A SYSTEMATIC REVIEW OF THE APPROACHES ENHANCING THE MATHEMATICS ACHIEVEMENT

• Authors: Songül Tümkaya , Hakan Ulum
• Languages of publication: EN

Abstracts

EN

Aim. The aim of this study is to analyse the conducted studies in order to reveal the effect of the strategies, methods and techniques used in elementary school mathematics courses, to apply critical strategies based on impartiality, and to critically evaluate and synthesize them. Methods. In this systematic review study, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement was used in order to prepare the systematic review protocol. The studies were based on students’ achievement resulting from student-centred strategy, methods and techniques. Results. The results of the study show that the number of participants of the primary studies centred on the range of 31- 60 to 90 and above. Moreover, the total number of studies conducted in different countries constitutes a significant proportion of the studies included. In most of the studies (f=87), significant differences were found in favour of the experimental group.              Conclusion. Within the framework of the inclusion criteria of the research, it can be concluded that student-centred strategy methods and techniques statistically change the students' mathematics achievement. Among these methods and techniques, Realistic Mathematics Education, Computer Assisted Teaching Method, and Collaborative Learning Method were prominent.

Keywords

EN

systematic review; mathematics; success; primary school

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2020
• Volume: 11
• Issue: 2
• Pages: 171-182

Dates

published

2020-09-11

Contributors

author

Songül Tümkaya

• Faculty of Education, Çukurova University, Balcalı, 01330, Sarıçam, Adana, Turkey

author

Hakan Ulum

• Institute of Social Science, Çukurova University, Balcalı, 01330, Sarıçam, Adana, Turkey

References

• Armstrong, T. (2000). Information transformation: Teaching strategies for authentic research, projects, and activities. Pembroke Publishers Limited.
• Aromataris, E., & Pearson, A. (2014). The systematic review: an overview. AJN The American Journal of Nursing, 114(3), 53-58. Doi: 10.1097/01.NAJ.0000444496.24228.2c
• Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik Pedagojik Alan Bilgisi (TPAB) Üzerine Alanyazın İncelemesi: Türkiye Örneği [A Review of the Research on Technological Pedagogical Content Knowledge: The Case of Turkey]. H. U. Journal of Education, 30 (1), 15-32. Doi: 10.16986/HUJE.2015013971
• Higgins, J. P., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Vol. 4). John Wiley & Sons.
• Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. Oxford University Press.
• McTighe, J., & Wiggins, G. (1999). The Understanding by Design Handbook.
• Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. Doi: 10.1002/tea.20347.
• Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med 6(7): e1000097. Doi:10.1371/journal.pmed1000097
• Pati, D., & Lorusso, L. N. (2018). How to write a systematic review of the literature. HERD: Health Environments Research & Design Journal, 11(1), 15-30. Doi: 10.1177/1937586717747384
• Uyar, M. Y., & Doganay, A. (2018). Öğrenci merkezli strateji, yöntem ve tekniklerin akademik başarıya etkisi: bir meta-analiz çalışması [The Effect of Student-Centered Strategies, Methods and Techniques on Academic Achievement: A Meta-Analysis Study]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 186-209. Doi: 10.17860/mersinefd.334542
• Vessey, J. A., & the Founding Oversight Board Members of MASNRN. (2007). Development of the Massachusetts School Nurse Research Network (MASNRN): A practice-based research network to improve the quality of school nursing practice. Journalof SchoolNursing,23(2), 65–72. Doi: 10.1177/10598405070230020201
• Whisler, B. L. M. & Whisler, J. S. (1997). The learner-centered classroom and school. San Francisco: Jossey Bass Publishers.

Identifiers

DOI

10.15503/jecs2020.2.171.182