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

Çavuş H., Deniz S.

Participatory Educational Research, vol.9, no.2, pp.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.