Comparing Effects of Different Applications on Pre-Service Teachers: A Meta–Analysis

Şenel Elaldı, Veli Batdı


This study attempts to reveal whether different applications have effects on retention and attitude of pre-service teachers studying in various branches in Turkey through meta- analysis. Studies carried out between 2005 and 2015 in national and international area, 324 (218 articles, 106 theses) were chosen. However, 23 studies (9 retention and 14 attitude) that met inclusion criteria were analyzed by using the MetaWin program. The effect sizes of different applications on retention and attitude were calculated. In terms of retention scores, while Learning Together Technique had the highest effect size (d= 2,0606 -a huge level-), the Jigsaw Technique had the lowest one (d= 0,5461-a medium level-). In terms of attitude scores, while Transformative Learning Theory had the highest effect size (d= 1,4760–a huge level-), Problem Based Learning had the lowest one (d= 0,0212- negligible) among the applications included in the study according to the classification of Thalheimer and Cook.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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