International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2018, Vol. 13(2) 51-68

A meta-analytic and thematic study concerning the effect of inquiry based instruction on learners' achievement

Veli Batdı, Çetin Semerci & Aydın Aslan

pp. 51 - 68   |  DOI: https://doi.org/10.29329/epasr.2018.143.3   |  Manu. Number: MANU-1802-02-0004.R1

Published online: July 23, 2018  |   Number of Views: 174  |  Number of Download: 743


Abstract

This research aims at investigating the effect of Inquiry-Based instruction (IBI) on learners' academic achievement through meta-analytic and thematic approaches. In  the meta-analytic study, 27 studies, which were implemented between 2000 and 2016 years, were examined. CMA and MetaWin statistical programs were used to calculate the effect sizes of these studies. The effect size (0.688) of the study indicates that the use of IBI has a positive effect on learners' achievement. To support findings of the meta-analytic study, a thematic study including 36 studies was applied. As a result of the analysis of the latter study, five themes, namely affective, cognitive and social domain themes, learning environment and negative aspects were generated. The former four themes demonstrated that IBI positively affects learners' achievement except the negative aspects theme. The negative theme stresses out that the effectiveness of IBI depends on how well the IBI activities are planned beforehand. If they are planned in detail, learners can know what to do in the activities. So, IBI can be used systematically in learning as an alternative method which can meet students' needs in technological era. 

Keywords: Meta-analysis, Thematic Analysis, Inquiry-Based Instruction, Achievement.


How to Cite this Article?

APA 6th edition
Batdi, V., Semerci, C. & Aslan, A. (2018). A meta-analytic and thematic study concerning the effect of inquiry based instruction on learners' achievement. Educational Policy Analysis and Strategic Research, 13(2), 51-68. doi: 10.29329/epasr.2018.143.3

Harvard
Batdi, V., Semerci, C. and Aslan, A. (2018). A meta-analytic and thematic study concerning the effect of inquiry based instruction on learners' achievement. Educational Policy Analysis and Strategic Research, 13(2), pp. 51-68.

Chicago 16th edition
Batdi, Veli, Cetin Semerci and Aydin Aslan (2018). "A meta-analytic and thematic study concerning the effect of inquiry based instruction on learners' achievement". Educational Policy Analysis and Strategic Research 13 (2):51-68. doi:10.29329/epasr.2018.143.3.

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