The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A Meta-Analysis

Year 2020, , 26 - 36, 01.01.2020

Hatice Çetin , , Serhat Aydın

https://doi.org/10.24331/ijere.647531

Abstract

The aim of this study is to determine the overall effect of multiple representation based instruction
on mathematical achievement. Meta-analysis method was used for this aim. The sample of the study
consisted of 33 experimental studies within 10 publications which were selected according to certain
criteria. In data analysis, mean effect size of the selected studies was examined. The effect size
distribution of the selected studies demonstrated a heterogeneous structure which led to a
preference for random effects model (Q=66.320; p=.000).The data of the current study were analyzed
using Comprehensive Meta-Analysis (CMA), which is a specialized statistical software.  The result of
the Z-test revealed a statistically significant effect size (Z=7.015; p<.05). In order to find evidence for
reliability, both a graphic approach (funnel plot) and Orwin's fail-safe N method were used to assess
the potential publication bias. Findings of these tests suggested no bias in the data. As a result, the
current investigation revealed that there was an overall medium and positive relationship between
multiple representation based instruction and mathematical achievement.

Keywords

Mathematical achievement, mathematics instruction, meta-analysis, multiple representation

References

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