TY  - JOUR
T1  - The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis
TT  - Okumak ve Matematik Başarısı Arasındaki İlişki: Meta Analizden Bulgular
AU  - Ulum, Hakan
AU  - Küçükdanacı, Tuncay
PY  - 2024
DA  - June
Y2  - 2024
DO  - 10.52911/itall.1494180
JF  - Instructional Technology and Lifelong Learning
JO  - ITALL
PB  - Mustafa SARITEPECİ
WT  - DergiPark
SN  - 2717-8307
SP  - 153
EP  - 170
VL  - 5
IS  - 1
LA  - en
AB  - This meta-analysis study aims to analyse the findings of quantitative studies examining the relationship between reading skills and mathematics achievement. Articles discussing the relationship between reading skills and mathematics achievement in the education field constitute this study's data source. Data from 13 studies and 397882 students were combined. The Difference in Standardized Means was used to calculate the effect size in the meta-analysis. Quantitative data such as correlation, t-value, p-value, mean, standard deviation and sample size were obtained from each study. Inter-coder reliability was ensured by receiving a 92% agreement rate with two independent coders. Meta-analysis was performed with Comprehensive Meta-Analysis software, and both fixed and random effects models were examined. Heterogeneity in effect sizes was determined by Q and I2 analyses. Publication bias was tested with four different methods. The results underline a strong link between reading and math achievement. However, the data analysis reveals heterogeneity, suggesting a potential complexity in this relationship and that the influence of various factors may vary. The study found no statistically significant differences between subgroups. Moderators such as education level, geographical location and type of research did not significantly affect the relationship between reading and math achievement. This suggests that the relationship between reading and math achievement is generally consistent across different groups. This meta-analysis of the relationship between reading and math achievement has critical educational practice and policy implications.
KW  - Reading
KW  - Mathematics
KW  - Achievement
KW  - Meta-analysis
N2  - Bu meta-analiz çalışması, okuma becerileri ile matematik başarısı arasındaki ilişkiyi inceleyen nicel araştırmaların bulgularını analiz etmeyi amaçlamaktadır. Eğitim alanında okuma becerileri ile matematik başarısı arasındaki ilişkiyi inceleyen makaleler bu çalışmanın veri kaynağını oluşturmaktadır. Toplam 13 çalışma ve 397882 öğrenciden elde edilen veriler birleştirilmiştir. Meta analizde etki büyüklüğünü hesaplamak için Standartlaştırılmış Ortalamalardaki Fark kullanılmıştır. Her çalışmadan korelasyon, t-değeri, p-değeri, ortalama, standart sapma ve örneklem büyüklüğü gibi nicel veriler elde edilmiştir. İki bağımsız kodlayıcı ile %92 uyum oranı elde edilerek kodlayıcılar arası güvenilirlik sağlanmıştır. Meta-analiz Comprehensive Meta-Analysis yazılımı ile gerçekleştirilmiş ve hem sabit hem de rastgele etkiler modelleri incelenmiştir. Etki büyüklüklerindeki heterojenlik Q ve I2 analizleri ile belirlenmiştir. Yayın yanlılığı dört farklı yöntemle test edilmiştir. Sonuçlar, okuma ve matematik başarısı arasında güçlü bir bağlantı olduğunun altını çizmektedir. Bununla birlikte, veri analizi heterojenliği ortaya koyarak bu ilişkide potansiyel bir karmaşıklığa ve çeşitli faktörlerin etkisinin değişebileceğine işaret etmektedir. Analiz, alt gruplar arasında istatistiksel olarak anlamlı farklılıklar bulmamıştır. Eğitim seviyesi, coğrafi konum ve araştırma türü gibi moderatörler okuma ve matematik başarısı arasındaki ilişkiyi önemli ölçüde etkilememiştir. Bu da okuma ve matematik başarısı arasındaki ilişkinin farklı gruplar arasında genel olarak tutarlı olduğunu göstermektedir. Okuma ve matematik başarısı arasındaki ilişkinin bu meta-analizi, önemli eğitim uygulamaları ve politika çıkarımlarına sahiptir.
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UR  - https://doi.org/10.52911/itall.1494180
L1  - https://dergipark.org.tr/en/download/article-file/3974252
ER  -