Effectiveness of Technology-Integrated Problem-Based Learning (TIPBL) on Students’ Mathematics Performance: A Meta-Analysis
DOI:
https://doi.org/10.46328/ijonse.6662Keywords:
meta-analysis, technology integration, problem-based learning, mathematics education, student performanceAbstract
This meta-analysis investigates the effectiveness of Technology-Integrated Problem-Based Learning (TIPBL) in enhancing students’ mathematics performance across secondary and tertiary education. Drawing on 10 empirical studies published from 2015 to 2024 and following PRISMA 2020 guidelines, this study synthesized quantitative data using Hedges' g under a random-effects model. The overall pooled effect size was large and statistically significant (g = 2.85, 95% CI [1.44, 4.26], p < .001), indicating substantial improvement in mathematics achievement among students exposed to TIPBL. The selected studies encompassed a wide range of mathematical domains, including geometry, calculus, and statistics, and featured diverse technological tools such as GeoGebra, mobile applications, dynamic web platforms, and animation-based media, combined with various PBL strategies like flipped, collaborative, and mobile-based learning. Despite considerable heterogeneity (I² = 99.31%), the robustness of the findings was supported by a Fail-safe N of 1,846 and significant equivalence test results. However, signs of potential publication bias were detected through Egger’s regression and funnel plot asymmetry. The results affirm the pedagogical promise of TIPBL in promoting active learning, conceptual understanding, and real-world problem-solving in mathematics education. The study recommends greater investment in teacher training, technological infrastructure, and curriculum design aligned with TIPBL principles, while also encouraging further research to explore moderating variables such as instructional design, student demographics, and intervention fidelity.
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