A Meta-Analysis for the Effect of GeoGebra on Students’ Academic Achievements in Mathematics

Abstract

This study is a meta-analysis study investigating the effect of the use of GeoGebra software on students' academic achievements in mathematics lessons. With this respect, studies conducted in Turkey were browsed via Council of Higher Education (YÖK) Thesis Center, Turkish Academic Network and Information Center (ULAKBİM) and from database such as Google Scholar. Total of 36 experimental studies and 39 effect sizes were obtained. The sample of this meta-analysis study consisted of a total of 1892 students, 951 of which were in experimental and 941 were in control groups. The moderator analyses and the average effect size values were examined by coding the studies according to the study year, publication type, education level, learning domain, school type and sample sizes. It was concluded that each study included in this study had a positive effect size value and the average effect size value was 0,886, indicating that this study had a high effect size and that GeoGebra software positively affected students' academic achievement. Moreover, it was found that the variables in the study had a homogeneous structure and that the effect size values did not make any statistically significant difference.

A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go?

“…This finding is very surprising and contradicts previous predictions that the size of using GeoGebra on the mathematical ability of students in recent years will be larger due to updated software and improved teacher quality. However, about previous findings, the results of this study are consistent with studies conducted by Kaya and € Oçal (2018), Cheung andSlavin (2013), andTamur et al (2020c). The investigators found that the older study group's study effect size was greater than the effect size in the newer study group.…”

“…Furthermore ( Turgut and Temur, 2017 ), reported an effect size of 0.79 when they analyzed 26 studies comparing computer software use to students' mathematical abilities. Finally ( Kaya and Öçal, 2018 ), reported an effect size of 0.88 when they analyzed 36 studies comparing the use of DGS software on students' mathematical academic achievement in Turkey. Although the number of studies included in this analysis differed from the previous investigators' sample size, this study showed fairly similar software's use points to an overall trend.…”

“…In the literature, several meta-analysis studies have been conducted to assess the effectiveness of mathematics learning supported by the use of computers in general, namely ( Bayraktar, 2001 ; Chan and Leung, 2014 ; Turgut and Temur, 2017 ; Turgut and Turgut, 2018 ; Kaya and Öçal, 2018 ; Yesilyurt et al., 2019 ; Tamur et al., 2020c ). The study examined the effectiveness of math games, visualization, and dynamic geometry software (DGS).…”

Dinamik Geometri Yazılımları Kullanımının Öğrencilerin Başarısına Ve Öğrenmelerin Kalıcılığına Etkileri

“…Pek çok araştırmada amaca uygun bir şekilde bilgisayar kullanımının öğrencinin matematik yeterliliğini ve okul ortamındaki genel başarısını arttırdığı görülmüştür (Alkan, 1998;Başaran, 1996;Borazan, 2019;Cantürk-Günhan ve Açan, 2016;Çetin, Erdoğan ve Yazlık, 2015;Ersoy, 2003;Kaya ve Öçal, 2018;Wenglinsky, 1998). Öğrenciler bilgisayar destekli bir matematik dersi işlediklerinde bilgiyi keşfetme, anlamlandırma ve görsel olarak pekiştirme deneyimi elde etmektedir.…”

“…Bilgisayar destekli öğretimin, öğrenci başarısını ve kavramsal öğrenmeyi olumlu anlamda etkilediği bilinmektedir(Walter, 2002). Araştırmanın sonuçlardan elde edilen GGB ile ders işlemenin, kavramların öğrenimine olumlu katkı sağlaması, başarıyıarttırması ve öğrenmeyi kolaylaştırması literatürdeki bu sonucu destekler niteliktedir Kaya ve Öçal (2018)…”