The effect of blended learning on academic achievement in science education: A meta-analysis study

There have been developments and changes in science and technology from past to present. The needs of people change with the developments in science and technology. This situation affects their lives and education processes. Technological developments have led to the emergence of new learning approaches. One of these approaches is blended learning approach. The aim of this study is to determine the effect level of blended learning on academic achievement in science education by meta-analysis method. For this purpose, WoS, ERIC and Scopus databases, which are widely used in the field of education, were scanned. A meta-analysis of 26 experimental studies, published between 2005 and 2023, was conducted with the objective of evaluating the effectiveness of the blended learning approach in comparison to traditional learning. It was determined that the distribution of effect sizes was heterogeneous. Moreover, the results indicated that there was no publication bias. The overall effect size was analysed according to the random effects model. The results show that the blended learning approach has a medium-level positive effect on science achievement.