The effect of different teaching applications on science teaching self-efficacy beliefs: A meta-analysis study

The purpose of this study is to examine the effect size of different teaching applications on science teaching self-efficacy beliefs using meta-analysis method. In order to achieve this purpose, the relevant literature reviewed was realized with current national and international studies. The postgraduate theses, doctoral dissertations and articles which were written between 2000-2018, were convenient for the study problem and had statistical data that could be included in the meta analysis study, were reviewed and examined from the national and international databases. As a result of the literature review, 276 relevant national and international studies were accessed. Among these studies, it was determined that 81 studies met the inclusion criteria. The dependent variable of the study was established to be effect sizes of science teaching self efficacy beliefs, while the independent variables were teaching applications, study moderators, and gender. Based on results of the study, the general effect size value of different teaching applications on science teaching self efficacy beliefs was found to be 0.782 (95% Cl, SE=0.065). According to the effect size classification by Cohen et al. (2007), this value had a moderate effect. It was determined that this effect size value statistically significantly varied according to moderators of year of publication, scale used, sample size and application duration. It was determined that effect size value of different teaching applications on science teaching self efficacy beliefs of teachers was 0.669 (95% CI, SE=0.145). According to the effect size classification by Cohen et al. (2007), this value had a moderate effect. It was found that this effect size value did not vary statistically significantly according to the study moderators. It was determined that effect size value of different teaching applications on science teaching self efficacy beliefs of teacher candidates was 0.815 (95% CI, SE=0.073). According to the effect size classification by Cohen et al. (2007), this value had a moderate effect. It was found that this effect size value caused a statistically significant difference according to moderators of scale used, lesson applied, sample size and application duration. It was determined that effect size value of gender variable on science teaching self efficacy beliefs was 0.062 (95% CI, SE=0.130), in favor of males. According to the effect size classification by Cohen et al. (2007), this value had an insignificant effect. According to these results, some recommendations were made for the implementers and researchers. Keywords: Different Teaching Applications, Science Teaching Self Efficacy Beliefs, Self Efficacy, Effect Size, Meta Analysis