The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis

Xinxin Li, Ying Zhou, Tommy Tanu Wijaya

Abstract


In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.00<0.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad.


Keywords


Hawgent Dynamic Mathematics Software; Mathematics Achievement; Meta-Analysis

Full Text:

PDF

References


Aixia, W., Ying, Z., & Wijaya, T. T. (2020). The current situation and prospect of study quality evaluation research in china in the last 10 years. Edukatif: Jurnal Ilmu Pendidikan, 2(1), 101–112.

Aksu, Z. (2018). The impact of educational material use on mathematics achievement: A meta analysis. International Journal of Instruction, 11(4), 303–324.

Avcı, Ş. K., Çoklar, A. N., & İstanbullu, A. (2019). The effect of three dimensional virtual environments and augmented reality applications on the learning achievement: A meta-analysis study. Turk Egitim Dernegi, 44(198), 149-182.

Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87–122.

Boone, W. J., Yale, M. S., & Staver, J. R. (2014). Rasch analysis in the human sciences. Springer.

Bouma, G. D., Pratt, D., Ling, R., & Hill, H. (2010). Religious Diversity in Southeast Asia and the Pacific: National Case Studies. Springer.

Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81.

Chiang, F. K., Shang, X., & Qiao, L. (2022). Augmented reality in vocational training: A systematic review of research and applications. Computers in Human Behavior, 129.

Choi, J. (2017). The effect of digital textbook on academic achievement in Korea. Journal of Theoretical and Applied Information Technology, 95(18), 4871–4878.

Cohen, J., (1988). Statistical power analysis for the behavioral sciences (2th ed.). Lawrence Erlbaum Associates.

Coles, A. (2019). Facilitating the use of video with teachers of mathematics : learning from staying with the detail. International Journal of STEM Education, 6(5), 1-13.

Depaepe, F., De Corte, E., & Verschaffel, L. (2007). Unraveling the culture of the mathematics classroom: A video-based study in sixth grade. International Journal of Educational Research, 46(5), 266-279.

Field A P, Gillett R (2010). How to do a meta‐analysis. British Journal of Mathematical and Statistical Psychology, 2010, 63(3): 665-694.

Garg, A. (2021). Investigating the moderating effects of age and gender on customers’ use of tablet menu in casual dining restaurants. Journal of Quality Assurance in Hospitality and Tourism, 1–39.

Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244–260.

Glass, G. V., MacGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Sage.

Hedges L V (1992). Meta-analysis. Journal of Educational Statistics, 17(4), 279-296.

Imansari, A., Umamah, N., & Na’Im, M. (2019). The usage of e-book as learning media through the sigil application in history. IOP Conference Series: Earth and Environmental Science, 243(1), 1-5.

Jia Z, Zhang X, Kang S, et al. (2013). Serum uric acid levels and incidence of impaired fasting glucose and type 2 diabetes mellitus: A meta-analysis of cohort studies. Diabetes Research And Clinical Practice, 101(1), 88-96.

Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning: What to learn and where to go ? Heliyon, 7(5), 1-8.

Kaǧizmanli, T. B., Tatar, E., & Akkaya, A. (2011). Analytic analysis of lines with dynamic mathematical software. Procedia - Social and Behavioral Sciences, 15, 2505–2509.

KPMG. (2016). The 13th Five-Year Plan–China's Transformation and Integration with the World Economy. KPMG Global China Practice.

Lalian, O. N. (2018). The effects of using video media in mathematics learning on students’ cognitive and affective aspects. AIP Conference Proceedings, 2019(1), 1-4.

Li, X., Zhou, Y., & Chen, M. (2021). Validation and implementation of hawgent on pythagoras theorem. Journal of Physics: Conference Series, 2123(1), 1-7.

Listiawan, T., Purwanto, P., As’Ari, A. R., & Muksar, M. (2018). Mathematics teachers technological content knowledge (TCK) in using dynamic geometry software. Journal of Physics: Conference Series, 1114(1), 1-9.

Liu, Z., Yao, Z., Li, C., Liu, X., Chen, H., & Gao, C. (2013). A step-by-step guide to the systematic review and meta-analysis of diagnostic and prognostic test accuracy evaluations. British Journal of Cancer, 108(11), 2299–2303.

Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013). Preservice teachers’ TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22(6), 838–857.

Martinovic, D., & Manizade, A. G. (2020). Teachers using geogebra to visualize and verify conjectures about trapezoids. Canadian Journal of Science, Mathematics and Technology Education, 20(3), 485–503.

Moher, D., Liberati, A., & Tetzlaff J. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4): 264-269.

Möller, J., Zitzmann, S., Helm, F., Machts, N., & Wolff, F. (2020). A meta-analysis of relations between achievement and self-concept. Review of Educational Research, 90(3), 376-419.

P.Jerito, Shiwei Tan, L. L., & Purnama, A. (2020). Developing a mathematics learning media to explain formula of area of kite using hawgent. Indonesian Journal of Science and Mathematics Education, 3(3), 272-281.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic reviews, 10(1), 1-11.

Reis, Z. A. (2010). Computer supported mathematics with geogebra. Procedia - Social and Behavioral Sciences, 9, 1449–1455.

Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning. Computers & Education, 63(1), 259-266.

Rohaeti, E. E., & Bernard, M. (2018). The students’ mathematical understanding ability through scientific-assisted approach of geogebra software. Infinity Journal, 7(2), 165-172.

Rozental, A., Bennett, S., Forsström, D., Ebert, D. D., Shafran, R., Andersson, G., & Carlbring, P. (2018). Targeting procrastination using psychological treatments: A systematic review and meta-analysis. Frontiers in Psychology, 9(1588), 1-15..

Sablić, M., Mirosavljević, A., & Škugor, A. (2021). Video-based learning (VBL)—past, present and future: An overview of the research published from 2008 to 2019. Technology, Knowledge and Learning, 26(4), 1061–1077.

Shute, V. J., & Emihovich, B. (2018). Assessing problem-solving skills in game-based immersive environments. Second Handbook of Information Technology in Primary and Secondary Education, 635–648.

Suan, L., Ying, Z., & Wijaya, T. T. (2020). Using hawgent dynamic mathematics software in teaching arithmetic operation. International Journal of Education and Learning, 2(1), 25–31.

Tamur, M., Kusumah, Y. S., Juandi, D., Wijaya, T. T., Nurjaman, A., & Samura, A. O. (2021). Hawthorne effect and mathematical software-based learning: A meta- analysis study. Journal of Physics: Conference Series, 1806(1). 1-7.

Taranto, E., & Arzarello, F. (2020). Math MOOC UniTo: An Italian project on MOOCs for mathematics teacher education, and the development of a new theoretical framework. ZDM - Mathematics Education, 52(5), 843–858.

Tutal, Ö., & Yazar, T. (2021). Flipped classroom improves academic achievement, learning retention and attitude towards course: A meta analysis. Asia Pacific Education Review, 22(4), 655-673.

Ulum, H. (2022). The effects of online education on academic success: A meta-analysis study. Education and Information Technologies, 27(1), 429-450.

Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360–363.

Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35, 1-13.

Weinhandl, R., Houghton, T., Lindenbauer, E., Mayerhofer, M., Lavicza, Z., & Hohenwarter, M. (2021). Integrating technologies into teaching and learning mathematics at the beginning of secondary education in Austria. EURASIA Journal of Mathematics, Science and Technology Education, 17(12), 1-15.

Wijaya, T. T. (2021). How chinese students learn mathematics during the coronavirus pandemic. International Journal of Educational Research and Innovation (IJERI), 15, 1–16.

Wijaya, T. T., Jianlan, T., & Purnama, A. (2020). Developing an interactive mathematical learning media based on the TPACK framework using the hawgent dynamic mathematics software. Emerging Technologies in Computing, 318–328.

Wijaya, T. T., Li, L., Hermita, N., Putra, Z. H., & Alim, J. A. (2021). Helping junior high school student to learn fibonacci sequence with video-based learning. International Journal of Interactive Mobile Technologies (IJIM), 15(11), 183–191.

Wijaya, T. T., Purnama, A., & Tanuwijaya, H. (2020). Pengembangan media pembelajaran berdasarkan konsep TPACK pada materi garis dan sudut menggunakan hawgent dynamic mathematics software. JPMI – Jurnal Pembelajaran Matematika Inovatif, 3(3), 205–214.

Wijaya, T. T., Sukma, M., Purnama, A., & Tanuwijaya, H. (2020). Pengembangan media pembelajaran berbasis TPACK menggunakan hawgent dynamic mathematics software. Journal of Elementary Education, 3(3), 64–72.

Wijaya, T. T., Tang, J., Li, L., & Purnama, A. (2021). Implementing dynamic mathematics software in calculus II for engineering students: Quadratic surfaces. Software Engineering and Algorithms, 230, 480–491.

Wijaya, T. T., Ying, Z., Chotimah, S., Bernard, M., Zulfah, & Astuti. (2020). Hawgent dynamic mathematic software as mathematics learning media for teaching quadratic functions. Journal of Physics: Conference Series, 1592(1), 1-8.

Wijaya, T. T., Zhou, Y., Ware, A., & Hermita, N. (2021). Improving the creative thinking skills of the next generation of mathematics teachers using dynamic mathematics software. International Journal of Emerging Technologies in Learning, 16(13), 212–226.

Yildiz Durak, H. (2019). Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education, 31(1), 173-209.




DOI: http://dx.doi.org/10.24042/ajpm.v13i1.11711

Refbacks

  • There are currently no refbacks.


 

Indexed by:

 

 

Creative Commons License
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.