The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study

Abstract

In this research, the study of the meta-analysis is conducted to identify that the project-based learning approach affects the academic achievements of the students in science classes. Therefore, related literature of studies done in Turkey is reviewed. Master, doctoral dissertations and articles (between 2002 and 2013), related to the research problem and having statistical data about the study of the meta-analysis, are analysed by scanning from national and international database in Turkish and English. There are 41 studies including the sample about the effects of the project-based learning on the academic achievements of the students in science classes. 42 effect size values were obtained from these studies. The result of the meta-analysis shows that the project-based learning approach is more effective than traditional teaching methods about the academic achievements of the students in science classes. The effect size of the Project-based learning approach, between 0,777-1,218 confidence interval, has been found 0,997 (%95 CI, SE=0,112) about the academic achievements of the students in science classes by using random effect model. This value is moderate level to Cohen, Manion and Morrison’s the classification of the effect size (2007). Among the studies that are included in this study, 39 of 42 studies have positive, 3 of 42 studies have negative effect size value. Intermediate variables (moderator) analyses have been done at meta analysis studies, natural sciences, education levels, sample size, application time, used methods and types of publications. In these studies that have positive effect value; three of them are at poor, five of them are at modest, eleven of them are at moderate and twenty of them are at strong effect size level. As a result of analysis done by the intermediate variables the highest effect sizes have been observed at high school degree (ES=1,536), in physics (ES=1,046) and between 1-20 lesson hours (ES=1,203). The highest effect size in all variables has been observed at high school degree (ES=1,536). At the end of the study; according to the results of the research, there are some recommendations for the researchers and instructors.