THE EFFECTS OF LEARNING STATIONS TECHNIQUE ON ACADEMIC ACHIEVEMENT: A META-ANALYTIC STUDY

Abstract

In this study, the effectiveness of the learning stations technique and experimental investigations are tested by comparing this method to the traditional teaching method. A meta-analytical impact analysis method was used to calculate the effect size of the learning stations technique on academic achievement. Studies conducted in Turkey between the years 2000 and 2018 were included in this study. Eight selection criteria were identified and 13 studies that met the meta-analyze criteria were selected for the meta-analysis. The data was processed using the Comprehensive Meta Analysis (CMA) program. Results showed that the effect size of the learning stations technique on academic achievement was .84. According to Cohen et al. (2000), this is a large effect size. The impact levels of the teaching practices are organized according to the learning stations technique according to teaching stage, application duration, research type, and course type. A significant difference was found between the effect size values calculated according to course type. The results showed that the learning stations technique is more effective than the traditional teaching method.