The effect of the computer-aided mathematic teaching on the academic achievement and attitude toward math courses: A meta-analysis and meta-synthesis study

Problem-solving is viewed as one of the most important skill in daily and academic life. Besides, two important theme, technology and education, came together in lots of studies as the main topic because of the rapid developments in technology and the integration of the technology in educational activities. In this sense, specify what the big picture says by gathering the studies which presents the small pieces of it, became crucial. Therefore, the main aim of this study is presenting the general effect of computer-aided mathematic teaching on problem-solving achievement by gathering the studies investigating the effect of the computer-aided mathematic teaching on problem-solving achievement with meta—analysis and meta-synthesis techniques. In accordance with this aim, effect of the computer-aided mathematic teaching according to learning domain, sample type, years, countries and implementation period is investigated. Another aim of the study is presenting the general effect of the computer-aided mathematic teaching on the attitude toward math class and retention of problem-solving achievement. In line with the purpose of the study, "National Thesis Center" database for the domestic studies, "Dissertations & Theses Global-ProQuest", "British Library e-theses online service" and "Theses Canada Porta" databases for the foreign studies were used. After the database search, 80 master's thesis and dissertation were included in meta-analysis and 53 master's thesis and dissertation were included in meta-synthesis according to including criteria. The general effect size of the studies put together in the meta-analysis was assessed with the classification belonging to Thalheimer ve Cook (2002). According to general effect size (ES=0,576) obtained from the result of the studies gathered with the meta-analysis technique, it is revealed that the effect of the computer-aided teaching on problem-solving achievement is positive and medium level. Similarly, studies gathered with the meta-synthesis support this result. The effect of the computer-aided mathematic teaching on the attitude toward math class is investigated as another research problem and the results showed that the effect is at medium level (ES=0.404). As the third research problem, the effect of the computer-aided mathematic teaching on the retention of problem-solving achievement is investigated and the studies gathered with the meta-analysis technique showed that the effect is at high level (ES=0,786). At the end of the study, taking advantage of the computer in the classes are suggested to teachers and the academicians who performs the educational activities. In addition to this, it is indicated that a similar study can be carried out with a team which can eliminate the language criteria which is one of the including criteria.