THE EFFECT OF LEARNING CYCLE MODELS USAGE ON STUDENTS' LEARNING OUTCOMES AT SCIENCE : META-ANALYSIS STUDY

In the study, meta-analysis study is carried out in order to determine the effect of learning cycle models usage on students’ learning outcome sat science: Master thesis and PhD dissertation consisting of statistical data which can be included in meta-analysis study and appropriate to research problem done in the years between 2007 and 2016 in the literature through using Turkish and English words from national data base. As a consequence of literature review, totally 107 studies (50 PhD dissertations and 57 Master theses) related to the effect of learning cycle models usage on students’ learning outcomes are included in meta-analysis and the effect size of 227 is obtained in total. As a result of the research, it is confirmed that the effect of learning cycle models usage on students’ learning outcomes is in positive way and the determined effect size is found out as .967 (95 % CI, SE = .054) in the confidence interval .862 and 1.072 according to random effects model. This size is an extensive effect size in accordance with effective size classification. 209 of the effect size 227 obtained in the study is positive and 18 of it is negative. Moderator analysis is carried out with regard to students’ learning outcomes, the learning cycle models type, the thesis type and discipline field of the research and education levels of students included in the research. In consequence of analyses, the highest effect size is found out as (ES = 1.521) in the memorability of learned knowledge, (ES = 2.289) in 4E model studies, (ES = 1.081) in post-graduate dissertations studies, (ES = 1.118) in science and (ES = 1.540) in Primary school students