| dc.description.abstract | In this study, a meta-analysis study was conducted to determine the effect of inquiry-based learning strategy on academic achievements of students. For this purpose, studies, which are appropriate to the research problem and have been carried on this subject between 2000-2017 in Turkey, were obtained from the database of the ULAKBIM (Turkish Academic Network and Information Center), National Higher Education Council Thesis Center and Google Academic. In this study, 53 studies investigating the effect of the inquirybased learning strategy on academic achievements were included in the meta-analysis. The effect size values of the studies included in the meta-analysis were calculated using the CMA (Comprehensive Meta-Analysis) program according to Cohen’s d. Besides this, the studies were analyzed using moderator variables such as grade level, type of publication, sample size and year they were conducted. Findings show that the inquirybased learning strategy has a positive effect on the academic achievement of the students according to the teaching methods applied in the control groups. It has been determined that the overall effect size of this learning strategy on students’ academic achievement is moderate with 0,700 values according to the random effects model. Moreover, moderator analysis showed that the level of education, publication type, sample size, and years did not change the effect size on academic achievement. In addition, the findings show that there is no publication bias in research included in the analysis. At the end of the study, some suggestions were offered for researchers on inquiry-based learning strategy and for new meta-analysis studies. © 2020, Hacettepe University. All rights reserved. | |
