THE EFFECT OF TECHNOLOGY-BASED MATHEMATICS TEACHING ON MATHEMATICS PERFORMANCE: A SECOND-ORDER META-ANALYSIS

Year 2024, Volume: 14 Issue: 2, 260 - 285, 26.07.2024

Mustafa Demir Metin Kaya Ahmet Çelik Tunahan Filiz

https://doi.org/10.17943/etku.1401897

Abstract

It is mentioned that all types of technological supports used in the mathematics instruction process have positive impacts on student mathematics performance without analyzing their educational dimension of them. In this context, the purpose of this research is to analyze the impact of technology-based mathematics instruction on the mathematics performance of students. 22 meta-analyses about the effects of technology-based mathematics instruction on student performance were carried out between 2017 and 2022; 27 impact sizes collected from these researches are combined with second-order meta-analyses. It is found that technology-based instruction’s impact on mathematics performance is medium-level. On the other hand, in studies about technology-based instruction, it is determined that the location and quality of the article caused important improvements in the mathematics performance of students. On the other hand, technology-based instruction, performance type, grade level, bias status, report type, and year range moderator variables didn’t cause statistical differences. It is determined that technology-based instruction methods increase the mathematics performance of students; however, Digital Tools Based Instruction and Software Based Instruction models are more efficient when compared to the other learning methods. Suggestions based on the research results are presented in the study.

Keywords

teaching method, technology-based instruction, mathematics performance, meta-analysis

TEKNOLOJİ DESTEKLİ MATEMATİK ÖĞRETİMİNİN ÖĞRENCİLERİN MATEMATİK PERFORMANSINA ETKİSİ: İKİNCİ DERECEDEN BİR META-ANALİZ

Abstract

Matematik öğretiminde kullanılan tüm teknolojik desteklerin öğretimsel yönüne bakılmaksızın öğrencilerin matematik performanslarını olumlu düzeyde etkileme gücüne sahip olduğu ifade edilmektedir. Bu bağlamda bu araştırmada teknoloji destekli matematik öğretiminin öğrencinin matematik performansına etkisini incelemek amaçlanmıştır. 2017-2022 yılları arasında teknoloji destekli matematik öğretiminin öğrencilerin matematik performansı üzerindeki etkisini inceleyen 18 meta analiz araştırması ve bu araştırmalardan gelen 27 etki büyüklüğü second-order meta analiz yöntemiyle birleştirilmiştir. Teknoloji destekli öğretimin matematik performansına etkisinin orta düzeyde olduğu sonucuna ulaşılmıştır. Ayrıca teknoloji destekli öğretim ile ilgili çalışmalarda lokasyon ve yayın kalitesinin öğrencilerin matematik performansı üzerinde anlamlı bir farklılık oluşturduğu tespit edilmiştir. Öte yandan Technology Based Instruction, performance type, grade level, bias status, report type and year range moderatör değişkenlerine göre istatistiksel olarak bir farklılık oluşturmadığı belirlenmiştir. Teknoloji destekli tüm öğrenme modellerinin öğrencilerinin matematik performansını artırdığı ancak Digital Tools Based Instruction ve Software Based Instruction modellerinin öğretim sürecinde kullanımının öğrencilerin matematik performansına etkisi bakımından diğer öğrenme modellerine göre daha etkili olduğu ortaya çıkmıştır. Ayrıca araştırma sonuçları doğrultusunda önerilere yer verilmiştir.

Keywords

Mathematics performance, technology based instruction, teaching methods, meta-analysis

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