The Effect of Student-Centered Teaching on Academic Achievement in Religious Culture and Moral Knowledge Education

In this study, the effect of student-centered teaching on students' academic achievement in religious culture and moral knowledge teaching was tried to be revealed. For this reason, meta-analysis method, one of the quantitative research approaches, was adopted in the study. Within the scope of the study, a search was made in the thesis center of the Higher Education Institution and 16 studies that met the inclusion criteria were included in the study. Rosenthal and funnel graph techniques were used to decide whether there was publication bias in the studies. According to both methods, it was seen that the studies included in the study were free from publication bias. In the analyses, firstly, 20 independent effect values were derived from 16 independent studies and each student-centered teaching practice was interpreted independently. In the continuation of the study, the combined effect value of these studies was calculated. Random effects model was used in the interpretation of the combined effect value. The combined effect value of the studies was calculated as 0.969. In this context, according to the findings obtained in the study, it was concluded that student-centered teaching practices in religious culture and ethics teaching have a wide effect on students' academic achievement.