The Effect of Reflective Thinking Based Practices on Retention Scores: A Mixed-Meta Method

Emrah Cinkara; Cihan Salma; Veli Batdi

doi:10.19137/praxiseducativa-2024-280318

Emrah Cinkara Gaziantep University https://orcid.org/0000-0003-4327-7061
Cihan Salma Gaziantep University
Veli Batdi Gaziantep University

DOI:

https://doi.org/10.19137/praxiseducativa-2024-280318

Keywords:

reflective thinking, reflective thinking practices, retention, mixed-meta method

Abstract

The study investigates the effect of reflective thinking practices on retention scores using a mixed meta-method approach, which involves analyzing quantitative and qualitative data obtained through document reviews with meta-analysis and meta-thematic analysis. For the meta-analysis, nine studies that met the inclusion criteria in specific databases were identified. Using CMA and MetaWin programs, the meta-analysis revealed a significant effect size of g=1.550 across all nine studies, indicating that reflective thinking practices positively influence retention scores. The meta-thematic analysis, which included content analysis of 13, revealed the following four themes: contribution of reflective thinking practices to the learning process, benefits for students, obstacles associated with these practices, and suggested solutions to overcome them. The findings from both the meta-analysis and the meta-thematic analysis consistently support the conclusion that reflective thinking practices have a positive effect on retention.

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Author Biographies

Emrah Cinkara, Gaziantep University

Prof. Dr. Emrah Cinkara is a Professor in the Department of Foreign Language Education at Gaziantep University. He earned his PhD in English Language Education from Çukurova University in 2014, following a master’s degree from Gaziantep University in 2009 and a bachelor’s from Middle East Technical University in 2005. Dr. Cinkara serves as the Director of the School of Foreign Languages and the Distance Education Center, where he has pioneered initiatives in digital pedagogy, blended learning, and inclusive education practices. He teaches both bachelor’s and master’s level courses, focusing on teacher education, language assessment, and technology-enhanced learning. His research contributions include numerous international publications, such as chapters in E-FLIP Facilitating e Learning for an Inclusive Pedagogy (2023). Dr. Cinkara has led and participated in multiple research projects, emphasizing the integration of digital tools to improve learning outcomes and support refugee and underserved populations. His work also extends to international collaborations aimed at promoting social cohesion and innovative educational practices. As an academic, he remains dedicated to advancing research-based, student-centered approaches to teaching and learning, leveraging technology to enhance educational accessibility and effectiveness.

Cihan Salma, Gaziantep University

Cihan Salma cursó la licenciatura en la Universidad İbrahim Çeçen de 2009 a 2013 y el máster en la Universidad de Gaziantep en 2024. Actualmente es subdirector de una guardería. Como experto científico, se centra en métodos de enseñanza innovadores, especialmente en la digitalización de la educación, el aprendizaje combinado, el metaverso y la alfabetización digital. Sus últimas publicaciones incluyen un capítulo en el libro Eğitimde Metaverse: Kuram ve Uygulamalar (2023), un artículo sobre aprendizaje combinado en 2023 y otro sobre alfabetización digital en 2024. Cihan Salma pretende contribuir a la integración de la alfabetización digital, el aprendizaje combinado y las aplicaciones metaversas en la educación infantil.

Veli Batdi, Gaziantep University

El Prof. Dr. Veli Batdı es un científico de la educación cuyas contribuciones teóricas al campo son ampliamente reconocidas. Entre ellas se encuentran el enfoque multicomplementario, el método mixto-meta y el análisis metatemático. Realizó sus estudios universitarios en la enseñanza del inglés y posteriormente obtuvo un máster y un doctorado en el campo de las ciencias de la educación. Ha publicado numerosos artículos en revistas, capítulos de libros y proyectos de investigación. Sus intereses de investigación abarcan la formación del profesorado, los métodos y técnicas de enseñanza, la evaluación en la educación, las tecnologías educativas y el currículo. El «Enfoque Multicomplementario», que él desarrolló, está diseñado para facilitar resultados más completos mediante la integración de diversos métodos y conjuntos de datos en la investigación educativa. El Prof. Dr. Batdı ofrece soluciones prácticas para la integración de la investigación con métodos mixtos y las tecnologías educativas, y sus estudios se citan con frecuencia a nivel nacional e internacional. Ejerce como miembro del profesorado con el título de catedrático en el Departamento de Ciencias de la Educación y el Departamento de Currículo e Instrucción de la Universidad de Gaziantep.

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