Meta-Analysis Study: Effect of Realistic Mathematics Education Implementation on Student's Mathematics Achievement
DOI:
https://doi.org/10.46328/ijonse.5331Keywords:
Effect size, Mathematics achievement, Meta-analysis, Realistic mathematics educationAbstract
Since there hasn't been a thorough analysis of how the application of Realistic Mathematics Education (RME) affects students' mathematical proficiency, many teachers are ignorant of the benefits this approach offers to pupils. The purpose of this meta-analysis study was to examine the overall impact of implementing the RME on students' mathematical proficiency. Scopus, ERIC, Sage Publications, Springer Publications, JSTOR, and Google Scholar were the direct sources of the empirical data. Seventeen articles published between 2014 and 2023 are the results of the search. Ten items were eligible for analysis based on the inclusion criteria. A random estimating approach was applied, and the analysis was conducted using Jamovi software. The study's total effect size was determined to be significant based on the results (Hedges' g = 1.21). According to these results, pupils exposed to RME outperformed those in traditional learning environments by more than one standard deviation. After analyzing the moderator variables, it was shown that sample size, educational attainment, and geographic location all affected the impact sizes. RME was most successful at the primary education level, and trials with smaller sample sizes indicated bigger impact sizes. Effect sizes were marginally larger in urban studies than in rural ones. With ramifications for future study and educational practice, the results indicate that RME is a potent instructional strategy that can greatly improve mathematical achievement. Ghanaian mathematics teachers are advised by this meta-analysis study to utilize RME more often, particularly in elementary schools, since it has been shown to improve pupils' mathematical achievement.
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