Effect of Traditional Methods in Geometry and Numbers Learning Domains on Academic Achievement: A Meta-Analysis Study
Year: 2018
Type: article
Study designs: Systematic Review, Meta-Analysis
Abstract: Nearly all studies aiming to determine the effect of modern teachingmethods on academic success using an experimental design contain control groupsin which traditional methods are used. Effect of traditional methods ingeometry and numbers learning domains on academic achievement has not beenconclusively studied by researchers yet. On the other hand, it is claimed thatalmost all experimental designed studies aiming to determine the effect of“modern” teaching methods, have utilized traditional methods in their controlgroup. While there are some review studies within the literature, forexperimental groups’ effects on academic achievement, no review studies oncontrol groups’ effect have been detected so far. Consequently, our aim is tosystematically review the studies’ control group findings on traditionalmethods in experimental researches. The purpose of this meta-analysis study isto calculate the overall effect of traditional methods in Geometry and NumbersLearning Domains (G & N LD) on academic achievement. With this in mind,data was collected from the master and doctoral theses submitted in Turkey, toindirectly answer the following research question: “Does traditional methods in(G & N LD) effect students’ academic achievement?” A meta-analysis aims tocompare and combine the findings from various independent studies on a subjectand determine their overall effect. Data sources of the study are studiesgiving pretest and posttest values for their control groups from the studieswith pretest and posttest experimental and control group designs on (G & NLD).Included studies were retrieved from Advanced Thesis Search Database ofCouncil of Higher Education (YÖK), using keywords search “geometry”, “number”,“mathematics” and “control” (both in Turkish and in English). The theses on (G& N LD) and using middle school (5th to 8th grades) as the sample wereincluded into the meta-analysis considering the inclusion criteria. The results show that traditional methodsdiffer by an average of 0.83 standard deviations, and it can be interpretedthat traditional methods increase success in mathematics teaching. As a resultof analysis, it was seen that this success was not by chance (p<0.001). As arecommendation, it is important to note that there is no loss of data sincetesting will not reveal whether the experienced method is different from theconventional method by testing one-sample t-test for the value obtained intheir experimental study with a point increase corresponding to the 0.83standard deviation.
Authors: Ismail San, Ali Kis
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2806905971