Effectiveness of Educational Practices for Early Childhood Problem Solving Skills: A Meta-analysis Study

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dc.authorscopusid58061980300
dc.authorscopusid56816511400
dc.contributor.authorTok Y.
dc.contributor.authorSağlam M.
dc.date.accessioned2024-08-04T20:02:03Z
dc.date.available2024-08-04T20:02:03Z
dc.date.issued2023
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe aim of this study is to determine the effect of educational practices designed in experimental research on children’s problem solving skills for the children aged 3-6 years attending pre-school education. In this context, a total of 1012 master’s/doctorate theses, of which 321 with the original scans and 691 supplementary scans, were examined between 1987-2021 (October) in Turkey. When the studies were examined according to the criteria, it was determined that 27 theses were suitable for meta-analysis.In the study, descriptive statistics data, publication bias, heterogeneity and effect sizes were analyzed with the Comprehensive Meta-Analysis Version 2 program. It was concluded in the analyzes that there was no publication bias and that the effect sizes of the studies had a heterogeneous distribution.When the effect of experimental education practices on children’s problem solving skills was analyzed in the random effects model, it was found that the effect size value was in favor of the experimental group. The obtained value shows that the educational practices designed in the experimental research for children aged 3-6 in preschool education have a higher level of effect on children’s problem solving skills compared to the Cohen d classification. When the moderator analysis results are examined, for the overall effect size; while reaching the conclusions that the age group of the children and the type of preschool education institution they attend, the type of thesis study, the department and university in which the thesis was made, the year the thesis was made, was’nt moderator; The institute where the thesis was made was found as a moderator variable for the overall effect size. © 2023,Milli Egitim.All Rights Reserved.en_US
dc.identifier.doi10.37669/milliegitim.1056054
dc.identifier.endpage32en_US
dc.identifier.issn1302-5600
dc.identifier.issue237en_US
dc.identifier.scopus2-s2.0-85150301948en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage9en_US
dc.identifier.urihttps://doi.org/10.37669/milliegitim.1056054
dc.identifier.urihttps://hdl.handle.net/11616/91357
dc.identifier.volume52en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherT.C. Milli Egitim Bakanligien_US
dc.relation.ispartofMilli Egitimen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectearly childhooden_US
dc.subjectmeta-analysisen_US
dc.subjectpreschoolen_US
dc.subjectproblem solvingen_US
dc.titleEffectiveness of Educational Practices for Early Childhood Problem Solving Skills: A Meta-analysis Studyen_US
dc.title.alternativeErken Çocukluk Dönemi Problem Çözme Becerilerine Yönelik Yapılan Eğitimsel Uygulamaların Etkililiği: Bir Meta-analiz Çalışmasıen_US
dc.typeArticleen_US

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