The Effects Of Exploratory Learning Environments On Students Mathematics Achievements PDF Download

The objective of this dissertation was to advance the knowledge about mathematics instruction regarding the use of exploratory graphical embodiments in Pre-K to College levels. More specifically, the study sought to find out which graphical representations generate the highest learning effect sizes as well as which teaching method is the most supportive when graphical representations are applied. The dissertation is organized into three coherent research studies that correspond to different schooling levels. The primary method of data analysis in this study was meta-analysis supported by synthesis of qualitative and comparative studies. A total of 73 primary studies (N = 9055) from 22 countries conducted over the past 13 years met the inclusion criteria. Out of this pool, 45 studies (N = 7293) were meta-analyzed. The remaining 28 studies (N = 1762) of qualitative or mixed method designs where scrutinized for common themes. The results support the proposed hypothesis that visualization aids mathematics learning. At the primary level, the mean effect size for using exploratory environment was ES = 0.53 (SE = 0.05, 95% CI: 0.42-0.63), the mean effect size for using computerized programs at the grade levels 1-8 was ES = 0.60 (SE = 0.03, 95% CI: 0.53-0.66), and the results of applying congruent research techniques at the high school and college levels revealed an effect size of ES = 0.69 (SE = 0.05, 95% CI: 0.59-0.79). At each of the teaching level, implementing an exploratory environment generated a moderate effect size when compared to traditional teaching methods. These findings support a need for a broader implementation of exploratory learning media to mathematics school practice and provide evidence to formulate a theoretical instructional framework. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151195