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

Abstract

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.

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

“…This was line to some metaanalysis studies that computer technology-assisted mathematics education significantly enhanced students' mathematics achievement [84,85,87,88]. In addition, a few of meta-analysis studies showed that the utilization of mathematics software in mathematics learning activities significantly enhanced students' mathematics learning outcome [89,91,103]. More specific, some meta-analysis studies found that the utilization of DGS and CAS in geometry and algebra learning significantly cultivated students' geometric and algebraic achievement [81,92,94,104].…”

“…Some previous meta-analysis studies also revealed that computer technology-assisted mathematics learning had moderate positive effect on students' mathematics achievement [9,10,13,86]. Additionally, Li et al [89] found that the use of mathematics software in mathematics learning activities had moderate positive effect on students' mathematics learning outcome. Even, a few meta-analysis studies found that mathematics software-assisted mathematics learning had strong positive effect on students' mathematics learning outcome [91,103].…”

“…Some metaanalysis studies found that computer technology -assisted mathematics education had significant positive effect in enhancing students' mathematics achievement [9,10,13,[84][85][86][87][88]. Particularly, other few meta-analysis studies revealed that the utilization of mathematics software also had significant positive effect on students' mathematics learning outcomes [82,[89][90][91]. More specific, a few meta-analysis studies showed that the use of mathematics software, such as DGS and CAS had significant positive effect in cultivating students' geometric and algebraic achievement [92][93][94][95].…”

“…Numerous meta-analysis studies regarding ICT-based orassisted mathematics learning and mathematics achievement examined the involvement of several substantial factors, such as educational level [9,10,84,85], instrument [13,[86][87][88], participant [82,89,91,103], intervention duration [92][93][94]104], class capacity [11,96,97], mathematical content [98][99][100]105], and school geographical location [10,106]. Moreover, some meta-analysis studies found that those factors, such as class capacity, educational level, intervention duration, participant, mathematical content, instrument, and school geographical location significantly differentiated students' mathematics achievement in ICT-based or -assisted mathematics learning [9-11, 86, 88, 91, 93, 94, 97, 100, 101].…”

“…Moreover, some meta-analysis studies found that those factors, such as class capacity, educational level, intervention duration, participant, mathematical content, instrument, and school geographical location significantly differentiated students' mathematics achievement in ICT-based or -assisted mathematics learning [9-11, 86, 88, 91, 93, 94, 97, 100, 101]. Several meta-analysis studies, however, revealed that there was no sufficient evidence to state that these factors, such as class capacity, educational level, intervention duration, participant, mathematical content, instrument, and school geographical location significantly differentiated students' mathematics learning outcome in mathematics learning activities utilizing ICT [13,82,84,85,87,89,90,92,95,96,98,99,106]. Of those reports, it can be hypothesized that several factors, such as class capacity, educational level, participant, intervention duration, learning environment, technology used, mathematical content, instrument type, and the role of technology have a potential role in differentiating students' numerical literacy in ICT-based or -assisted mathematics learning.…”