The effect of active learning approach to physics teaching on academic achievement: A meta-analysis study

The aim of this study is to examine the effect of studies using active learning approach on physics success with meta-analysis method. In line with the purpose of the research, answers to 6 sub-problems were sought. The studies to be included in the research consist of articles published in scientific journals on "active learning" in national and international databases between 2004-2023 (April) and master's and doctoral theses made in Turkey. ERIC, DergiPark, Science Direct, YÖK National Thesis Center, Google Academic and ULAKBİM databases were used in the literature search. The data of 40 researches, including 12 master's theses, 2 doctoral theses and 26 articles, were included in this study. In this study, in which the Comprehensive Meta-Analysis (CMA) program was used, the studies were checked for publication bias before the meta-analysis was conducted. In line with the findings, the highest overall effect size was seen in the master's and doctoral theses made in Turkey. This effect size, which was found to be 1.094, is defined as a large-level effect. In the last research problem, in which all studies were included and the effect of active learning approach in physics education on students' academic achievement was investigated, the overall effect was calculated as 0.478. This effect size is defined as the medium effect. As a result of the research, it was determined that the active learning approach in physics education changed the academic achievement of the students positively. In this study, it was seen that there are very few meta-analysis studies on physics education. For this reason, it is thought that researchers who will work in this field in the future will be able to study the general effect of various variables such as the 5E model, computer-assisted teaching or the general effect of various variables such as attitude and motivation.