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The purpose of this research is to determine the overall effect of instruction based on realistic mathematics education on mathematics achievement. The Meta-Analysis method recently increased in popularity in the field of educational science is used to accomplish this goal. Some criterions have been put in the determination of the study included in the survey and 12 national thesis in accordance with these criterions constituted the sample of this study. Process effectiveness method of meta-analysis is used in the analysis of data and Hedges’s g is used in the calculation of effect size of the study. At the end of the study, realistic mathematics education has an overall, positive and moderate effect on the mathematics achievement (Q = 16.406; p = 0.127). Howewer, the distribution of the effect sizes of the studies included in the survey are found to be homogeneous. At the end of the Z test carried out for the purpose of statistical significance, the value of effect size is observed statistically significant (Z = 7.966; p <0.05). The number of error protection is calculated 91 study to determine the publication bias of the study according to Orwin’s method. According to Orwin’s Fail Safe-N, the research could not have publication bias. Ozet Bu arastirmanin amaci gercekci matematik egitiminin matematik basarisi uzerindeki genel etkisini belirlemektir. Bu amaci gerceklestirmek icin egitim bilimleri alaninda yakin zamanda populerligi artan meta-analiz yontemi kullanilmistir. Arastirmaya dâhil edilecek calismalarin belirlenmesinde bazi kriterler belirlenmis ve bu kriterlere uygun olan 12 ulusal tez bu arastirmanin orneklemini olusturmustur. Verilerin analizinde islem etkililigi meta analizi yontemi kullanilmis olup arastirmalarin etki buyukluklerinin hesaplanmasinda Hedges’s g kullanilmistir. Arastirma sonucunda gercekci matematik egitiminin matematik basarisi uzerinde genel olarak, pozitif yonde ve orta duzeyde (Q= 16.406; p= 0.127) etkiye sahip oldugu ve arastirmaya dâhil edilen calismalarin etki buyuklukleri dagiliminin homojen oldugu gorulmustur. Istatistiksel anlamlilik amaciyla yapilan Z testi sonunda etki buyuklugu degerinin istatistiksel olarak anlamli oldugu gorulmustur (Z=7.966; p<0.05). Arastirmanin yayin yanliligini test etmek amaciyla Orwin’in yontemine gore hata koruma sayisi 91 hesaplanmistir. Bulunan bu degere gore calismanin yayin yanliligina sahip olmadigi soylenebilir.

uluslararası i̇nsan bilimleri dergisi

Effects of instruction based on realistic mathematics education on mathematics achievement: A meta-analysis study&lt;p&gt;Gerçekçi matematik eğitimi destekli öğretimin matematik başarısına etkisi: Bir meta-analiz çalışması