The Effect of Student-Centered  Strategies, Methods and Techniques Used in Mathematics Teaching on Problem Solving Skills: A Meta-Analysis Study

Atahan Uyandıran; Kamuran Tarım

Makale detayları

The Effect of Student-Centered Strategies, Methods and Techniques Used in Mathematics Teaching on Problem Solving Skills: A Meta-Analysis Study

Yazarlar:

Atahan Uyandıran | Kamuran Tarım

Yayıncı:

Cukurova University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 1, pp.131-166

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316350

pISSN:

1302-9967

Anahtar kelimeler:

Özet:

 The main purpose of this research is to synthesize the experimental studies which refer to the effect of student-centred strategies, methods and techniques used in mathematics lessons on problem solving skills in mathematics. Publication bias was tested to evaluate the validity of the study and no bias was found out. Meta-analysis results show that student- centred strategy methods or techniques are more effective than traditional teaching methods. 69 effect sizes from 55 studies were analyzed under the random effects model according to heterogeneity test results. Since the experimental and control groups had different sample sizes, Hedges g was used to calculate the effect size and it was calculated as g0.868. The overall effect value achieved shows a large effect according to the classifications of Cohen 1988. In order to examine the factors that will change the effect size, moderator variables were determined and sub-analysis was performed. In the analyzes of the moderator variables; while there was a significant difference for the learning areas and research design moderators, no significant difference was found for the other moderators.

 The main purpose of this research is to synthesize the experimental studies which refer to the effect of student-centred strategies, methods and techniques used in mathematics lessons on problem solving skills in mathematics. Publication bias was tested to evaluate the validity of the study and no bias was found out. Meta-analysis results show that student- centred strategy methods or techniques are more effective than traditional teaching methods. 69 effect sizes from 55 studies were analyzed under the random effects model according to heterogeneity test results. Since the experimental and control groups had different sample sizes, Hedges g was used to calculate the effect size and it was calculated as g0.868. The overall effect value achieved shows a large effect according to the classifications of Cohen 1988. In order to examine the factors that will change the effect size, moderator variables were determined and sub-analysis was performed. In the analyzes of the moderator variables; while there was a significant difference for the learning areas and research design moderators, no significant difference was found for the other moderators.

 The main purpose of this research is to synthesize the experimental studies which refer to the effect of student-centred strategies, methods and techniques used in mathematics lessons on problem solving skills in mathematics. Publication bias was tested to evaluate the validity of the study and no bias was found out. Meta-analysis results show that student- centred strategy methods or techniques are more effective than traditional teaching methods. 69 effect sizes from 55 studies were analyzed under the random effects model according to heterogeneity test results. Since the experimental and control groups had different sample sizes, Hedges g was used to calculate the effect size and it was calculated as g0.868. The overall effect value achieved shows a large effect according to the classifications of Cohen 1988. In order to examine the factors that will change the effect size, moderator variables were determined and sub-analysis was performed. In the analyzes of the moderator variables; while there was a significant difference for the learning areas and research design moderators, no significant difference was found for the other moderators.

 Bu araştırmanın genel amacı, matematik öğretiminde kullanılan öğrenci merkezli strateji, yöntem ve tekniklerin matematik dersindeki problem çözme becerilerine etkisini konu edinen deneysel-yarı deneysel çalışmaları sentezlemektir. Ulusal ve uluslararası veri tabanlarının taranması sonucunda 55 çalışma araştırmaya dâhil edilmiştir. Araştırmanın geçerliğinin değerlendirilmesi açısından yayın yanlılığı test edilmiştir ve yanlılık riskine rastlanmamıştır. Meta-analiz sonuçları, matematik öğretiminde kullanılan öğrenci merkezli strateji yöntem veya tekniklerin geleneksel öğretim yöntemlerine göre problem çözme becerileri üzerinde daha etkili olduğunu göstermektedir. 55 çalışmadan ortaya çıkan 69 etki büyüklüğü yapılan heterojenlik testi sonucuna göre rastgele etki modeli altında analiz edilmiştir. Etki büyüklüğü hesaplamasında deney ve kontrol gruplarının farklı örneklem büyüklüklerine sahip olması sebebiyle Hedges g kullanılmış ve g0.868 olarak hesaplanmıştır. Ulaşılan genel etki değeri Cohenin 1988 sınıflandırmasına göre geniş düzeyde etkiyi göstermektedir. Etki büyüklüğünü değiştirecek faktörleri incelemek için moderatör değişken belirlenmiş ve alt analiz yapılmıştır. Moderatör değişkenler analizlerinde; öğrenme alanı ve araştırma deseni moderatörleri için anlamlı farklılık bulunurken diğer moderatörler için anlamlı farklılık bulunmamıştır.

Makale detayları

The Effect of Student-Centered Strategies, Methods and Techniques Used in Mathematics Teaching on Problem Solving Skills: A Meta-Analysis Study

Yazarlar:

Atahan Uyandıran | Kamuran Tarım

Yayıncı:

Cukurova University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 1, pp.131-166

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316350

pISSN:

1302-9967

Problem solving skills

Student-centered learning

Mathematics

Meta-analysisProblem çözme becerileri

Öğrenci merkezli eğitim

Matematik

Meta –analiz

Sayı

Makale detayları

Yazarlar: Atahan Uyandıran | Kamuran Tarım

Yayıncı: Cukurova University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 1, pp.131-166

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001316350

pISSN: 1302-9967

Sayı

Yazarlar:

Atahan Uyandıran | Kamuran Tarım

Yayıncı:

Cukurova University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 1, pp.131-166

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316350

pISSN:

1302-9967