A Meta-Analysis of the Effects of Realistic Mathematics Education-based Teaching on Mathematical Achievement of Students in Turkey

Abstract

The aim of the current study is to determine the effect of realistic mathematics education-based teaching on students' mathematics achievement. For this purpose, a meta-analysis method, which allows combining the results of a series of studies on a subject, was used in the study. A total of 40 scientific publications, 27 thesis and 13 articles, which are suitable for the research problem, were included in the sample of the study. The publications conducted on mathematics achievement in 2020 and earlier in Turkey were used in the study. Process effectiveness method of meta-analysis was employed in the analysis of data and Hedges's g was used in the calculation of effect size of the study. In determination of the publication bias of the studies included in the meta-analysis, the funnel plot and Rosenthal's Fail-Safe N-FSN statistics were examined together. In order to determine whether the distribution of the effect sizes is homogenous or not, the results of Q statistic were investigated. As a result, the effect sizes are homogeneously distributed. Therefore, fixed effect model was used. As stated in the fixed effects model, the overall effect size value is 0.760 with a 0.041 level of standard error. As a result of the study, the effect of teaching activities based on realistic mathematics education on mathematical achievement is at a positive medium level.

The Effect Model of College PE Teaching Reform Based on Moral Education

“…e most important thing is that the technical level of these students has also been greatly improved. e other is the statistical grouping of students' skills and physical quality in the first class, and the specific technical requirements are determined by the teachers of the elective course [10,11]. Physical fitness groups are divided into different grades according to physical fitness test results, and special skills are divided into basic group and promotion group according to teachers' assessment requirements.…”

Türkiye’deki Gerçekçi Matematik Eğitimi Araştırmalarının Eğilimleri: İçerik Analizi

“…Studies supporting this result obtained from the research are available in the literature (Çelik 2013;Doğan ve Kurt, 2019;Kaplan et. al, 2015;Tabak, 2019, Özdemir, 2020, Tamur, Juandi and Adem 2020Turgut, 2021). The fact that RME approach takes the students to the center and includes daily life problems might have a positive effect on the academic success.…”

“…Çizelge (Kaplan vd., 2015;Özdemir, 2020;Turgut, 2021). Akademik başarıdan sonra en çok çalışılan değişken GME ile yürütülen derslerin öğrenmenin kalıcılığına etkisi üzerinedir.…”

“…This situation has created the idea that awareness of RME will increase in mathematics education research. It is possible to find some review studies that articles and postgraduate studies conducted on the field of RME approach were analyzed apart from the studies on RME applications (Doğan and Kurt, 2019;Kaplan, Duran, Doruk and Öztürk, 2015;Özdemir, 2020;Tabak, 2019;Turgut, 2021). This study which more studies have been analyzed deeply compared to the literature will contribute to the literature in terms of uncovering the overall tendency and the inadequacies in the field of RME In this study, it was aimed to analyze the articles and the thesis deeply published between 2010 and 2021 in the field of Realistic Mathematics Education (RME) according to the specified criteria.…”

SAVI and RME Learning Models to Improve Mathematical Problem Solving Skills

“…RME recommends students should be given opportunities that allow them to rediscover knowledge of mathematics. The experience of learning mathematics is made to be fun and useful for students; therefore, a connection must be made between the real world and mathematics (Siswandi, 2018;Turgut, 2021). When children realize how mathematics can be used in real life, they will learn better.…”