The Effect of Technology Assisted Teaching on Success in Mathematics and Geometry: A Meta-Analysis Study

Abstract

In this research, experimental studies comparing the effectiveness of technology-assisted teaching to traditional method up on mathematical and geometry success are combined through meta-analytical review method. For that purpose, articles, master’s, and doctoral theses carried out between the years 2000-2016 in Turkey are examined. 98 studies on academic achievement meet the specified criteria and thus were included in the meta-analysis and the effect size between variables has been demonstrated by assembling numerically the findings of these studies. CMA 2.0, MS Office Excel 2010 programs were used in the analysis of the data. As a result of the calculations of meta-analysis, the effect size of the technology-assisted teaching is calculated as 0,758 on students' mathematics achievement and as 1,136 on students' geometry achievement. This study is based on the classification system according to Cohen (1988). The effect sizes attained represent a medium effect size for mathematics academic achievement and a very large size for geometry achievement. Those both values are regarded as medium effect size according to Cohen (1988). In addition, the comparative effect sizes of the studies included in the study were calculated according to techniques of implementation, level of education and learning fields. At the end of the research, it is found that according to the traditional learning method of technology-assisted mathematic and geometry teaching is more effective in terms of achievement. It is concluded that the effect size on the academic achievement of mathematic and geometry does not differ according to time of implementation, level of education, and learning fields

Educational Technology and Student Performance: A Systematic Review

“…It was observed that interest in this subject of study has been expressed in educational journals, but it is no less relevant that they were also published in journals specialized in mathematics and science. In fact, more than 80% of the studies in this review address the effects of ICT use on mathematics and science learning, as these are the curricular areas in which researchers are most interested to discover how the educational use of ICT affects students' learning outcomes (Liao and Chen, 2021;Çavuş and Deniz, 2022).…”

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

“…A lot of previous secondary studies combining between systematic review and meta-analysis related to ICT-based or -assisted mathematics learning and mathematics academic achievement have been conducted massively. 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].…”

“…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.…”

Information Technologies that Help Improve Academic Performance, A Review of the Literature

“…[47], [24], [25], [26], [48], [49], [27], [28], [50], [51], [26], [52], [53], [54], [55], [29], [30], [56], [3], [57] Multimedia These articles denote that the uses of multimedia applications achieve a better environment for cognitive development and improve academic performance. Where every visual demonstration is important for training.…”