The effect of the project-based learning approach on the academic achievements of the students in science lesson and their attitudes towards science lesson: A meta-analysis study

In this research, the study of the meta-analysis is made to identify that the project-based learning approach affects the academic achievements of the students in science lesson and their attitudes towards science lesson. Therefore, a literature review is made about studies which are in Turkey and abroad. Master's theses, doctoral dissertations and articles (between 2002 and 2013), which are suitable for research problem and have statistical data about the study of the meta-analysis are analysed by scanning from national and international database. There are 49 studies, included in the sample, about the effects of the Project-based learning on the academic achievements of the students in science lesson and there are 32 studies, included in the sample, about the effects of the Project-based learning on their attitudes towards science lesson. The result of the meta-analysis shows that the project-based learning approach is more effective than traditional teaching methods about the academic achievements of the students in science lesson and their attitudes towards science lesson. The effect rate of the Project-based learning approach is 0,991 (%95 CI, SE=0,099) about the academic achievements of the students in science lesson. This rate is more moderate than Cohen's and his friends' the classification of the effect size (2007). On the other hand, the effect rate of the Project-based learning approach is 0,715 (%95 CI, SE=0,102) about students' attitudes towards science lesson. This rate is more moderate than Cohen's and his friends' the classification of the effect size (2007). Significant differences were found in three of the research problems. About project-based learning approach to academic achievement, levels of students' learning of significant differences in efficacy have been identified. About project-based learning approach to attitudes, regarding the type of publication of the work and levels of students' learning of significant differences in efficacy have been identified. It is identified that in the field of science, the application of the Project-based learning approach's the greatest effect is on biology. It is related that in the level of education on academic achievement it's the greatest effect is on the high school level, on attitudes it's the greatest effect is on the higher secondary school level. According to the effect size for the type of publication on academic achievement it's the greatest effect is on the graduate thesis, on attitudes it's the greatest effect is on doctoral dissertations. At the end of the study; according to the results of the research, there are some suggestions for researchers and instructors. Key words: Science, Meta-analysis, Project-based Learning.