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Inclusion and exclusion criteria guided a literature review of 23 studies, from which 26 effect sizes were extracted. Effect sizes were analyzed with the CMA program to assess publication bias, with no evidence of bias found. A random effects model fit the data, yielding an overall effect size of 0.600, indicating a moderate positive impact. Moderator analysis via Analog ANOVA showed no differences by research type or educational stage, but a significant difference by subject area.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-11-issue-4-transformative-impact-a-meta-analysis-of-authentic-learning-activities-on-course-attitudes/591289/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-11-issue-4-transformative-impact-a-meta-analysis-of-authentic-learning-activities-on-course-attitudes/591289.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What method was used to evaluate the impact of authentic learning on course attitudes?","Question",{"text":112,"@type":113},"The study used a metaanalysis method. Effect sizes were analyzed using the CMA program, and publication bias was assessed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many studies and effect sizes were included in the metaanalysis?",{"text":117,"@type":113},"The review included 23 studies, and 26 individual effect sizes were extracted for analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the overall findings about the effect of authentic learning?",{"text":121,"@type":113},"The random effects model produced an overall effect size of 0.600, indicating a moderate positive effect on students’ attitudes.",{"name":123,"@type":110,"acceptedAnswer":124},"Did moderator variables change the results?",{"text":125,"@type":113},"Analog ANOVA showed no significant differences by research type or educational stage, but a significant difference was observed for subject area as a moderator.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},591289,1792192990,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":46,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 11(4), pp. 608-615, November 2023  \nDOI: 10. 30918/AERJ.114.23.098 ISSN: 2354-2160  \nFull Length Research Paper  \nTransformative impact: A meta-analysis of authentic learning activities on course attitudes  \nErol Erdem1* and Özlem Kaf2  \n1Ministry of National Education, Türkiye  \n2Çukurova University, Türkiye.  \nAccepted 31 October, 2023  \n\n| ABSTRACT\u003Cbr>This study aimed to examine the impact of authentic learning on attitudes towards the course using a metaanalysis method. To achieve this, the researcher established inclusion and exclusion criteria and conducted a literature review. The review included 23 studies, from which they extracted 26 individual effect sizes. The researcher analyzed these effect sizes using the CMA program, finding no evidence of publication bias. Statistical values suggested that a random effects model was appropriate. According to the random effects model, the overall effect size was calculated as (E++ = 0.600), indicating a moderate positive effect. Additionally, when applying the Analog ANOVA test for moderator variables, no significant differences were observed based on the type of research and the educational stage in which the research was conducted. However, a significant difference was observed with regard to the subject area as a moderator variable.\u003Cbr>Keywords: Authentic learning, authentic teaching, meta-analysis, attitude, synthesis. |\n| --- |\n| *Corresponding author. E-mail: [erolerdem977@gmail.com](erolerdem977@gmail.com) . |\n\nINTRODUCTION  \nIn the history of education, the need to fill the gap between theory and practice has been one of the biggest problems. Before the Industrial Revolution, apprenticeship training was used to fill this gap. However, the rapid increase in the population, the acceleration of change and transformation, and the professionalization and sub-division of occupational branches prevented the sustainability of apprenticeship training. For this reason, new searches have emerged to integrate theory and practice. One of these new approaches is authentic learning (Çetinkaya, 2018; Revington, 2013) . Authentic learning is an approach that aims to have students create authentic products that will be useful (for students) in real-world contexts through projects and sees students as active participants (Bektaş and Horzum, 2014; Revington, 2013) . Authentic learning is interdisciplinary as it aims for learning activities that are not isolated from their context. In authentic learning environments, students are active participants, critics and autonomous learners (Bektaş and Horzum, 2014) . It is based on the principle of lifelong learning as it targets real-world situations.  \nAuthentic learning activities are designed for the development of metacognitive thinking skills, creativity  \nand basic life skills in students (Yuliati, Fauziah and Hıdayat, 2018) . These activities are an understanding that aims to enable students to produce solutions to reallife problem situations (Dolapçıoğlu, 2015) . Since they find solutions to real problems as active participants, they are more easily motivated on the subject (İneç and Akpınar, 2017) .  \nAs a result of the literature review, it was determined that various aspects of authentic learning have been investigated by many researchers using different methods. For example , Dolapçıoğlu (2015) examines the development of critical thinking skills in mathematics courses with an action research method, Gündoğan (2017) deals with authentic learning activities in life science courses from a broad perspective, Aynas (2018) investigates the effect of authentic learning artificial intelligent , Akter, Shahariar, Sakip Qian, Whitman and Wu (2023) examines the use of valid representations of real-world situations by blending online learning activities and authentic learning in science, in a curriculum development study based on authentic learning activities, and Mims (2003) in a study using authentic le","cbCaikfpIzF4CJ4z","https://ap.wps.com/l/cbCaikfpIzF4CJ4z","pdf",230137,"English","# ABSTRACT\n# INTRODUCTION\n## Background and Rationale\n## Purpose of the Study\n## Analog ANOVA and Research Questions","[{\"question\":\"What method was used to evaluate the impact of authentic learning on course attitudes?\",\"answer\":\"The study used a metaanalysis method. Effect sizes were analyzed using the CMA program, and publication bias was assessed.\"},{\"question\":\"How many studies and effect sizes were included in the metaanalysis?\",\"answer\":\"The review included 23 studies, and 26 individual effect sizes were extracted for analysis.\"},{\"question\":\"What were the overall findings about the effect of authentic learning?\",\"answer\":\"The random effects model produced an overall effect size of 0.600, indicating a moderate positive effect on students’ attitudes.\"},{\"question\":\"Did moderator variables change the results?\",\"answer\":\"Analog ANOVA showed no significant differences by research type or educational stage, but a significant difference was observed for subject area as a moderator.\"}]","African Educational Research Journal - Vol. 11 - Issue 4 - Transformative impact: A meta-analysis of authentic learning activities on course attitudes | PDF",1792071518]