Abstract:
The aim of this study was to aggregate the results of experimental studies investigating the effects of blended learning on student achievement in Turkey carried out between 2000 and 2016 through a meta-analysis. The examination of the efficacy of the blended learning in Turkish context is a fruitful contribution to the relevant literature and teaching processes in Turkey. In addition to revealing the overall impact of blended learning on academic achievement through a single group implementation, the present study includes comparisons and sub-group analyzes of blended learning vs. face-to-face learning, blended learning vs. online learning, blended learning vs. blended learning enriched with different techniques. The overall effect size of the blended learning on academic achievement was calculated as 3.114 Cohen d equaled to the eta squared value of .708. It means that blended learning has a strong impact on student achievement with an added-value of 70.8% according to the results of 32 experimental studies involving 1064 learners. Moreover, the results of the study indicate that blended learning creates more positive outcomes on student achievement when compared to face-to-face learning and online learning. It was also found that blended learning enriched with different techniques has more positive effects on student achievement than traditional blended learning. It implies that blended learning can be used effectively in association with contemporary approaches. The paper concludes by offering some implications.
