The Effect of Student-Centred Methods and Techniques on Primary School Students' Mathematics Achievement: A Meta-Analysis Study

Hakan Ulum, Songül Tümkaya

Abstract


The purpose of this study was to synthesize experimental studies that explain the effect of student-centred methods and techniques used in primary school mathematics courses on academic achievement. Some certain criteria were selected and applied regarding the inclusion of primary study in the synthesis. As a result of qualitative systematic review, data of the study were obtained from 63 studies that meet the inclusion criteria. The reliability of the coding protocol in the study was procured in two stages by assessing the "inter-coder reliability". The reliability (AR) was assessed as 0.88 and was considered sufficient (AR> .80).  The validation of the study was provided by publication bias and quality assessment in primary studies, language bias, time delay bias, and database bias. There was no evidence of bias. Meta-analysis results showed that student-centred strategy, methods or techniques were more effective than traditional teaching methods. The effect size was evaluated using 66 effect sizes from 63 studies and was found to be 0.787 under the random-effect model. The overall impact value attained indicates a wide and medium level of impact according to various classifications. In the moderator variables analysis, except for the moderator of the application approach, there was no significant difference found for the moderators of application time, type of publication, database, and grade level, the scale used, and school starting age, country, and sample size.


Keywords


Mathematics, primary school, student-centred education, meta-analysis, academic achievement.

Full Text:

PDF

References


Armstrong, T. (2009). Multiple intelligences in the classroom. VA: U.S.A: Association for Supervision and Curriculum Development.

Ayaz, M. F. (2015). The effect of problem-based learning approach on students' academic achievement in science lessons: A meta-analysis study. Journal of Turkish Studies, 10(3), 139–139. https://doi.org/10.7827/turkishstudies.7664

Ayaz, M. F., & Söylemez, M. (2015). The effect of the project-based learning approach on the academic achievements of the students in science classes in Turkey: A meta-analysis study. Education & Science, 40(178), 255–283. https://doi.org/10.15390/EB.2015.4000

Bedard, K., & Dhuey, E. (2006). The persistence of early childhood maturity: International evidence of long-run age effects. The Quarterly Journal of Economics, 121(4), 1437–1472.

Biçer, N. (2017). The influence of student-centered methods in Turkish language instruction on academic success: A meta-analysis study. Universal Journal of Educational Research, 5(4), 687–697. https://doi.org/10.13189/ujer.2017.050419

Black, S. E., Devereux, P. J., & Salvanes, K. G. (2011). Too young to leave the nest? The effects of school starting age. The Review of Economics and Statistics, 93(2), 455–467.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. Chichester: John Wiley & Sons Ltd.

Bottge, B. A., Rueda, E., LaRoque, P. T., Serlin, R. C., & Kwon, J. (2007). Integrating reform‐oriented math instruction in special education settings. Learning Disabilities Research & Practice, 22(2), 96–109.

Capar, G., & Tarim, K. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. Educational Administration: Theory & Practice, 15(2), 553–559. https://doi.org/10.12738/estp.2015.2.2098

Card, N. A. (2012). Applied meta-analysis for social science research. New York: Guilford Press.

Carol, T., Jill, H., & Kate, L.-L. (2017). Systematic reviews. In, R. Coe, M. Waring, L. V. Hedges, & J. Arthur (Ed.), Research Methods & Methodologies in Education (2nd Edt, pp. 448–482). United Kingdom: SAGE Publications.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. In, H., Hedges, L. V., & Valentine, J. C. (Ed.). (2019). The handbook of research synthesis and meta-analysis (Third edit). Russell Sage Foundation.

Cooper, H. (2017). Research synthesis and meta-analysis (5th Edt.). London: SAGE Publications, Inc.

Cooper, H., Hedges, L. V., & Valentine, J. C. (2019). The handbook of research synthesis and meta-analysis (3th Edt.). Russell Sage Foundation.

Crawford, C., Dearden, L., & Meghir, C. (2007). When you are born matters: The impact of date of birth on child cognitive outcomes in England. (IFS External Reports). Institute for Fiscal Studies: London, UK.

Cumming, G. (2013). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge.

Çelik, S. (2013). The effect of alternative teaching methods used in elementary mathematics lessons on academic achievement: A meta-analysis study. (Unpublished Master's Thesis). Eskisehir Osmangazi University.

Darsih, E. (2018). Learner-centered teaching: What makes it effective. Indonesian EFL Journal, 4(1), 33-42.

Dinçer, S. (2014). Applied meta-analysis in educational sciences. Ankara: Pegem Academy Publishing.

Ellis, P. D. (2010). The essential guide to effect sizes. Cambridge: Cambridge University Press.

Fredriksson, P., & Öckert, B. (2014). Life‐cycle effects of age at school start. The Economic Journal, 124(579), 977–1004.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-‐analyses relating to achievement. New York.

Hekimoglu, S., & Kittrel, E. (2010). Challenging students’ beliefs about mathematics: The use of documentary to alter perceptions of efficacy. Primus, 20(4), 299–331.

Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Minneapolis: University of Minnesota Press.

Johnstone, M. J., & Turale, S. (2014). Nurses’ experiences of ethical preparedness for public health emergencies and healthcare disasters: A systematic review of qualitative evidence. Nursing & health sciences, 16(1), 67–77.

Karaçam, Z. (2013). Systematic review methodology: A guide to preparing systematic reviews. Dokuz Eylul University School of Nursing Electronic Journal, 6(1), 26–33.

Kesbiç, K. (2021). ARISE Project on Reducing Inequality in Education. Turkey National Report.

Kettrey, H. H., & Lipsey, M. W. (2018). The effects of specialized treatment on the recidivism of juvenile sex offenders: A systematic review and meta-analysis. Journal of Experimental Criminology, 14(3), 361-387.

Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149. https://doi.org/10.1016/j.edurev.2013.02.002

Lewis, S. (2000). Meta-analysis in medicine and health policy. (S. Dalene K & B. Donald A, Ed.). New York: Marcel Dekker, Inc.

Li, J., Antonenko, P. D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis. Educational Research Review, 28, 100282.

Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., … Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Journal of Clinical Epidemiology, 62(10), 1–34.

Littell, J. H., Corcoran, J., & Pilai, V. (2008). Systematic review and meta-analysis. New York: Oxford University Press.

M.E.B. (2018). Mathematics curriculum (Primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8). Ankara: Ministry of National Education.

Mark W. Lipsey, D. B. W. (2001). Meta-analysis overview. California: Sage Publications, Inc.

McCombs, B. L., & Whisler, J. S. (1997). Learner-centred classroom and school. San Francisco: Jossey Bass Publishers.

McEwan, P. J., & Shapiro, J. S. (2008). The benefits of delayed primary school enrollment discontinuity estimates using exact birth dates. Journal of Human Resources, 43(1), 1-29.

McTighe, J., & Wiggins, G. (1999). The understanding by design handbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Neo, M., & Neo, T. K. (2000). Multimedia learning: A new paradigm in education. In 29 December 2019, retrived from http://www.icte.org/t01_library/t01_103.pdf

Oktay, A. (2003). Changes in the world as we enter the 21st century and early childhood education. In M. Sevinç (Ed.), Development and New Approaches in Education (pp. 18–30). Istanbul: Morpa Culture Publications.

Orwin, R. G., & Vevea, J. L. (2009). Evaluating coding decisions. In, Cooper, H., Hedges, L. V., & Valentine, J. C. (Edt). (pp 177–203) The handbook of research synthesis and meta-analysis. Russell Sage Foundation.

Özden, Y. (2002). New values in education (2nd Edition). Ankara: Pegem A Publishing.

Petitti, D. B. (2000). A meta-analysis, Deca meta-analysis, and cost-effectiveness analysis: methods for quantitative synthesis in medicine. OUP: USA.

Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden: Blackwell Publishing Ltd.

Puhani, P. A., & Weber, A. M. (2008). Does the early bird catch the worm? In The economics of education and training (ss. 105–132). Springer.

Rothstein, H. R., Sutton, A. J., & Borenstein, M. (Eds.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. John Wiley & Sons.

Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158–172. https://doi.org/10.1016/j.edurev.2016.07.003

Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T., & Lee, Y. (2007). A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(10), 1436–1460.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21–51.

Şen, Ş., & Yılmaz, A. (2013). The effect of cooperative learning on conceptual change: A meta-analysis study. Karaelmas Journal of Educational Sciences, 1(1), 21–32.

Tarım, K. (2003). The effectiveness of the cooperative learning method in mathematics teaching and a meta-analysis study on the cooperative learning method. (Unpublished PhD Thesis). Cukurova University, Adana.

Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1, 1–9.

Topan, B. (2013). The effectiveness of student-centered methods in mathematics teaching on academic achievement and attitude towards the course: A meta-analysis study. (Unpublished master's thesis). Kocaeli University, Kocaeli.

Tuncer, M., & Dikmen, M. (2017). The effect of cooperative learning on academic achievement: A meta-analysis on the relationship between the study group size and effect size. Journal of Human Sciences, 14(1), 473. https://doi.org/10.14687/jhs.v14i1.4314

Uyar, M. Y., & Doğanay, A. (2018). The effect of student-centered strategies, methods and techniques on academic achievement: A meta-analysis study. Mersin University Journal of the Faculty of Education, 14(1), 186–209.

Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7), 550–563.

Vukovic, R. K., & Siegel, L. S. (2010). Academic and cognitive characteristics of persistent mathematics difficulty from first through fourth grade. Learning Disabilities Research & Practice, 25(1), 25–38.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.

Wang, A. H. (2010). Optimizing early mathematics experiences for children from low-income families: A study on opportunity to learn mathematics. Early Childhood Education Journal, 37(4), 295.

Whitebread, D., Bingham, S., Vygotsky, L., Martin-Korpi, B., OECD, Martin-Korpi, B., … Wood, D. J. (2011). Developmental psychology and early childhood education. Nursery World, 17(9), 5–100.

Zhou, J., Zhou, S., Huang, C., Xu, R., Zhang, Z., Zeng, S., & Qian, G. (2016). Effectiveness of problem-based learning in Chinese pharmacy education: A meta-analysis Approaches to teaching and learning. BMC Medical Education, 16(1). https://doi.org/10.1186/s12909-016-0546-z




DOI: https://doi.org/10.29103/mjml.v5i1.7306

Article Metrics

 Abstract Views : 542 times
 PDF Downloaded : 168 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Hakan Ulum, Songül Tümkaya

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

CURRENT INDEXING :

Malikussaleh Journal of Mathematics Learning (MJML) are abstracting & indexing in the following databases:

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTEScUl3v2Etgwe2TfFrBLazt810llmwl9VyyFd2lwnNa88qoHn

Malikussaleh Journal of Mathematics Learning (MJML) also has been listed and archives in the following databases: SHERPA/RoMEO Policy, LOCKSS Archieving System, ULRICHSWEB Proquest, EZB Universitat Reqensburq, Open Science Directory by EBSCO information service and ROAD ISSN.