Uyarlanabilir Öğrenme Ortamlarının Akademik Başarıya Etkisi Üzerine Bir Meta-Analiz Çalışması

The primary aim of this study is to systematically compile experimental research examining the impact of adaptive learning environments on students’ academic achievement and to synthesize the findings through a comprehensive analysis. To this end, a thorough literature search was conducted across multiple academic databases—including ERIC, Web of Science, ProQuest Dissertations and Theses, the Turkish National Thesis Center (YÖK Ulusal Tez Merkezi), and Google Scholar—using keywords such as adaptive learning environments, academic achievement, and personalized learning. As a result of this screening process, a total of 16 studies meeting the inclusion criteria were identified: 7 doctoral dissertations, 2 master’s theses, and 7 peer-reviewed journal articles. For data analysis, the Comprehensive Meta-Analysis (CMA) software was employed, which is widely used to calculate overall effect sizes across multiple data sets in meta-analytical research. Given the heterogeneity among the included studies in terms of sample characteristics and implementation contexts, a random-effects model was adopted. This model accounts for potential variations across studies and allows for more generalizable conclusions. The findings indicate that adaptive learning environments have a statistically significant and positive impact on students’ academic achievement. These results highlight the effectiveness of student-centered, flexible learning approaches that consider individual differences, thereby underscoring the pedagogical value of adaptive technologies in education.