تحليل فوقي لأثر طرائق التدريس في التحصيل الرياضي للبحوث المنشورة ضمن الفترة (1974-2022)

Muhannad Farhan  Al-Qudah; Ibrahim Ahmad  El-Shara

doi:10.35516/edu.v51i1.5598

Authors

Muhannad Farhan Al-Qudah Department of Curriculum and Instruction, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-9410-6767
Ibrahim Ahmad El-Shara Department of Curriculum and Instruction, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0001-9507-1167

DOI:

https://doi.org/10.35516/edu.v51i1.5598

Keywords:

Meta-analysis, effect size, mathematics teaching methods, mathematical achievement

Abstract

Objectives: This study aimed to calculate average effect sizes for experimental and semi-experimental studies of the impact of mathematics teaching methods on mathematical achievement, published in some Jordanian peer-reviewed journals.

Methods: A coding model was developed, its validity and reliability were verified, and meta-analysis was used using the descriptive analytical method, was used to calculate average effect sizes. The sample comprised 37 primary studies selected based on specific criteria.

Results: The results showed that the average overall effect size for the primary studies was (1.324; 1.359; 1.357) for the variables type of treatment, gender, and basic stage, respectively, and indicates a very large level according to effect size, and not significant for the university stage, while it reached a huge level (1.702; 2.167), for the variables of the sample size of (55-5) individuals, and the duration of application within the period (one week - two weeks). Descriptive findings from initial studies highlighted several key points: limited application in private schools, scarcity of research on gifted students, predominant use of content validity. No studies employed the isometric method for stability verification, and only a minority reported eta square indicators and statistical test power.

Conclusions: Results indicate heterogeneity in average effect sizes of primary studies on the impact of teaching methods on mathematical achievement (1974-2022), depending on academic stage, categories, sample size, and study duration. Further research on university and gifted student samples, with larger sample sizes and longer study durations, is recommended to deepen understanding of teaching method effects on mathematical achievement.

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