Active Learning Promotes More Positive Attitudes towards the Course: A Meta-Analysis

Autor/inn/en	Tutal, Özgür; Yazar, Taha
Titel	Active Learning Promotes More Positive Attitudes towards the Course: A Meta-Analysis
Quelle	In: Review of Education, 10 (2022) 1, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tutal, Özgür)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3346
Schlagwörter	Active Learning; Positive Attitudes; Meta Analysis; Student Attitudes; Effect Size; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Aktives Lernen; Meta-analysis; Metaanalyse; Schülerverhalten; Unterrichtserfolg
Abstract	This 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). (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01