The aim of this study is to determine the overall effect of multiple representation based instruction
on mathematical achievement. Metaanalysis 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 MetaAnalysis (CMA), which is a specialized statistical software. The result of
the Ztest 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 failsafe 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.
Primary Language  English 

Journal Section  Articles 
Authors 

Publication Date  January 1, 2020 
Published in Issue  Year 2020, Volume 5, Issue 1 
Bibtex  @research article { ijere647531, journal = {International Journal of Educational Research Review}, issn = {24589322}, eissn = {24589322}, address = {Sakarya Üniversitesi Eğitim Fakültesi E blok HendekSakarya}, publisher = {Sakarya University}, year = {2020}, volume = {5}, number = {1}, pages = {26  36}, doi = {10.24331/ijere.647531}, title = {The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis}, key = {cite}, author = {Çetin ,, Hatice and Aydın, Serhat} } 
APA  Çetin ,, H. & Aydın, S. (2020). The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis . International Journal of Educational Research Review , 5 (1) , 2636 . DOI: 10.24331/ijere.647531 
MLA  Çetin ,, H. , Aydın, S. "The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis" . International Journal of Educational Research Review 5 (2020 ): 2636 <https://dergipark.org.tr/en/pub/ijere/issue/50209/647531> 
Chicago  Çetin ,, H. , Aydın, S. "The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis". International Journal of Educational Research Review 5 (2020 ): 2636 
RIS  TY  JOUR T1  The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis AU  Hatice Çetin , , Serhat Aydın Y1  2020 PY  2020 N1  doi: 10.24331/ijere.647531 DO  10.24331/ijere.647531 T2  International Journal of Educational Research Review JF  Journal JO  JOR SP  26 EP  36 VL  5 IS  1 SN  2458932224589322 M3  doi: 10.24331/ijere.647531 UR  https://doi.org/10.24331/ijere.647531 Y2  2019 ER  
EndNote  %0 International Journal of Educational Research Review The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis %A Hatice Çetin , , Serhat Aydın %T The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis %D 2020 %J International Journal of Educational Research Review %P 2458932224589322 %V 5 %N 1 %R doi: 10.24331/ijere.647531 %U 10.24331/ijere.647531 
ISNAD  Çetin ,, Hatice , Aydın, Serhat . "The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis". International Journal of Educational Research Review 5 / 1 (January 2020): 2636 . https://doi.org/10.24331/ijere.647531 
AMA  Çetin , H. , Aydın S. The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis. IJERE. 2020; 5(1): 2636. 
Vancouver  Çetin , H. , Aydın S. The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis. International Journal of Educational Research Review. 2020; 5(1): 2636. 
IEEE  H. Çetin , and S. Aydın , "The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A MetaAnalysis", International Journal of Educational Research Review, vol. 5, no. 1, pp. 2636, Jan. 2020, doi:10.24331/ijere.647531 
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