Akademik Veri Yönetim Sistemi
Participatory Educational Research, cilt.9, sa.2, ss.358-397, 2022 (Scopus)
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.