The effect of programming teaching approaches on academic success: A meta-analysis study

Teaching programming is a discipline that requires problem-solving skills, logical and algorithmic thinking skills. Programming teaching approaches; It includes learner-oriented approaches and tool-oriented approaches. Learner-oriented approaches: It consists of paired programming approach, project-based learning approach, game-based learning approach, inquiry-based learning approach and interdisciplinary approaches. Tool-oriented approaches: It consists of text-based programming, block-based programming, physical programming, and hybrid programming. The approaches applied in programming teaching help students learn abstract programming by making sense of it conceptually. The aim of the research; The aim of this study is to determine the impact sizes of the studies conducted nationally and internationally between 1960-2024 that deal with the impact of programming teaching approaches on the academic success of students. The differentiation of the effect sizes of the studies included in the research in terms of regulatory variables determined according to "year of publication", "type of publication", "countries of publication", "education levels" and "software type" is within the scope of the research. As the limitations of the study, the year range is between 1960-2024, and the meta-analysis is in line with the general view that it should be carried out in at least 3 or more years. Other limitations are the inclusion of experimental studies in the studies included in the research, the use of descriptive statistics, and the fact that the course in which the research was conducted was related to Information Technologies. The fact that there is no study in the literature in the form of a meta-analysis of the effect of programming teaching approaches on students' academic achievement, which is determined as the aim of the research, supports the originality of the research. The fact that the study area of the research is national and international comprehensive will increase the generalizability of the data that will emerge as a result of the research. The fact that the effects of all programming teaching approaches were examined separately in the research will allow a general evaluation of the approaches. Examining the difference in programming teaching approaches in terms of academic achievement according to regulatory variables will allow to evaluate in terms of these variables. The method of the research is meta-analysis method, which is one of the quantitative analysis methods. Meta-analysis is the calculation of the individual and general effect size by determining the suitability of the descriptive statistics in the experimental studies selected according to the selection criteria to the meta-analysis program and determining the suitability of the random or fixed effects model with the heterogeneity test, and comparing and interpreting the generalizability of the data obtained by testing the comprehensiveness of the literature review study with publication bias with the studies in the literature. While conducting the meta-analysis process, national and international graduate theses and articles on programming teaching approaches are the main data sources. The keywords used during the research are "programming", "coding", "coding", "programming", "programming" and "education", "scratch". The studies included in the study were coded in the context of the selection criteria in the coding form. Descriptive statistical data in the experimental process were processed into the meta-analysis program together with the data in the form of coding. Keywords: Academic achievement, impact size, meta-analysis, program development, programming, programming teaching approaches.