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Year 2020, Volume 7, Issue 2, 62 - 80, 30.12.2020
https://doi.org/10.33200/ijcer.723894

Abstract

References

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The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study

Year 2020, Volume 7, Issue 2, 62 - 80, 30.12.2020
https://doi.org/10.33200/ijcer.723894

Abstract

The aim of this study is to determine the effects of student-centered approaches (SCA) on students' creative thinking skills (CTS). Meta-analysis method is used in the study. The scope of the study consists of Master and PhD theses and research articles addressing this issue in Turkey. As a result of the screening, it is seen that there are 104 studies between 1990 and 2020 in line with inclusion criteria. The total number of samples within the scope of these studies is 6434 students. 3215 of these students are in the experimental group and 3219 are in the control group. According to the results of the study and the random effects model, a moderate (d=0.73; [0.63; 0.82]) statistically significant, positive effect size is determined according to SCA in favor of the students' CTS. In other words, it is seen that when student-centered approaches and methods are applied in the lessons, creative thinking skills of students are positively affected. As a result of the moderator analysis, it is determined that the effect sizes of the studies differed according to education stage (p=0.00) and lessons (p=0.00). In the study, it is concluded that SCA is a meaningful variable that positively affects students' CTS.

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Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Tufan AYTAÇ
AHI EVRAN UNIVERSITY
0000-0002-6103-3530
Türkiye


Sultan Selen KULA (Primary Author)
Ahi Evran Üniversitesi, Eğitim Bilimleri Bölümü, Hayat Boyu Öğrenme ve Yetişkin Eğitimi
0000-0002-1614-3431
Türkiye

Publication Date December 30, 2020
Published in Issue Year 2020, Volume 7, Issue 2

Cite

APA Aytaç, T. & Kula, S. S. (2020). The Effect of Student-Centered Approaches on Students' Creative Thinking Skills: A Meta-Analysis Study . International Journal of Contemporary Educational Research , 7 (2) , 62-80 . DOI: 10.33200/ijcer.723894

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868