A meta-analysis on the effectiveness of strategies and programs used to address the mathematics learning difficulties
Zaid Ahmad Nasser Alhadoor 1 * , Aamer Aldbyani 1 , Khaled Khamees Alshammari 2
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1 School of Education, Thamar University, Dhamar, YEMEN2 Ministry of Education, Kuwait City, KUWAIT* Corresponding Author

Abstract

The present study aimed to obtain an empirical evidence about the effectiveness of strategies and programs used to address mathematical learning difficulties through studies published in some Arab periodicals and through adopting the meta-analysis method. Furthermore, the study investigated whether the efficacy of these strategies and programs differ according to the independent variables and educational stage in the selected studies. A systematic search of experimental and quasi-experimental studies published between 2012 and 2022 was conducted. 47 studies from a total of 154 studies met the study selection criterion. The results revealed that the average standard effect size (ES) for all studies included in the meta-analysis was 3.19, with a huge ES. The results also showed no difference in the efficiency of strategies and programs in the selected studies according to the independent variables and the educational stage.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 10, Article No: em2337

https://doi.org/10.29333/ejmste/13607

Publication date: 01 Oct 2023

Online publication date: 23 Aug 2023

Article Views: 754

Article Downloads: 562

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