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Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2019 / Cilt: 13 - Sayı: 2

The Effect of Problem Posing Based Mathematics Teaching on Students' Success: A Meta-Analysis Study

Problem Kurma Temelli Matematik Öğretiminin Öğrencilerin Başarılarına Etkisi: Bir Meta-Analiz Çalışması

BERNA CANTÜRK GÜNHAN
Mehmet Ertürk GEÇİCİ
Büşra GÜNKAYA
Pages
1042–1062
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These values indicate that problem posing based mathematics teaching has positive and significant effects on students' success.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to determine the general effect of problem posing based mathematics teaching on students' success.
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Key Findings & Data:As a result of the literature review, a total of 11 studies consisting of 8 theses and 3 article in accordance with the research criteria and using problem posing based approach constituted the sample of this study. 14 effect size values of these 11 studies included in the meta-analysis were calculated.
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Conclusion & Impact:These values indicate that problem posing based mathematics teaching has positive and significant effects on students' success.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:: matematik öğretimi · problem kurma · meta-analiz

Abstract

The aim of this study is to determine the general effect of problem posing based mathematics teaching on students' success. This purpose, results of the studies conducted in relate with problem posing in Turkey was examined using meta-analysis. As a result of the literature review, a total of 11 studies consisting of 8 theses and 3 article in accordance with the research criteria and using problem posing based approach constituted the sample of this study. 14 effect size values of these 11 studies included in the meta-analysis were calculated. As a result of the meta-analysis, the mean effect size value of problem posing based mathematics teaching for students' success was calculated as 0.630 (z=3.783; p=0.000). These values indicate that problem posing based mathematics teaching has positive and significant effects on students' success.

Özet

Bu araştırmanın amacı problem kurma temelli matematik öğretiminin öğrencilerin başarıları üzerindeki genel etkisini belirlemektir. Bu amaç doğrultusunda Türkiye’de problem kurma ile ilgili yapılmış olan çalışmaların sonuçları meta-analiz yöntemi kullanılarak incelenmiştir. Literatür taraması sonucunda problem kurma temelli yaklaşımın kullanıldığı ve araştırma kriterlerine uygun 8 tez ve 3 makale olmak üzere toplam 11 çalışma bu araştırmanın örneklemini oluşturmuştur. Meta-analize dâhil edilen bu 11 çalışmaya ait 14 etki büyüklüğü değeri hesaplanmıştır. Meta-analiz sonucunda problem kurma temelli matematik öğretiminin öğrencilerin başarılarına yönelik ortalama etki büyüklüğü değeri 0.630 olarak hesaplanmıştır (z=3.783; p=0.000). Bulunan bu değerler, problem kurma temelli matematik öğretiminin öğrencilerin başarılarına yönelik pozitif ve anlamlı etkilerinin olduğunu göstermektedir. Ancak bu etkilerin başarı türü, öğrenim düzeyi, yayın türü gibi moderatör değişkenlere göre anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır.

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Cite This Article

GÜNHAN, B. C., GEÇİCİ, M. E., GÜNKAYA, B. (2019). The Effect of Problem Posing Based Mathematics Teaching on Students' Success: A Meta-Analysis Study. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 13 - Sayı: 2, 1042–1062. https://ajindex.com/articles/289775

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References (3)

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