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

## Main Article Content

## 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.

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เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารการวัดผลการศึกษา มหาวิทยาลัยมหาสารคาม ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรง ซึ่งกองบรรณาธิการวารสาร ไม่จำเป็นต้องเห็นด้วย หรือร่วมรับผิดชอบใดๆ

บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารการวัดผลการศึกษา มหาวิทยาลัยมหาสารคาม ถือเป็นลิขสิทธิ์ของวารสารการวัดผลการศึกษา มหาวิทยาลัยมหาสารคาม หากบุคคลหรือหน่วยงานใดต้องการนำทั้งหมดหรือส่วนใดส่วนหนึ่งไปเผยแพร่ต่อหรือกระทำการใดๆ จะต้องได้รับอนุญาตเป็นลายลักษณ์อักษรจากวารสารการวัดผลการศึกษา มหาวิทยาลัยมหาสารคาม ก่อนเท่านั้น