The effect of use of digital story method in science education on academic success of students: A meta-analysis study

The aim of this study is to determine the effect of the use of digital storytelling method on academic achievement in science education. In order to achieve this aim, meta-analysis method was used. The meta-analysis method is a method that can be done with at least two studies and is a quantitative study that shows the results of more than one study as if it were a single study. In line with this purpose, in order to collect data in our research, "Thesis published and unpublished in YÖK National Thesis Center, Web of Science, ProQuest, Eric, Ebscohost, Scopus, Science Direct, Mendeley, Dergipark, Ulakbim, Google Scholar". Many databases were searched and studies published between 2012-2022 were included. After the obtained data were eliminated according to various criteria, 19 studies suitable for the research were determined. The data to be used in the research is a total of 19 studies, of which 3 are doctoral thesis, 6 are master's thesis and the remaining 10 are articles. In order to determine whether the obtained data are suitable or not, coding was done and Excel program was used in the coding process. Data; were grouped according to criteria such as publication year, publication type, author's name, data collection tool, education level, number of samples, keywords, dependent variable. CMA 2.0 program was used to analyze the data. The calculations were made according to the random effects model at the 95% confidence interval and the effect size was found to be 1.231 as a result of the calculations. According to Thalheimer and Cook (2002), this level of influence has a very wide effect. As a result of the meta-analysis study, it was understood that the use of digital storytelling method in science education positively affects academic achievement.