A Synthesis of Researches on Methods of Teaching and Learning Which Affect Mathematics Learning of Secondary levels by Using a Meta – Analysis.

Abstract

Methods of teaching and learning are the basic necessity organization to increase the
efficiency and effectiveness of learning and teaching. There were many researches involving
methods of teaching and learning for mathematics learning of secondary levels. Their study
findings are both congruent and argumentative with one another. In order to attain a conclusion
from these researches relating to methods of teaching and learning which affect mathematics
learning of secondary levels. This study aimed 1) to determine the characteristics and a conclusion
of the researches involving in methods of teaching and learning which could affect on learning
achievement of mathematics of secondary levels. 2) to compare methods of teaching and learning
mathematics of secondary levels with the conventional instruction approach which could affect
on learning achievement of mathematics. The samples used in the study were 176 researches of
the graduate studies level form the public universities which registered 6–12 credits printed and
disseminated during 2002 – 2011. The intrument for data collection is characteristics analyze of
researchs. The statistical procedures i.e. descriptive statistics, value of the effect size and Binomial
Test.
The results of the study could be summarized as follows:
1. The synthesized of researches on methods of teaching and learning which Affect
mathematics learning of secondary levels which search in thailis during 2002–2011. When
distinguish variable of research characteristics, the following were found most researches.
1.1 Variable of characteristics of researchers and researches, the following were
found Mahasarakham University produced researches. The researches were studied by the
mathematics field or the mathematics instruction field. Year of publications was 2008.
1.2 Variable of methodological researches, the following were found Data sources
were from samples. Ratio of samples was customize themselves. Time for experimenting was more
8 weeks. The samples were selected probability sampling. The studies were conducted with first
year student secondary level. Characteristics of hypotheses were directional hypotheses. The
research models were used randomized control group pretest-posttest design. Two groups of
population or sample, each group with 31 -40 subjects, were used. Number of independent
variable and the dependent variable were used one variable are equal. Independent variable was
methods of teaching and learning. Dependent variable was learning achievement. The instrument
used was a learning achievement test. The instrument qualities were checked in 4 aspects: validity,
reliability, difficulty, and discriminating power. The conclusions of the research were summarized
on hypothesis. Results of the research were used truely. The statistics utilized were mean,
standard deviation and variance. The statistic for testing hypotheses was t – test.
1.3 Variable of methods of teaching and learning for mathematics learning of
secondary levels, the following were found. The research analysis of the students. Form of
learning was the development of thinking processes. Learning styles were learning individually and
group. Method of teaching and learning was collaborative learning.
2. The results of comparison between methods of teaching and learning, and the
conventional instruction which could affect on learning achievement of mathematics, the
following were found.
2.1 The student was taught through methods of teaching and learning by using the
computer-assisted instruction program, collaborative learning, group process learning, constructivist
leaning, CIPPA model leaning, 4 MAT learning, mathematical processes learning showed higher
mathematics learning achievement than what those were taught by the conventional instruction
approach at the .05 level of significance. Value of the effect size of these methods of teaching and
learning were 32, 48, 14, 25, 7, 10, 15 respectively and the average achievement of mathematics
learning than those were 0.837, 0.926, 0.825, 0.803, 0.877, 0.748, 0.902 respectively
2.2 The student was taught through methods of teaching and learning by using
inquiry process learning, concept mapping learning, inductive or deductive learning, project
learning , integration learning , and workshop learning showed achievement of mathematics
learning not different from what those were taught. In computing value of the effect size were 10,
7, 2, 2, 2, 2 respectively and the average value of the effect size were 0.530, 0.356, 1.086, 0.863,
1.000, 0. 590 respectively.