, Academic Success, Effect Size

Cite this paper
Nurşat Biçer . "The Influence of Student-centered Methods in Turkish Language Instruction on Academic Success: A Meta-analysis Study." Universal Journal of Educational Research 5.4 (2017) 687 - 697. doi: 10.13189/ujer.2017.050419.