Effect of Station Technique in Classroom Teaching: A Meta-Analysis Study

Authors : Füsun Gülderen ALACAPINAR, Hatice UYSAL

Pages : 88-106

View : 16 | Download : 8

Publication Date : 2020-04-30

Article Type : Review Paper

Abstract :By applying meta-analysis method, the present article examines academic theses based on experimental design related to the station technique conducted in the period 2007-2019 and accepted by universities. Meta-analysis covered 15 postgraduate theses that are fit for the problem of the present study and have sufficient statistical data. Treatment effectiveness meta-analysis was used in data analysis. The effect of station technique on students’ cognitive achievement, attitude and retention scores was examined. After meta-analysis calculations, station technique was found to have the effect size value of 0.865 on students’ cognitive achievement/success scores, of -0.006 on attitude scores, and of 0.961 on retention scores. These values obtained from meta-analysis suggest that the effect size is large in achievement/success and retention, but negative and negligible in the case of attitude. Findings confirm that the use of station technique in class teaching has its positive effect, relative to the present teaching method, on both cognitive achievement/success and retention.
Keywords : Attitude, Cognitive achievement, Effect value, Station technique, Success