The Effect of Computer-Assisted Mathematics Teaching on Academic Achievement in Mathematics Course: A Meta-Analysis Study

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Keywords:

Computer assisted mathematics teaching, mathematics course academic achievement, meta-analysis

Abstract

In this study, it was aimed to analyze the effect of computer-assisted mathematics teaching on learning domains, sample type and duration of practice by meta-analysis method. In accordance with the purpose of the study, different databases were used for studies in the country and abroad. 80 master's and doctoral theses were included in the meta-analysis in line with the inclusion criteria. The overall effect size of the studies which combined by meta-analysis was examined in regard to the classification of Thalheimer and Cook (2002). Considering the overall effect size (d = 0.576) obtained from the studies combined with meta-analysis method, it was seen that the effect of computer-assisted instruction on academic achievement in mathematics course was positive and at a medium level. In this study, it was determined that the area with the highest effect size in terms of the subject areas on which the applications were made was geometry, and in the classification made according to the sample type, the sample type with the highest effect size was found to be primary school. It was also found that in terms of total duration of applications, the highest effect size was between 14-23 hours long. As a result of the research, benefiting from computer support was recommended our teachers and academicians who currently carrying out education and training activities.

Published

2020-12-31

How to Cite

Baki, A., & Gürsoy, K. (2020). The Effect of Computer-Assisted Mathematics Teaching on Academic Achievement in Mathematics Course: A Meta-Analysis Study. Turkish Journal of Mathematics Education, 1(1), 31–56. Retrieved from https://tujme.org/index.php/tujme/article/view/2

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Articles