The Effects of Realistic Mathematics Education on Mathematics Attitudes of Turkish Students: A Meta-Analysis

Abstract

In this research, the effects of Realistic Mathematics Education on Turkish students' mathematics attitudes were investigated through meta-analysis. For this purpose, determined indexes were searched for relevant keywords. As a result of the searching, 22 studies were included in the research according to the predetermined inclusion criteria and their effect sizes were calculated. In the analysis, the statistics programs MetaWin and Comprehensive Meta-Analysis were employed. The effect sizes were calculated using Hedges' g coefficient, with a 95% confidence level. The overall effect size value was calculated as 0.652 with a 0.101 level of standard error using the random effects model. The findings show that Realistic Mathematics Education has a moderately positive effect on Turkish students' attitudes toward mathematics. The effect sizes calculated with regard to moderator variables -level of education, field of study and implementation period-, revealed no statistically significant differences between the groups. There was a statistically significant difference in sample size between the groups.

Keywords

• Attitude
• meta-analysis
• Realistic Mathematics Education

Gerçekçi Matematik Eğitiminin Türk Öğrencilerin Matematik Tutumlarına Etkisi: Bir Meta-Analiz

Abstract

Bu araştırmada Gerçekçi Matematik Eğitiminin Türk öğrencilerin matematik tutumlarına etkisi meta-analiz yoluyla araştırılmıştır. Bu amaçla ilgili anahtar kelimelerle belirlenen indeksler taranmıştır. Tarama sonucunda önceden belirlenmiş dahil etme kriterlerine göre 22 çalışma araştırmaya dahil edilmiş ve etki büyüklükleri hesaplanmıştır. Analizde MetaWin ve Comprehensive Meta-Analysis istatistik programları kullanılmıştır. Etki büyüklükleri hesaplanırken güven düzeyi ise %95 olarak kabul edilmiş ve Hedges’s g katsayısı kullanılmıştır. Genel etki büyüklüğü değeri, rastgele etkiler modeli kullanılarak 0.101 standart hata düzeyinde 0.652 olarak hesaplanmıştır. Bulgular, Gerçekçi Matematik Eğitiminin Türk öğrencilerin matematiğe yönelik tutumları üzerinde orta düzeyde olumlu bir etkiye sahip olduğunu göstermektedir. Eğitim düzeyi, çalışma alanı ve uygulama süresi gibi moderatör değişkenlere göre hesaplanan etki büyüklükleri bakımından gruplar arasında istatistiksel olarak anlamlı bir farklılık olmadığı, örneklem büyüklüğü bakımından ise gruplar arasında istatistiksel olarak anlamlı bir farklılık olduğu belirlenmiştir.

Keywords

• Tutum
• meta-analiz
• Gerçekçi Matematik Eğitimi

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