This study aimed to synthesize and statistically combine the results of studies examining the effect of non-traditional teaching methods on intellectual risk-taking behavior in science courses in the context of Turkey. In this regard, the meta-analysis method was utilized in the study, and the overall effect size of the effect of non-traditional teaching methods used in the science course on intellectual risk-taking behavior was calculated. The literature review required for this study was conducted through the Higher Education Council of Turkey (YÖK) Thesis Center, and only thesis studies were included. The literature review used the keywords determined by the literature research. After the inclusion and exclusion criteria of the obtained studies were established, the necessary elimination was made. Within the scope of the study's literature search and selection criteria, nine theses studies were identified, and the essential analyses were made. The number of observations, arithmetic averages, and standard deviation measurements based on experimental control groups regarding the pre-test and post-test measurements of nine different theses included in the research were discussed. Within the scope of meta-analysis, standardized mean difference (SMD) values, known as Cohen-d in the literature, were used as the type of effect size based on the number of observations and descriptive statistics of reference studies. In line with the analysis, based on the results of the random effect type in the post-test context, the overall effect size of the scale score averages between the experimental and control groups for the post-test applications was found to be statistically significant (p<0.05). However, within the scope of the standardized mean difference (SMD) value known as Cohen-d, the overall effect size for the mean differences between the experimental and control groups for the post-test applications was low (SMD=0.20<0.424<0.50).
Non-traditional teaching methods, Intellectual Risk-Taking Behaviors, Meta-Analysis