The effect of information communication technologies on academicsuccess in social studies teaching: Meta analysis stud

The aim of this research expressed in the meta-analysis of experimental studies examining methods of integrating Social Studies Education in Turkey within the scope of ICT and examine their impact on academic achievement scores of students and traditional teaching methods. The findings of the studies obtained in line with this aim are gathered under common headings and it is aimed to examine the differences according to year, undergraduate level, sample size and preferred method-tool. As a result of the literature review conducted within the scope of the research, 60 studies were reached within the subject headings in the databases examined. 14 of the studies that were examined with the coding form were excluded from the study due to being excluded from the research problem, lack of academic success in the variables, being prepared by qualitative methods and being outside the limitations determined by the researcher. 46 studies were included in the meta-analysis. The dependent variable of the study is the effect size of the effect of ICT on academic achievement; independent variables were determined as year, sample size, preferred teaching method-materials and publication level of the study. In the scope of the research, CMA meta-analysis package program was used for data analysis. Within the scope of the research, E ++ = 1.062 was calculated according to random effects model and according to Cohen's classification criteria, the effect size was interpreted as wide range. According to the random effects model, p value less than 0.05 revealed a significant difference and it was concluded that the use of ICT had a positive effect on academic achievement scores against traditional methods. Information Communication Technologies was found to be more effective in transferring the information and behavior expected to gain to students.