Moderator analysis was performed in order to determine the sources of high levels of heterogeneity between studies. As a result of the heterogeneity test, the study was found to have a high level of heterogeneity. In the studies combined with random effects in the model, the effect size of professional development programs on teachers' self-efficacy beliefs in science teaching was found to be "moderate". ![]() The effect sizes and the combined effect size of the studies were calculated using "Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package Program". Among these studies, it was determined that 14 studies (N=969) met the inclusion criteria. As a result of the literature review, 1072 national and international related studies were reached. In this context, master's thesis, doctoral dissertation, and articles conducted between 19 were appropriate for the research problem and had statistical data to be included in the meta-analysis study were reviewed and investigated in Turkish and English from national and international databases. For this purpose, literature review was made on existing national and international studies. ![]() This study examined the effect size of professional development programs on teachers' science teaching by meta-analysis method.
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