Web Tabanli Öğretimin Fen Dersi Başarisina Ve Fen Dersine Yönelik Tutuma Etkisi: Bir Meta Analiz Çalişmasi
The Effects of Web-Based Teaching on Achievements and Attitudes Towards Science Course: A Metaanalytic Investigation

Summary/Abstract: The aim of this study is to examine the impact of web-based teaching on students' achievement and attitudes towards science course. The study uses a meta-analytic approach. All studies related to the research question spanning the dates between 2007-2017 have been examined. Based on the specified criteria, 32 studies related with academic achievement and 25 studies related with attitudes towards science course were included in the current meta-analysis. According to the findings of this meta-analysis, the effect size regarding the link between web-based teaching and academic achievement was found to be 0.866. This figure corresponds to a relatively large effect size given Cohen's (1992) classification. Web-based teaching was found to have an impact on students' attitudes towards science with an effect size of 0,667. This calculated effect size represents a moderate effect according to Cohen's (1992) classification. Comparative effect sizes were also calculated based on where the teaching took place (location) and the duration of the web-based teaching initative. In conclusion, the use of web-based teaching method in science education was found to have a positive influence on students' academic achievements and attitudes towards the course. The effect sizes did not significantly differ in terms of location and duration.

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