The Effect of Web-Based Instruction on Achievement: A Meta-Analysis Study.

Camnalbur M., MUTLU BAYRAKTAR D., Er Amuce N.

Cypriot Journal of Educational Sciences, no.8, pp.292-301, 2013 (Scopus)

  • Publication Type: Article / Article
  • Publication Date: 2013
  • Journal Name: Cypriot Journal of Educational Sciences
  • Journal Indexes: Scopus, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Page Numbers: pp.292-301
  • Istanbul University Affiliated: Yes

Abstract

 

 In this study, the master’s and PhD theses that compare web supported and web based teaching methods

with traditional teaching methods according to their effect on students’ academic accomplishment and

which are published in The Council of Higher Education (YOK) National Theses Center’s database and that

have been given permission to access have been examined. For this aim, 170 theses have been examined

and 27 experimental studies that suit the meta-analysis inclusion criteria have been taken within the

scope of the research. While including the studies in the research, a categorization as to at which level of

the lesson (presentation, lesson preparation, exercise etc.) the web supported teaching were used has not

been made. In this study where meta-analytic effect analysis method has been used, the data have been

analyzed and the effect size of web supported and web based applications on students’ academic success

in the courses and topics that are dealt has been found as 0.807 compared to traditional method.

According to this, a conclusion can be drawn that web supported instruction environments make a

positive contribution on students’ academic achievement compared to the environments in which

traditional teaching is carried out.