A Meta-Analysis of Constructivist Learning Approach on Learners’ Academic Achievements, Retention and Attitudes

Çetin Semerci, Veli Batdi


This study attempts to answer the question ‘Does a Constructivist Learning Approach have any effect on learners’ academic achievement, retention and attitude scores?’ As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found. Pre-test-post-test and group comparison processes were applied to 28 of these experimental studies and these studies were more importantly included in the meta-analysis research. In statistical analyses, the classifications by Thalheimer and Cook (2002) were taken into consideration. The effect size of Constructivist Learning on academic achievement(ES:1.0753), retention(ES:0.9249) and attitude(ES:0.4394) were calculated considering the effect size. This result indicates that the effect sizes on academic achievement and retention are at a large level while on attitude is at a medium. It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners’ academic success, retention and attitude scores. In relation to the results, some recommendations were made for practitioners and further research.

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DOI: https://doi.org/10.11114/jets.v3i2.644


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

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