Meta-analysis of Research Findings and Previous Studies in Teaching Science and Mathematics to Hearing-Impaired Students Between (1995-2020)

Document Type : Original Article

Authors

قسم المناهج وطرق التدريس، كلية التربية، جامعة الأزهر.

Abstract

The current study aimed to synthesize the findings of previous research and studies related to the teaching of science and mathematics to hearing-impaired students, to reveal the effectiveness of the experimental factors used with this category, and to identify the effect of the difference in the type of experimental factor used, the educational stage, and the field of study. To achieve this, the meta-analysis method was used on previous related research and studies conducted between (1995-2020), which amounted to (122) research and studies through electronic search. After applying the inclusion and exclusion criteria and the quality measure, the final meta-analysis sample was reached, consisting of (32) research and studies with a total of (55) effect sizes. The results of the study revealed that the experimental factors in the primary studies are classified into three types (teaching strategies-digital techniques-learning units), which were all found to be effective in developing cognitive, affective, skill-related, and psychological variables with high average effect size values of (1.8- 1.844-2.292-1.484), respectively. The results also indicated an increase in the average effect size of each of the three factors, with statistically significant differences. Teaching strategies scored the highest rank with an average effect size value of (2.36), while learning units came in second place with an average effect size value of (1.963), and digital techniques came in third place with an average effect size value of (1.573). However, there were no statistically significant differences due to the educational stage or the field of study. In light of these results, the researcher recommends the need to consider the characteristics and needs of hearing-impaired students when applying teaching strategies in the classroom, with the need for further research on students in kindergarten and secondary school stages, and attention to the development of the psychological and affective aspects of students intentionally as essential variables in research.

Keywords

References

Adeniyi, S., & Kuku, O. (2020). Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 16(2), 51-65.‏ doi: 10.4314/ajesms.v16i2.4
Aktamis, H., Higde, E., & Ozden, B. (2016). Effects of the inquiry-based learning method on students’ achievement, science process skills and attitudes towards science: A meta-analysis science. Journal of Turkish Science Education, 13(4), 248-261.
Al Atiyat, A. M. (2018). The effect of multi-media instructional design based on Sweller's theory on reducing cognitive load and developing scientific concepts among deaf primary students. Journal of Educational and Psychological Studies [JEPS], 12(4), 672-685.‏ DOI: http://dx.doi.org/10.24200/jeps.vol12iss3pp672-685
Alotwi, A. M. (2021). Infographics as a Visual Learning Tool in Science Education for Deaf Students: an analytical study. Journal of Education/Al Mejlh Altrbwyh.‏
Arik, S. & Yilmaz, M., (2022). The effect of constructivist learning approach and active learning on environmental education: A meta-analysis study, International Electronic Journal of Environmental Education, 10(2), 44-84.
Ayaz, M. & Söylemez, M., (2016). The effect of project-based learning approach on students’ attitudes towards science lesson: A meta-analysis study, Adiyaman University Journal of Educational Sciences, 6(1), 112-137.
DOI:http://dx.doi.org/10.17984/adyuebd.20414
Barbosa, H. H. (2014). Early mathematical concepts and language: a comparative study between deaf and hearing children. Educação e Pesquisa, 40, 163-179.‏ https://doi.org/10.1590/S1517-97022014000100011 
Benavides-Varela, S., Callegher, C. Z., Fagiolini, B., Leo, I., Altoe, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953. https://doi.org/10.1016/j.compedu.2020.103953
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. Wiley.
Card, N. A. (2012). Applied meta-analysis for social science research. Guilford Publications.‏
Chatwirakom, W. (2018, June). A Study of Chemistry Teaching and Learning for Hearing Impaired Students by Using Multimedia. In Proceedings of the 4th International Conference on Frontiers of Educational Technologies (pp. 24-28).‏
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. routledge.‏ Available online at: https://2u.pw/dInutHs
DeCoster, J. (2004, September 19). Meta-analysis Notes. Retrieved from http://www.stat-help.com/Meta%20analysis%202009-06-01.pdf
Duval, S., & Tweedie, R. (2000). Trim and fill: a simple funnel‐plot–based method of testing and adjusting for publication bias in meta‐analysis. Biometrics, 56(2), 455-463. https://doi.org/10.1111/j.0006-341X.2000.00455.x‏
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based           science teaching: A meta-analysis. Review of educational        research, 82(3), 300-329.‏ https://doi.org/10.3102/0034654312457
Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational researcher, 5(10), 3-8.‏
Hamer,M.,R., &Simpson,M.,P. (2010). Tools for meta-analysis. Statistics and Data Analysis, SAS Institute INC. USA. Available online at: http://www2.sas.com/proceedings/sugi27/p250-27.pdf
Hayse, A. F. & Krippedorf, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1, 77-89.
Ibáñez, M. B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & education, 71, 1-13.‏  http://dx.doi.org/10.1016/j.compedu.2013.09.004
Ilić, I. (2009). Meta-analiza. Acta Medica Medianae, 48(2), 28-31.‏
Jepson, P. J. (2006). Deaf students and scientists side-by-side: Self-efficacy and modeling in real-world earth science research.( (Doctoral dissertation) .University of Connecticut.‏ http://digitalcommons.uconn.edu/dissertations/AAI3221544/
Jitendra, A. K., Lein, A. E., Im, S. H., Alghamdi, A. A., Hefte, S. B., & Mouanoutoua, J. (2018). Mathematical interventions for secondary students with learning disabilities and mathematics difficulties: A meta-analysis. Exceptional children, 84(2), 177-196.‏ https://doi.org/10.1177/001440291773
Kaldenberg, E. R., Watt, S. J., Therrien, W. J. (2015). Reading instruction in science for students with learning disabilities: A meta-analysis, Hammill Institute on Disabilities, 38(3) 160–173. https://doi.org/10.1177/07319487145502
Kingston, N., & Nash, B. (2011). Formative assessment: A meta‐analysis and a call for research. Educational measurement: Issues and practice, 30(4), 28-37.‏doi:10.1111/j.1745-3992.2011.00220.x.
Krippendorff, K. (2011). Computing Krippendorff's alpha-reliability. Available online at: https://2u.pw/tSfBelf
Lestari, F. P., Ahmadi, F., & Rochmad, R. (2021). The Implementation of Mathematics Comic through Contextual Teaching and Learning to Improve Critical Thinking Ability and Character. European Journal of Educational Research, 10(1), 497-508.‏ https://doi.org/10.12973/eu-jer.10.1.497
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-164.‏ https://knilt.arcc.albany.edu/images/c/c1/Di_unit_1b.pdf
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development.‏
Mayer. R. E. (2009). Multimedia Learning (2ed).Cambridge University Press.
Mukhopadhyay, S., & Moswela, E. (2010). Inside Practice of Science Teachers for Students with Hearing Impairments in Botswana Primary Schools. International Journal of Special Education, 25(3), 57-67.‏
Naidoo, S. S. (2008). Science education for deaf learners: educator perspectives and perceptions (Doctoral dissertation).‏ School of Education, Faculty of Humanities, University of the Witwatersrand. Available at: https://2u.pw/oVpvipV
Parveen, Z. (2017). Educational effectiveness of the 5E model for scientific achievement of students with hearing impairment. Journal of Baltic Science Education, 16(5), 723-732.
Rodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M. (2020). Computational thinking and mathematics using Scratch: an experiment with sixth-grade students. Interactive Learning Environments, 28(3), 316-327.
Ross, A., Yerrick, R., & Pagano, T. (2020). Use of Scientific Argumentation by Deaf/Hard-of-Hearing Students in Environmental Science Topics. Journal of Science Education for Students with Disabilities, 23(1), 5.‏
Sarier, H. K. (2020). The effect of teaching methods with concept   maps on mathematics achievement: A meta-analysis study. Basic Education, 2(3), 27-38.‏
Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2019). The Effect of Science, Technology, Engineering and Mathematics (STEM) Program on Students’ Achievement in Mathematics: A Meta-Analysis. International Electronic Journal of Mathematics Education, 15(1), em0549.‏
Stevens, E., Rodgers, M., & Powell, S. (2018). Mathematics interventions for upper elementary and secondary students: A meta-analysis of research, Hammill Institute on Disabilities, 39(6) 327–340. https://doi.org/10.1177/0741932517731887
Suarsana, I. M., Mahayukti, G. A., Sudarma, I. K., & Pujawan, A. A. G. S. (2019, February). The effect of interactive mathematics learning media toward mathematical conceptual understanding on probability of hearing-impaired students. In Journal of Physics: Conference Series (Vol. 1165, No. 1, p. 012021). IOP Publishing.‏ DOI 10.1088/1742-6596/1165/1/012021
Talan, T. (2021). The effect of computer-supported collaborative learning on academic achievement: A meta-analysis study. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(3), 426-448. https://doi.org/10.46328/ijemst.1243
Therrien, w. J.; Taylor, J. C.; Hosp, J. L.; Kaldenberg, E. R; Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta-analysis, Learning Disabilities Research & Practice, 26(4), 188–203. https://doi.org/10.1111/j.1540-5826.2011.00340.x
Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students' mathematics achievement: A meta‐analysis. Journal of Computer Assisted Learning, 35(3), 407-420.‏ https://doi.org/10.1111/jcal.12347
Viberg, O., Grönlund, Å., & Andersson, A. (2023). Integrating digital technology in mathematics education: a Swedish case study. Interactive Learning Environments, 31(1), 232-243.‏ doi.org/10.1080/10494820.2020.1770801
Wilson, D. B. (2019). Sytematic coding for research synthesis. In H. Cooper, L. V. Hedges, J. C. Valentine (Eds), The handbook of research synthesis and meta-analysis(3rd. ed., pp.153-172). Russell Sage Fourdatin.
Yasar, M. D. (2017). Brain Based Learning in Science Education in Turkey: Descriptive Content and Meta Analysis of Dissertations. Journal of Education and Practice, 8(9), 161-168.‏
Yesilyurt, M., Dogan, M., & Ilhan, S. A. (2019). The Meta Analysis of the Effect of Computer Aided Instruction on Student Attitudes in Science and Mathematics. Temel Eğitim, 1(2), 57-69.‏

Files

Share

How to cite

Statistics