Traditional, Cooperative, Constructivist, and Computer-Assisted Mathematics Teaching: A Meta-Analytic Comparison Regarding Student Success

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dc.contributor.authorBas, Gokhan
dc.contributor.authorKivilcim, Zafer S.
dc.date.accessioned2024-11-07T13:32:24Z
dc.date.available2024-11-07T13:32:24Z
dc.date.issued2021
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe purpose of this research was to perform a meta-analysis to draw conclusions about the effectiveness of traditional, cooperative, constructivist, and computer-assisted teaching, and also to compare the effectiveness of these four approaches over the last twenty years. So, the present research adopted meta-analysis technique. In order to identify relevant empirical studies on the effect of cooperative, constructivist, and computer-assisted teaching on student success, a systematic literature view was carried out over three-month's time, using several databases. Based on this extensive review, the studies (N = 34) evaluating the effect of cooperative, constructivist, and computer-assisted teaching on student success in mathematics were included in the research. In the research, the procedure effectiveness technique was adopted for the analyses of the data obtained from the empirical studies involved in the meta-analysis. The results of the research indicated that cooperative, constructivist, and computer-assisted mathematics teaching were more effective in the improvement of academic success of students, rather than the traditional one, indicating that all these three approaches of teaching were effective than the traditional one to improve the student success in mathematics course. Thus, it may be suggested that student-centered teaching should be used in mathematics, rather than the traditional one.
dc.identifier.doi10.46328/ijte.133
dc.identifier.endpage490
dc.identifier.issn2689-2758
dc.identifier.issue3
dc.identifier.startpage464
dc.identifier.urihttps://doi.org/10.46328/ijte.133
dc.identifier.urihttps://hdl.handle.net/11480/15388
dc.identifier.volume4
dc.identifier.wosWOS:000886166200010
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherInt Soc Technology Education & Science-Istes
dc.relation.ispartofInternational Journal of Technology in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectTraditional teaching
dc.subjectCooperative teaching
dc.subjectConstructivist teaching
dc.subjectComputer-assisted teaching
dc.subjectMeta-analysis
dc.titleTraditional, Cooperative, Constructivist, and Computer-Assisted Mathematics Teaching: A Meta-Analytic Comparison Regarding Student Success
dc.typeArticle

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