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dc.contributor.authorIyamuremye, Emmanuel
dc.contributor.authorNdayambaje, Irene
dc.contributor.authorMuwonge, Charles Magoba
dc.date.accessioned2022-10-13T13:31:54Z
dc.date.available2022-10-13T13:31:54Z
dc.date.issued2021
dc.identifier.citationIyamuremye, Emmanuel, Irenee Ndayambaje, and Charles Magoba Muwonge. "Influence of Teaching Approaches on Students’ Performance in Mathematics: A meta-analysis of Quasi-Experimental Studies in Africa." African Journal of Educational Studies in Mathematics and Sciences 17.2 (2021): 73-94.en_US
dc.identifier.urihttp://ir.must.ac.ug/xmlui/handle/123456789/2544
dc.description.abstractThere has been poor performance in national and international mathematics assessments among African students compared to the rest of the planet. Such consistent underperformance is attributed to factors like teaching approaches. The present study reviewed and meta-analysed African research of the last 20 years on the influence of mathematics teaching approaches on students’ performance with the intent to identify effective approaches that can improve performance in mathematics. The results of a random-effects meta-analysis showed that mathematics teaching approaches have an overall large significant effect ( 1.39) on students’ performance. Specifically, the teaching approach that used concrete manipulatives showed a larger significant effect size ( 2.736) than any other type of teaching approach. Moreover, using meta regression analysis, the study revealed that assessing students’ mathematics performance using open-question tests had a large effect size than using multiple-choice tests. Hence, it is recommended that mathematics teachers in African educational institutions and teacher education institutions rethink mathematics teaching approaches along with the assessment format.en_US
dc.description.sponsorshipAfrican Centre of Excellence for Innovative Teaching and Learning of Mathematics and Science (ACEITLMS).en_US
dc.language.isoen_USen_US
dc.publisherAfrican Journal of Educational Studies in Mathematics and Sciencesen_US
dc.subjecteffect sizeen_US
dc.subjectconcrete manipulativesen_US
dc.subjectmathematics teaching approachen_US
dc.subjectmeta analysisen_US
dc.subjectmathematics performanceen_US
dc.titleInfluence of Teaching Approaches on Students’ Performance in Mathematics: A meta-analysis of Quasi-Experimental Studies in Africaen_US
dc.typeArticleen_US


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