Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Turkey
Approval Date: 2017
Thesis Language: Turkish
Student: Selçuk Arık
Supervisor: MEHMET YILMAZ
Abstract:The main of this systematic review and/or meta-analysis was to examine the effectiveness of constructivist learning approach and active learning on environmental education. Furthermore, it was also examined the effects of some moderator variables which is publication year, publication language, type of publication, country, school level, sample size, type of assessment tool in terms of questions, type of assessment tool in terms of developer, duration of treatment, research design, teacher effect, researcher effect and constructivist learning approach and/or active learning type on constructivist learning approach and/or active learning methods. 57 primary studies selected based on inclusion and exclusion criteria were included in the meta-analysis. 114 effect sizes were obtained from this 57 primary studies included in the meta-analysis. Random-effects model was used to determine for the effectiveness of constructivist learning approach and/or active learning on environmental education. Also, fully random effects model and mixed effects model were used to moderator variables' analog ANOVA analysis. The results of systematic analysis are summarized in the most of studies: In 2010, in Turkish language, in the kind of MSc. thesis, in Turkey, in Ankara, no retention test was performed, at primary level, sample size between 51 and 100, assessment tool was developed by researcher and was consisted by solely objective questions, reliability and validity was reported, their reliability was examined with expert opinion, their validity was examined by Cronbach alpha, experimental design with randomly assigned clusters, pretest - posttest control group design, computer and/or technology based learning method were used in the experimental group, length of treatment between four and six weeks, control and experimental group conducted by the researcher and same teacher, analysis of data was done by independent samples t-test, environmental academic achievement (f=49, 87.5%) and environmental attitude (f=27, 61%) showed a significant difference in favour of the experimental group. Meta-analysis results indicate that constructivist learning approaches and active learning on environmental education are more effective on different outcomes when compared to traditional teaching methods on environmental education. Results on overall effect size shows high mean effect size of gEE=1.463 for constructivist learning approaches and active learning on environmental education. Furthermore, results on overall effect size shows high mean effect size of gEAA=1.741, gATE=0.931 for constructivist learning approaches and active learning methods on environmental academic achievement, attitudes towards the environmental. The results of the moderator analysis show that publication language, type of publication, country, school level, sample size, type of assessment tool in terms of questions, type of assessment tool in terms of developer, teacher effect and researcher effect have a meaningful effect of constructivist learning approach and active learning methods.