The Effect of Technology Assisted Teaching on Success in Mathematics and Geometry: A Meta-Analysis Study

Hayati Çavuş,Serap Deni̇z

doi:10.17275/per.22.45.9.2

Abstract

In this research, experimental studies comparing the effectiveness of technology-assisted teaching to traditional method up on mathematical and geometry success are combined through meta-analytical review method. For that purpose, articles, master’s, and doctoral theses carried out between the years 2000-2016 in Turkey are examined. 98 studies on academic achievement meet the specified criteria and thus were included in the meta-analysis and the effect size between variables has been demonstrated by assembling numerically the findings of these studies. CMA 2.0, MS Office Excel 2010 programs were used in the analysis of the data. As a result of the calculations of meta-analysis, the effect size of the technology-assisted teaching is calculated as 0,758 on students' mathematics achievement and as 1,136 on students' geometry achievement. This study is based on the classification system according to Cohen (1988). The effect sizes attained represent a medium effect size for mathematics academic achievement and a very large size for geometry achievement. Those both values are regarded as medium effect size according to Cohen (1988). In addition, the comparative effect sizes of the studies included in the study were calculated according to techniques of implementation, level of education and learning fields. At the end of the research, it is found that according to the traditional learning method of technology-assisted mathematic and geometry teaching is more effective in terms of achievement. It is concluded that the effect size on the academic achievement of mathematic and geometry does not differ according to time of implementation, level of education, and learning fields

Highlights

The studies on the ever-changing concepts of education and teaching frequently stem from searching for an answer to the question: "How can we provide a better education?" It will not be right to adopt status quo in the field of education and do nothing new in a world whereParticipatory Educational Research (PER), 9 (2);358-397, 1 March 2022 needs change and increase day by day
In this study, it was aimed to determine the effect of Technology Assisted Instruction (TAI) on the academic achievement of students in mathematics and geometry courses, and the experimental studies conducted on the subject were examined according to the inclusion criteria, and their findings were combined with a meta-analytical method
Regarding the Academic Achievement Variable To calculate the TAI’s effect size of students' academic achievements in the mathematics and geometry lessons, 52 studies in accordance with the criteria determined were examined within the scope of mathematics lessons, and 46 studies within the scope of geometry lessons

Summary

Introduction

The studies on the ever-changing concepts of education and teaching frequently stem from searching for an answer to the question: "How can we provide a better education?" It will not be right to adopt status quo in the field of education and do nothing new in a world where. Purpose and Problem of the Research This study’s main purpose is to synthesize the results obtained from experimental studies examining the effect of the TAI method on the academic achievement of students in mathematics and geometry lessons compared to the traditional method through meta-analysis. For this purpose, 98 studies were examined to evaluate how effective technology-supported teaching methods are in Turkey, and investigated the answers to the following questions within the scope of the research:. (3) When examined in terms areas (mathematics and geometry) in which the studies are conducted, what kind of difference is there between the effect sizes of the TAI method on academic achievement? (4) How do the effect sizes of the TAI method differ in terms of students' education level (preschool, primary school, middle school, high school, university)?

Method

Findings

Course Uncombined Findings

Conclusions

Results