The Effect of Web-Based Instruction on Achievement: A Meta- Analysis Study

In this study, the master’s and PhD theses that compare web supported and web based teaching methods with traditional teaching methods according to their effect on students’ academic accomplishment and which are published in The Council of Higher Education (YOK) National Theses Center’s database and that have been given permission to access have been examined. For this aim, 170 theses have been examined and 27 experimental studies that suit the meta-analysis inclusion criteria have been taken within the scope of the research. While including the studies in the research, a categorization as to at which level of the lesson (presentation, lesson preparation, exercise etc.) the web supported teaching were used has not been made. In this study where meta-analytic effect analysis method has been used, the data have been analyzed and the effect size of web supported and web based applications on students’ academic success in the courses and topics that are dealt has been found as 0.807 compared to traditional method. According to this, a conclusion can be drawn that web supported instruction environments make a positive contribution on students’ academic achievement compared to the environments in which traditional teaching is carried out