Effects of Problem-Solving Strategy Based Interactive E-Book on Measurement Concepts

A meta-analysis of the effects of E-books on students' mathematics achievement

“…The mean overall effect size of e-books on students' mathematics achievement (g = 0.82) needs to be interpreted with caution. Although the overall effect size of mathematics e-books on students' mathematics achievement was reported to have high effect, we must consider that the effect of individual studies depends on several factors such as control treatment, learning environment, their way and manner in using mathematics e-books, their perceptions, teaching method adopted by the teacher and student [ 59 ]. Mathematics e-books are likely to be more effective when designed to meet the numerical abilities of students [ 60 ].…”

“…The effect of the e-book on students' mathematics achievement is more significant than its impact on the general technological use of 0.28 [ 65 ]. This is because mathematics e-books trigger students' interest to learn mathematics [ 33 , 59 ] by making it easier and motivating them to be willing to learn both at school and home [ 19 ].…”

“…2021 [ 44 ] 40 48 More 30 2016–2021 Elementary China Interactive e-book Lim et al., 2020 [ 60 ] 30 30 More 30 2016–2021 University Malaysia Interactive e-book Lim et al., 2020 [ 60 ] 30 30 More 30 2016–2021 University Malaysia Interactive e-book Hung et al [ 69 ] 23 23 Less 30 2010–2015 Elementary Taiwan Interactive e-book Hung et al [ 69 ] 23 23 Less 30 2010–2015 Elementary Taiwan Interactive e-book Y. Huang et al. [ 59 ] 28 28 Less 30 2016–2021 Elementary Taiwan Interactive e-book Y. Huang et al. [ 59 ] 28 28 Less 30 2016–2021 Elementary Taiwan Interactive e-book Kim et al.…”

“…[ 59 ] 28 28 Less 30 2016–2021 Elementary Taiwan Interactive e-book Y. Huang et al. [ 59 ] 28 28 Less 30 2016–2021 Elementary Taiwan Interactive e-book Kim et al. [ 70 ] 144 144 More 30 2010–2015 Elementary Korea E-book J. Li et al.…”

A Digital Instructional Book: A Tool For Improving Students' Learning Outcomes on the Redox Reaction

“…The further development results were interactive electronic instructional books (Asrowi et al, 2019;Ebied and Rahman, 2015;Lim et al, 2020;and Pujiastuti and Haryadi, 2019). E-books were also combined with several learning strategies or conditions, such as problemsolving strategy-based e-books (Huang et al, 2018), concept maps-based e-books (Hwang et al, 2017), ARCS-based e-books (Turel and Sanal, 2018), hypermedia-based e-books (Awaludin et al, 2019), multi-representation-based e-books (Rasmawan, 2020), web 2.0-based e-books (Ibrahim and Alqahtani, 2018), and smartphone-based e-books (Hasbiyati et al, 2019;Muqarrobin and Kuswanto, 2016).…”