A meta-analysis study on the effect of the 5e learning model on mathematics success in Turkey

The 5E learning model, based on the constructivist approach, is a learning method used to provide students with 21st century skills, eliminate mathematical misconceptions and increase their academic success through a series of built-in stages. In this direction, the aim of the research is to combine the studies examining the effect of the 5E learning model on students' mathematics achievement with experimental methods compared to traditional learning methods with the meta-analysis method, and to reach a comprehensive conclusion by evaluating the findings. In this direction, postgraduate theses and articles on the 5E learning model made in Turkey between 2007-2022 were scanned. As a result of the screening, a total of 20 studies (13 master's theses, 4 doctoral dissertations and 3 articles) examining the effect of the 5E learning model on mathematics achievement and meeting the inclusion criteria in the meta-analysis were included in the meta-analysis. Analyzes of the data were made in the Comprehensive Meta-Analysis program. The effect sizes of the studies included in the meta-analysis were calculated separately according to the fixed effects and random effects models. As a result of the heterogeneity test performed to determine which of these models to use, it was determined that the studies were heterogeneous and the analyzes were carried out according to the random effects model. In order for the overall effect size found to be valid, the Funnel Scatterplot was examined using Rosenthal's Safe N and Orwin's Safe N publication bias evaluation methods. It was determined that there was no publication bias in the studies. In addition, it was carried out with the help of moderator analysis whether there was a significant difference between the studies according to the publication type, publication year, teaching level, application period, sample size, regions, design type and learning area. According to the random effects model of the studies, the overall effect size was calculated as Hedges's G=0.910 (95% CI, SE=0.098) in the confidence interval of 0.718-1.102. It has been determined that the overall effect size is "wide" according to the classification made by Thalheimer and Cook. All of the studies have positive effect size (in favor of the experimental group). As a result of the moderator analysis, no significant difference was found in the effect of the 5E learning model on students' mathematics achievement according to the publication type, teaching level, application period, the regions where they were made, the type of design and the learning area. However, it did not show a significant difference according to publication year and sample size. According to the results of the research, it was concluded that learning based on the 5E learning model is more effective in improving students' mathematics achievement compared to traditional learning methods. In this context, it can be suggested to encourage teachers to use the 5E learning model in mathematics lessons. Keywords: Effect Size, Meta-analysis, 5E Learning model, Math success, Learning spaces.