Hawthorne effect and mathematical software based learning: a meta-analysis study

Tamur, Maximus; Kusumah, Yaya S.; Juandi, Dadang; Wijaya, Tommy Tanu; Nurjaman, Adi; Samura, Asri Ode

doi:10.1088/1742-6596/1806/1/012072

Cited by 13 publications

(11 citation statements)

References 12 publications

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“…The research method uses a meta-analysis to combine a group of individual studies to integrate the findings [26], [27], [28], [29]. This research begins by determining the inclusion criteria, collecting and coding variables, and statistical analysis [30], [31].…”

Section: Methodsmentioning

confidence: 99%

The Effect of the Realistic Mathematics Education Approach: Meta-Analysis of the Measured Mathematical Ability Angle

Tamur¹,

Kurnila²,

Jehadus³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Although the literature has presented the overall effect of the RME approach, no specific studies have analyzed its relationship to the type of mathematical ability being measured. This meta-analysis study was conducted to measure the overall effect of RME and explore its relationship to types of mathematical ability and consider its implications. ERIC databases, sage publishing, springer publishing, and google scholar were examined to achieve relevant research. The study analyzed 54 effect sizes from 38 individual studies that have been published in the past two decades, and a total of 4798 students were involved. Random effects models with 95% confidence intervals (CIs) were estimated, and statistical calculations used the Comprehensive Meta-Analysis (CMA) program. Based on the analysis, it was found that the overall effect size of the study was 0.97. The analysis results show that the implementation of RME has a considerable positive impact on students' mathematical abilities. The moderator analysis revealed that the implementation of RME has a massive impact on the low or medium-level cognitive domains. Finally, the research implications are discussed and provide critical information for future RME implementation and as a basis for future meta-analysis studies.

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Section: Methodsmentioning

confidence: 99%

The Effect of the Realistic Mathematics Education Approach: Meta-Analysis of the Measured Mathematical Ability Angle

Tamur¹,

Kurnila²,

Jehadus³

et al. 2021

Advances in Social Science, Education and Humanities Research

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show abstract

“…The effect size does not match the actual effect size (Frianti., 2019) and affects the meta-analysis study's quality and accuracy. Publication bias is considered to occur when the published research literature is not systematically representative of the research population carried out in the field (Tamur et al, 2021). This research used a funnel plot by Hedges's g and safe N files for publication bias testing (Garzón & Acevedo, 2019;Ulum, 2021).…”

Section: Publication Bias Analysismentioning

confidence: 99%

The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis

Zhao

Wijaya

2022

ajpm

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In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.000.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad.

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“…These results suggest that GILVLA implementation may be affected by the Hawthorne effect. In comparison, Tamur, Kusumah, et al (2021) has reported the effect of Hawthorne on the use of software in learning. Although the use of software has a major effect on students' learning outcomes, if it is given continuously, the effect will decrease.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis

Syahwin¹,

Hardianti²,

Fitriana³

2022

INT J INSTRUCTION

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There are hundreds of studies on the effect of Guided Inquiry Learning by Virtual Laboratory Assistance (GILVLA) in Physics learning in Senior High School on students' learning outcomes in science. The studies have some contradictory results. In order to determine the impact of GILVLA on students' science learning outcomes and to gauge the degree of inter-study variation, a meta-analysis research was done. To find pertinent research that falls under the research's purview, the ERIC, Scopus, and Google Scholar databases were investigated. By entering predefined keywords into the databases, it was found that there are 128 articles published in the last decade related to research purposes. Based on the results of the inclusion criteria, there were 24 articles that met the eligible for analysis. The data analysis used Comprehensive Meta-Analysis (CMA) software, and the effect size (ES) index of the Hedges-g metric is obtained based on the estimated randomeffects model. The research findings reveal that the total ES of GILVLA on student outcomes in science learning is 0.94, with a standard error of 0.15. This finding suggests that GILVLA's deployment in Indonesia is effective since it significantly improves students' scientific learning outcomes. Four moderator variables were taken into account while analyzing the degree of variation in the study, and the results revealed significant differences in the sample size (Q=11.45; p0.05) and treatment duration (Q=125.07; p0.05). It was found that the year of study variable (Q=3.71; p>0.05) and a class of study (Q=0.028; p>0.05) did not change the effect size of using GILVLA on students' science learning outcomes. The findings show that the GILVLA model will achieve a high level of effectiveness by considering the sample size and duration of treatment.

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Hawthorne effect and mathematical software based learning: a meta-analysis study

Cited by 13 publications

References 12 publications

The Effect of the Realistic Mathematics Education Approach: Meta-Analysis of the Measured Mathematical Ability Angle

The Effect of the Realistic Mathematics Education Approach: Meta-Analysis of the Measured Mathematical Ability Angle

The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis

The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis

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