Doctoral Program of Mathematics Education, Postgraduate of Universitas Negeri Makassar, Makassar, Indonesia.
Research Article
World Journal of Advanced Research and Reviews, 2024, 24(03), 389–399
Received on 18 October 2024; revised on 02 December 2024; accepted on 04 December 2024
This meta-analysis investigated the effect of digital media on mathematical reasoning across 18 studies involving primary, secondary, and higher education students. A random model revealed a significant overall effect size (ES = 2.53, 95% CI: [1.44, 3.62]), indicating that digital media interventions substantially enhance mathematical reasoning abilities. However, significant heterogeneity was observed among the studies (Q = 1089.8704, df = 17, p < 0.0001, I² = 98.44%). Subgroup analyses showed that the effectiveness of digital media varied across mathematical content (numbers and geometry) (Qb = 237.2527, df = 5, p < 0.0001) and educational levels (primary and secondary) (Qb = 73.0728, df = 2, p < 0.0001), but not across sample sizes (Qb = 0.0050, df = 1, p = 0.9435). Potential publication bias was suggested, but Egger's test did not provide strong evidence for it. The findings support the use of digital media to enhance mathematical reasoning skills, highlighting the importance of considering content area and educational level when designing interventions.
Digital Media; Educational Level; Mathematical Content; Mathematical Reasoning; Meta-Analysis
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Fahruh Juhaevah. Enhancing mathematical reasoning through digital media: A meta-analysis. World Journal of Advanced Research and Reviews, 2024, 24(3), 389-399. Article DOI: https://doi.org/10.30574/wjarr.2024.24.3.3693