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Using meta-analysis, this study examines the effect of computer-supported education on students' attitudes and determines the degree to which the effect size obtained by combining the effect sizes of various studies differs, in terms of educational level, course subjects and application duration. Based on the inclusion criteria, a total of 32 pieces of research from 621 studies that appeared in the national and international literature during 2005-2015 were analysed. Data analysis was carried out with the treatment effectiveness method, using the MetaWin 2.0 and the Comprehensive Meta-Analysis statistics programs. The findings of the research revealed that, according to the random effects model, computer-supported education had a moderate, positive and significant (ES = 0.449) effect on attitude scores. The positive correlation between the related method and student attitudes suggests that the correlation may be enhanced by the use of more interesting and better quality content designed for computer-supported education.

The aim of this study is to compare the 5E learning model with traditional learning methods in terms of their effect on students' academic achievement, retention and attitude scores. In this context, the meta-analytic method known as the "analysis of analyses" was used and a review undertaken of the studies and theses (N = 14) executed in Turkey over the period 2008-2014 on the 5E model. The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores. The treatment effect method was used in the data analysis and the Comprehensive Meta-Analysis (CMA) statistical program, the MetaWin and Microsoft Excel 2010 Office programs were employed for the effect size calculation. The effect size values resulting from the analysis were interpreted according to Cohen classification (1992). When academic achievement, retention and attitude scores in the studies implementing the 5E instructional model were calculated according to the random effects model, effect size values were found to be ES[subscript academic achievement] = 1,132, ES[subscript retention]: 1,417 and ES[subscript attitude] = 0,552, respectively. In regard to academic achievement and retention, it can be inferred that these effect sizes of the 5E learning cycle were large and medium with respect to attitude, while both were positive and significant. It can therefore be said that the 5E model has a positive effect on academic achievement, retention and attitude scores.

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Most of the RC buildings in Turkey have reached the end of their economic lifespan, so urban transformation studies have been accelerated in recent years. Considering the fact that these buildings do not meet the construction regulations and have structural defects in terms of earthquake resistance is concluded the necessity of renewal of this building stock. For this reason, it is needed to study the explosive based demolition technique, which have been widely used in the future in Turkey. The aim of this study is to analyze the structural behavior of buildings planed for demolition by using explosive materials and demonstrating the effect of structural faults on the demolition process. In this context, the effect of structural defects on structural behavior is investigated under explosive based demolition for a typical RC framed building model. Within the scope of the study, it is aimed to investigate the effects of design errors frequently encountered in reinforced concrete structures during the demolition of the building using explosives. The main objective of the study is to determine the effects of design errors, which may be present in the building on important results such as demolition of reinforced concrete structures that are planned to be demolished in two different types using an explosive inside or towards a selected direction, distribution of the parts scattered after demolition and the demolition time. In this way, it is aimed to prevent accidents or unwanted demolition patterns that may occur in demolition works of reinforced concrete structures with design errors. A 12‐storey square building in plan with 6x6 axles (5 m axle opening) is selected as a structural system. The selected structure has been designed with Ide Static Structural Analysis Program. The same structure is also modeled with extreme loading for structures (ELS) program for low concrete strengths, reinforcement defects, and locally located structural defects considering inside and side demolition used explosives. All building models have been subjected to the same blast planning. It is observed that reduced the concrete strength and reinforcement faults shorten the time of destruction of buildings scheduled for demolition by using explosive materials and all the structural defects effect the debris affecting area. It is generally concluded that, all the structural defects are affective on the structural behavior of buildings under explosive based demolition. [ABSTRACT FROM AUTHOR]