Technology Integration in Mathematics Education: Examining the Quality of Meta-Analytic Research

Authors

DOI:

https://doi.org/10.12928/ijeme.v1i1.5713

Keywords:

meta-analysis, systematic review, technology integration, Res

Abstract

The aim of this study was to evaluate the methodological quality of meta-analyses in mathematics education research. Computerized searches were conducted in ERIC, PsycINFO, ProQuest, and JSTOR through January 2016 for meta-analyses pertinent to technology integration in the mathematics classroom. To identify studies, mathematics subject matter terms such as systematic review, literature review and meta-analysis were used. Retrieved studies were screened, extracted, and the methodological quality was evaluated using the 11-item Revised Assessment of Multiple Systematic Reviews (R-AMSTAR). The characteristics of meta-analyses associated with the methodological reporting quality were identified. Results suggest that on average the quality of methodological reporting is good, but there are several areas of concern. Implications are provided to improve research and classroom practice in this area.

References

American Educational Research Association. (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher, 35(6), 33-40.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Capraro, R.M. (2004). Statistical significance, effect size reporting, and confidence intervals: Best reporting strategies. Journal for Research in Mathematics Education, 35(1), 57-62.

Chadwick, D.K.H. (1997). Computer-assisted instruction in secondary mathematics classrooms: A meta-analysis (Ed.D.). Drake University, United States-Iowa. Retrieved fromhttp://search.proquest.com/pqdtglobal/docview/304389928/abstract/9D8837D0D8EB4A14PQ/11

Chan, K. K., & Leung, S.W. (2014). Dynamic geometry software improves mathematical achievement: Systematic review and meta-Analysis. Journal of Educational Computing Research, 51(3), 311-325.

Chen, T.Y. (1994). A meta-analysis of effectiveness of computer-based instruction in mathematics (Ph.D.). The University of Oklahoma, United States - Oklahoma. Retrieved fromhttp://search.proquest.com/pqdtglobal/docview/304105627/abstract/9D8837D0D8EB4A14PQ/5

Cheung, A.C.K., & Slavin, R.E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.

Cooper, H. (2016). Research synthesis and meta-analysis: A step-by-step approach (Vol. 2). Sage publications.

Cooper, H., & Patall, E.A. (2009). The relative benefits of meta-analysis conducted with individual participant data versus aggregated data. Psychological Methods, 14(2), 165-176.

DeCoster, J. (2004). Meta-analysis notes. Retrieved from http://www.stathelp.com/Meta%20analysis%202009-06-01.pdf

Ellington, A.J. (2006). The effects of non-CAS graphing calculators on student achievement and attitude levels in mathematics: A Meta-Analysis. School Science and Mathematics, 106(1), 16-23.

Hembree, R., & Dessart, D.J. (1986). Effects of hand-held calculators in precollege mathematics education: a meta-analysis. Journal for Research in Mathematics Education, 17, 83-99.

Hsu, Y. (2003). The effectiveness of computer-assisted instruction in statistics education: A meta-analysis (Ph.D.). The University of Arizona, United States - Arizona. Retrieved from http://search.proquest.com/pqdtglobal/docview/305338759/abstract/9D8837D0D8EB4A14PQ/29

King, H.J. (1997). Effects of computer-enhanced instruction in college-level mathematics as determined by a meta-analysis (Ph.D.). The University of Tennessee, United States - Tennessee. Retrieved from http://search.proquest.com/pqdtglobal/docview/304373727/abstract/9D8837D0D8EB4A14PQ/2

Larwin, K., & Larwin, D. (2011). A meta-Analysis examining the impact of computer-assisted instruction on postsecondary statistics education: 40 years of research. Journal of Research on Technology in Education, 43(3), 253-278.

Lee, W.C. (1990). The effectiveness of computer-assisted instruction and computer programming in elementary and secondary mathematics: A meta-analysis (Ed.D.). University of Massachusetts Amherst, United States - Massachusetts. Retrieved from http://search.proquest.com/pqdtglobal/docview/303852079/abstract/9D8837D0D8EB4A14PQ/18

Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students' mathematics learning. Educational Psychology Review, 22(3), 215-243.

Moyer-Packenham, P. S., & Westenskow, A. (2013). Effects of virtual manipulatives on student achievement and mathematics learning: International Journal of Virtual and Personal Learning Environments, 4(3), 35-50.

National Council of Teachers of Mathematics. (2000). Principles and standards of school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (2008). Position statement: The role of technology in the teaching and learning of mathematics. Retrieved from http://www.nctm.org/Standards-and-Positions/Position-Statements/Technology-in- Teaching-and-Learning-Mathematics/

Nikolaou, C. (2001). Hand-held calculator use and achievement in mathematics: A meta analysis (Ph.D.). Georgia State University, United States - Georgia. Retrieved from http://search.proquest.com/pqdtglobal/docview/304696658/abstract/9D8837D0D8EB4A14PQ3

Rosen, Y., & Salomon, G. (2007). The differential learning achievements of constructivist technology-intensive learning environments as compared with traditional ones: A meta-analysis. Journal of Educational Computing Research, 36(1), 1-14.

Rosenthal, R. (1991). Meta-analytic procedures for social research (rev ed.). Beverly Hills, CA: Sage.

Sanchez-Meca, J., & Marin-Martinez, F. (1998). Testing continuous moderators in meta-analysis: A comparison of procedures. British Journal of Mathematical & Statistical Psychology, 51, 311-326.

Schenker, J.D. (2007). The effectiveness of technology use in statistics instruction in higher education: A meta-analysis using hierarchical linear modeling (Ph.D.). Kent StateUniversity, United States -Ohio. Retrieved from http://search.proquest.com/pqdtglobal/docview/304835263/abstract/9D8837D0D8EB4A14PQ/25

Schmidt, F.L., & Hunter, J.E. (2014). Methods of meta-analysis: Correcting error and bias in research findings. Sage publications.

Schmucker, C., Bluemle, A., Briel, M., Portalupi, S., Lang, B., Motschall, E., ... & Meerpohl, J. J. (2013). A protocol for a systematic review on the impact of unpublished studies and studies published in the gray literature in meta-analyses. Systematic Reviews, 2, 24-24.

Steenbergen-Hu, S., & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students' mathematical learning. Journal of Educational Psychology, 105(4), 970-987.

Thompson, B. (2002). What future quantitative social science research could look like: Confidence intervals for effect sizes. Educational Researcher, 31, 25-32.

Tokpah, C.L. (2008). The effects of computer algebra systems on students' achievement in mathematics (Ph.D.). Kent State University, United States Ohio. Retrieved from http://search.proquest.com/pqdtglobal/docview/304549974/abstract/9D8837D0D8EB4A14PQ

Wang, S., Jiao, H., Young, M. J., Brooks, T., & Olson, J. (2007). A meta-analysis of testing mode effects in grade K-12 mathematics tests. Educational and Psychological Measurement, 67(2), 219–238.

Young, J. R., Ortiz, N., & Young, J. L. (2017). STEMulating interest: A meta-analysis of the effects of out-of-school time on student STEM interest. International Journal of Education in Mathematics, Science and Technology, 5(1), 62-74.

Young, J.R., Young, J.L., & Hamilton, C. (2013). The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on Preservice Teacher TPACK. Journal of Research on Technology in Education, 46(2), 149-172.

Young, J.R. (2016). Unpacking TPACK in Mathematics education research: A systematic review of meta-analyses. International Journal of Educational Methodology, 2(1), 19-29. doi: 10.12973/ijem.2.1.19

Young, J.R., & Young, J.L. (2012). "But that's not fair": Teacher technology readiness and African American Students'. The Journal of the Texas Alliance of Black School Educators, 4(1), 19-32.

Zientek, L.R., Capraro, M.M., & Capraro, R.M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA Panel Report. Educational Researcher, 37, 208-216.

Downloads

Published

2017-02-16

How to Cite

Young, J. R. (2017). Technology Integration in Mathematics Education: Examining the Quality of Meta-Analytic Research. International Journal on Emerging Mathematics Education, 1(1), 71–86. https://doi.org/10.12928/ijeme.v1i1.5713

Issue

IJEME, Vol. 1 No. 1, March 2017

Section

Articles

License

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read the International Journal on Emerging Mathematics Education (IJEME) Author Guidelines at http://journal.uad.ac.id/index.php/IJEME/about/submissions#authorGuidelines
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities, tacitly or explicitly, of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright

Authors who publish with the International Journal on Emerging Mathematics Education (IJEME) agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

 


Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.