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ERIC Number: EJ1333449
Record Type: Journal
Publication Date: 2022-Apr
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2049-6613
EISSN: N/A
Available Date: N/A
Active Learning Promotes More Positive Attitudes towards the Course: A Meta-Analysis
Tutal, Özgür; Yazar, Taha
Review of Education, v10 n1 e3346 Apr 2022
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).
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.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A