Peer Learning Effects on Students Outcomes: A Second Order Meta Analyses

Metin Kaya; A. Taylan Aydın; İlker Altunbaşak

Makale detayları

Peer Learning Effects on Students Outcomes: A Second Order Meta Analyses

Yazarlar:

Metin Kaya | A. Taylan Aydın | İlker Altunbaşak

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.347-357

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339105

pISSN:

1694-7215

Anahtar kelimeler:

Özet:

 The purpose of this study is to examine the impact of peer learning PL on student outcomes. To this end, 11 first-order meta-analysis FOM studies were reviewed. FOMs were accessed from the Web of Science, Scopus, Medline, Eric, Academic Search Ultimate, PsycNet, and Google Academic databases. The searches cover the years between 2000 and 2024. FOM Factoring-Out Misconceptions research encompasses both K-12 and higher education levels. While k5 studies reported Cohens d effect size indexes d, k11 studies reported Hedges g effect size indexes g.İn this analyses totals sixteen effect size k16 values obtained from FOM studies have been statistically analyzed. The research method used was second-order meta-analysis. Statistical analyses were conducted under the random model. Publication bias of effect sizes was examined. The study concluded that the impact of PL on student outcomes is weak ES .40 CI .33-0.47, p  .01. It was found that the effect sizes between PL and student outcomes have low levels of publication bias. It has been observed that PL has a higher impact on academic achievement compared to affective, professional skills, and social skills. It was also found that the effect sizes vary according to the languages of primary studies and the publication bias status of FOM studies. The group of FOMs exhibiting publication bias has a high-level effect size while other groups have produced low-level effect sizes.

 The purpose of this study is to examine the impact of peer learning PL on student outcomes. To this end, 11 first-order meta-analysis FOM studies were reviewed. FOMs were accessed from the Web of Science, Scopus, Medline, Eric, Academic Search Ultimate, PsycNet, and Google Academic databases. The searches cover the years between 2000 and 2024. FOM Factoring-Out Misconceptions research encompasses both K-12 and higher education levels. While k5 studies reported Cohens d effect size indexes d, k11 studies reported Hedges g effect size indexes g.İn this analyses totals sixteen effect size k16 values obtained from FOM studies have been statistically analyzed. The research method used was second-order meta-analysis. Statistical analyses were conducted under the random model. Publication bias of effect sizes was examined. The study concluded that the impact of PL on student outcomes is weak ES .40 CI .33-0.47, p  .01. It was found that the effect sizes between PL and student outcomes have low levels of publication bias. It has been observed that PL has a higher impact on academic achievement compared to affective, professional skills, and social skills. It was also found that the effect sizes vary according to the languages of primary studies and the publication bias status of FOM studies. The group of FOMs exhibiting publication bias has a high-level effect size while other groups have produced low-level effect sizes.

 The purpose of this study is to examine the impact of peer learning PL on student outcomes. To this end, 11 first-order meta-analysis FOM studies were reviewed. FOMs were accessed from the Web of Science, Scopus, Medline, Eric, Academic Search Ultimate, PsycNet, and Google Academic databases. The searches cover the years between 2000 and 2024. FOM Factoring-Out Misconceptions research encompasses both K-12 and higher education levels. While k5 studies reported Cohens d effect size indexes d, k11 studies reported Hedges g effect size indexes g.İn this analyses totals sixteen effect size k16 values obtained from FOM studies have been statistically analyzed. The research method used was second-order meta-analysis. Statistical analyses were conducted under the random model. Publication bias of effect sizes was examined. The study concluded that the impact of PL on student outcomes is weak ES .40 CI .33-0.47, p  .01. It was found that the effect sizes between PL and student outcomes have low levels of publication bias. It has been observed that PL has a higher impact on academic achievement compared to affective, professional skills, and social skills. It was also found that the effect sizes vary according to the languages of primary studies and the publication bias status of FOM studies. The group of FOMs exhibiting publication bias has a high-level effect size while other groups have produced low-level effect sizes.

 Bu çalışmanın amacı peer learningin PL öğrenci çıktılarına etkisini incelemektir. Bu doğrultuda 11 first order meta analiz FOM araştırması incelenmiştir. FOMlara Web of Science, Scopus, Medline, Eric, Akademik Search Ultimate, PsycNet and Google Academic veri tabanlarından erişilmiştir. Aramalar 2000-2024 yılları arasını kapsamaktadır. FOM araştırmaları K12 ve yükseköğretim kademesini kapsamaktadır. FOM araştırmalarının beş çalışma Cohens d etkisini k5, on bir çalışma ise Hedges g etkisini k11 raporladı.FOM araştırmalarından elde edilen 16 etki büyüklüğü istatistiksek olarak analiz edilmiştir.Araştırma yöntemi olarak second order meta analiz yöntemi kullanılmıştır. İstatistiksel analizler random model altında yapılmıştır. Etki büyüklüklerinin yayın yanlılığı incelemiştir. Çalışma sonucunda PLnin öğrenci çıktılarına etkisinin zayıf düzeyde olduğu sonucuna varılmıştır ES.40 CI.33-.47 p.01. Akranla öğretimin, akademik başarı üzerindeki etkisinin, duyuşsal, mesleki beceri ve sosyal becerilere göre daha yüksek olduğu gözlenmiştir. PL ve öğrenci çıktıları arasındaki etki büyüklüklerinin düşük düzeyde yayın yanlılığı taşıdığı saptanmıştır. Etki büyüklüklerinin temel araştırmalarının dillerine göre ve FOM araştırmaların yayın yanlılığı statüsüne göre farklılaştığı bulgulanmıştır. Yayın yanlılığı gösteren FOM grubu, yüksek düzeyde etki büyüklüğüne sahip olduğu gözlenmiştir. diğer gruplar düşük düzeyde etki büyüklükleri üretirken.

Makale detayları

Peer Learning Effects on Students Outcomes: A Second Order Meta Analyses

Yazarlar:

Metin Kaya | A. Taylan Aydın | İlker Altunbaşak

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.347-357

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339105

pISSN:

1694-7215

: Peer Learning

Academic Achievement

Affective

Professional Skills

Social Skills

Second Order Meta AnalysesAkran Öğrenmesi

Akademik Başarı

Duyuşsal

Mesleki Beceriler

Sosyal Beceriler

İkinci Derece Meta Analiz

Sayı

Makale detayları

Yazarlar: Metin Kaya | A. Taylan Aydın | İlker Altunbaşak

Yayıncı: Kyrgyz-Turkish Manas University

Ana Başlıklar: Eğitim Yönetimi

Dergi: MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.347-357

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001339105

pISSN: 1694-7215

Sayı

Yazarlar:

Metin Kaya | A. Taylan Aydın | İlker Altunbaşak

Yayıncı:

Kyrgyz-Turkish Manas University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

MANAS Sosyal Araştırmalar Dergisi Vol.14 Issue 1, pp.347-357

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001339105

pISSN:

1694-7215