Methodology Appraisal of Experimental Research Studies in Mathematics Teaching

Capote Paul John

doi:10.31580/apss.v5i1.1078

Abstract

This study made use of Gene Glass Effect Size formula to estimate the mean effect sizes of the eleven (11) reviewed experimental research studies on the effect of experimental and conventional teaching and learning strategies to the academic performance of students in mathematics. A validated Inclusion Criteria was utilized in the selection of studies and a modified Methodology Appraisal Checklist was employed in the analysis of elements of the research problem and research methodology. The mean effect sizes and variances of the reviewed studies vary across the elements of the research problem and methodology, an indication that teaching and learning strategies are dependent on the quality of methodology used by the researcher. This study stressed that there is no enough evidence to prove that experimental teaching and learning strategies are more effective than conventional pedagogies in improving learnings in math, as the analysis of variance (ANOVA) revealed a p-value of 0.982 (critical value=0.05).

Highlights

The findings of this study highlights the positive effects of experimental teaching strategies when study focuses on the following variables: elementary and secondary learners; private schools; three to six months duration of study; activity-oriented teaching strategies; twoexperimental—one-control group and single-group design; instructor-researcher role; directional hypothesis setting; pre-test—post-test desing; intact group sampling; using Analysis of Variance method; using researcher’s made instrument; using face and content validation; and using Kuder-Richardson 20, Cronbach α, Test-Retest methods of reliability testing
The preceding highlights call for future studies that will carefully address the complex domain of mathematics teaching in different contexts, the evaluation strategies, the effectiveness of the math curriculum, and learners’ achievements (Ginsburg & Golbeck, 2004)
This study aimed at consolidating and amalgamating findings from various experimental research studies on the effect of teaching and learning strategies on the performance of students in mathematics through the Gene Glass Effect Size Formula and at appraising the methodological quality of these research studies. This objective is possible by averaging the effect sizes across studies under investigation through combining the effect sizes of individual studies (Hedges & Kuyper, 2015). It analyzed the magnitude of a treatment effect from some individual or group experimental research studies based on the elements of research problem and research methodology

Summary

Introduction

The findings of this study highlights the positive effects of experimental teaching strategies when study focuses on the following variables: elementary and secondary learners; private schools; three to six months duration of study; activity-oriented teaching strategies; twoexperimental—one-control group and single-group design; instructor-researcher role; directional hypothesis setting; pre-test—post-test desing; intact group sampling; using Analysis of Variance method; using researcher’s made instrument; using face and content validation; and using Kuder-Richardson 20, Cronbach α, Test-Retest methods of reliability testing. Shows the areas of research problem and research methodology where both experimental and conventional teaching strategies obtained positive mean effect sizes.

Objectives

Results

Conclusion