Effect of Traditional Methods in Geometry and Numbers Learning Domains on Academic Achievement: A Meta-Analysis Study

Şan, İsmail; Kış, Ali

doi:10.21890/ijres.428950

Cited by 7 publications

(10 citation statements)

References 1 publication

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“…On the other hand, conventional learning methods can improve geometry and number skills in mathematics learning (San & Kis, 2018). The study results using a random-effects model based on a funnel plot and Egger's Regression Intercept test show publication bias.…”

Section: Discussionmentioning

confidence: 90%

“…Summary of meta-analysis results in the form of visualization usually uses a forest plot (Borenstein et al, 2009;Card, 2012). In a forest plot, each research study's illustrations are like trees, while all the trees gather to form a forest to provide a synthetic overview (San & Kis, 2018). The forest plot components consist of information on research data based on coding results, the average effect size for each research data with a lower and upper limit, and information on the average summary effect and lower and upper limits using a random-effects model.…”

Section: Analysis Of Forest-plotmentioning

confidence: 99%

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The Effectiveness of Innovative Learning on Mathematical Problem-Solving Ability: A Meta-Analysis

Ridwan

Retnawati

Hadi

et al. 2021

IJRES

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Learning problem-solving skills emphasizes reasoning abilities to determine conclusions based on-premises, determining alternative solutions in decision making, thinking creatively in building alternatives to get keys, and critical thinking to evaluate the best solutions in answering problems. This study aims to identify biased publications using the trim and fill method in determining the effectiveness of learning on the problem-solving abilities of junior high school students. This research is a quantitative study with a meta-analysis approach. Data collection based on quantifiable variable numerical information analysis results from mathematical problem-solving abilities in two different learning groups. The data analysis technique uses bias publication analysis with the trim and fills method with the analysis procedure of calculating the effect size, heterogeneity test, calculating the summary effect using the random-effect model, and forest-plot analysis and biased publication analysis. The results showed no publication bias. The validity of differences in innovative and conventional learning effectiveness was valid on junior high school students' mathematics problem-solving skills. This shows that innovative learning effectively improves the mathematical problem-solving ability of junior high school students.

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Section: Discussionmentioning

confidence: 90%

Section: Analysis Of Forest-plotmentioning

confidence: 99%

The Effectiveness of Innovative Learning on Mathematical Problem-Solving Ability: A Meta-Analysis

Ridwan

Retnawati

Hadi

et al. 2021

IJRES

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“…That result was the conventional model or face to face classroom activity. It was also shown by the previous research, which stated that the conventional model would be effective and efficient and could develop mathematical learning success [11], [30], [31]. However, the posttest result on the control class revealed the otherwise result.…”

Section: Discussionmentioning

confidence: 71%

“…Based on Nida's research, with a face-to-face drill model, 85% of students achieve completeness. Conventional learning models could also achieve learning mathematics goals if taught or applied in the classroom [11]. This happens because, in this learning model, a teacher was free to convey complete information to foster student interest in learning material.…”

Section: Introductionmentioning

confidence: 99%

E-Learning During Pandemic Covid-19 Era: Drill Versus Conventional Models

Jana

Nurchasanah²,

‘Adna

2021

Int. J. Eng. Ped.

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Coronavirus Disease 2019 (COVID-19) has been stated by the World Health Organization (WHO) as a pandemic. As a consequence, all teaching and learning processes have been conducted through e-learning. For that reason, this research aims at testing the computer-based drill learning and the conventional learning model through e-learning. The aspect that would be measured is the students’ mathematical reflecting thinking. The research method was the quasi-experimental by employing the pre-test, before the treatment, and the post-test after the treat-ment. The research design employs 2 classes, the 31 students of the control class and 30 ones of experiment class. The result reveals to us that a computer-based drilling learning model would be effective if it is viewed from the perspective of students’ mathematical reflective thinking ability. On the other hand, the conven-tional learning model would not be effectively viewed from the perspective of students’ mathematical reflective thinking.

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“…The forest plot depicts the meta-analysis findings (Borenstein et al, 2009;Card, 2012). For each research study result, a forest plot is depicted as a forest that gathers to form a forest (San & Kis, 2018). The forest plot shows effect sizes with lower and upper bounds and summary effect size information with lower and upper bounds produced from the random-effects model for each research paper.…”

Section: Analysis Of Forest Plotmentioning

confidence: 99%

A meta-analysis study on the effectiveness of a cooperative learning model on vocational high school students’ mathematics learning outcomes

RİDWAN¹,

HADİ²

2022

Participatory Educational Research

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Cooperative learning takes place when students work together in small groups to help each other comprehend a subject. This meta-analysis aims to determine the impact of cooperative learning on vocational high school students' mathematics learning results compared to those that pertain to conventional learning. Data from 22 research studies, including the sample size, standard deviation, and mean for both the experimental and control groups and other information, were collected using descriptive analysis. The data analysis technique used meta-analysis on forest plots, with analytical techniques including heterogeneity testing, effect size calculation, summary effect calculation using a random-effects model, and identification of publication bias. The results showed that the effectiveness of cooperative learning was 0.89, which gave a medium effect on the mathematics learning outcomes of vocational high school students. The cooperative learning model also provides a measure of higher effectiveness in grade 11 than grade 10 and learning at a sample size of 1-30 students compared to more than 30 students. The effectiveness of cooperative learning on mathematics learning outcomes in the medium effect category, on the other hand, is dependent on grade level variables and sample size. This meta-analysis research provides information to teachers in Indonesia to implement cooperative learning based on the level and number of students in the class to improve the mathematics learning outcomes of vocational high school students.

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Effect of Traditional Methods in Geometry and Numbers Learning Domains on Academic Achievement: A Meta-Analysis Study

Cited by 7 publications

References 1 publication

The Effectiveness of Innovative Learning on Mathematical Problem-Solving Ability: A Meta-Analysis

The Effectiveness of Innovative Learning on Mathematical Problem-Solving Ability: A Meta-Analysis

E-Learning During Pandemic Covid-19 Era: Drill Versus Conventional Models

A meta-analysis study on the effectiveness of a cooperative learning model on vocational high school students’ mathematics learning outcomes

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