A Meta-Analysis of the Effect of Contemporary Learning Approaches on Students' Mathematics Achievement

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dc.authoridKIŞ, Ali/0000-0003-4768-3964
dc.authoridDemir, Mustafa/0000-0002-0159-8986
dc.authoridSad, Nihat/0000-0002-3169-2375
dc.authoridDemir, Mustafa/0000-0002-0159-8986
dc.authorwosidKIŞ, Ali/AAQ-5268-2020
dc.authorwosidDemir, Mustafa/AEN-0453-2022
dc.authorwosidSad, Nihat/AAD-5926-2020
dc.authorwosidDemir, Mustafa/AAX-9552-2021
dc.contributor.authorSad, Suleyman Nihat
dc.contributor.authorKis, Ali
dc.contributor.authorDemir, Mustafa
dc.date.accessioned2024-08-04T20:44:18Z
dc.date.available2024-08-04T20:44:18Z
dc.date.issued2017
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe purpose of this research is to synthesize the results of experimental studies which investigated the effect of certain contemporary learning approaches including cooperative learning, multiple intelligence-based learning, problem-based learning, and constructivist learning approach on students' mathematics achievement via meta-analysis method. In order to collect the data, first the inclusion criteria were determined and a coding form was developed. As a result, the meta-analysis involved 47 experimental studies published between 2005 and 2014, which investigated the impact of contemporary learning approaches on learners' mathematics achievement. Based on the findings obtained from 2627 subjects who took part in these studies, a synthesis was done about the impact of contemporary learning approaches on mathematics achievement. The analysis based on the random effects model revealed that using contemporary learning approaches have a significant (p< 0.001) impact on mathematics achievement with a large effect size (d=0.93). This finding suggests that using contemporary learning approaches in mathematics lessons is effective in increasing the learners' mathematics achievement. As a result of the comparisons of common effect sizes between the groups based on random effects model, no statistically significant difference was observed between the specific learning approaches (Q(BG)=6.456, df=3, p=.091) and the school stages (Q(BG)=4.136, df=2, p=.126). Moreover, the meta-regression analysis based on random effects model revealed no statistically significant effect of the duration of treatment on learners' mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-0.04990, p>.05). However, it was found that group size had a significant negative effect on mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-2.12076, p<.05), i.e. as the number of students decreases, the better results are achieved from contemporary learning approaches in terms of learners' math achievement.en_US
dc.identifier.doi10.16986/HUJE.2016017222
dc.identifier.endpage227en_US
dc.identifier.issn2536-4758
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85042489963en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage209en_US
dc.identifier.urihttps://doi.org/10.16986/HUJE.2016017222
dc.identifier.urihttps://hdl.handle.net/11616/98167
dc.identifier.volume32en_US
dc.identifier.wosWOS:000395793900013en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherHacettepe Univen_US
dc.relation.ispartofHacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectContemporary learning approachesen_US
dc.subjecttraditional approachen_US
dc.subjectmeta-analysisen_US
dc.subjectmathematics achievementen_US
dc.titleA Meta-Analysis of the Effect of Contemporary Learning Approaches on Students' Mathematics Achievementen_US
dc.typeArticleen_US

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