The Impact of technology integration on student engagement and achievement in mathematics education: A systematic review
Abstract
The current research carried out a comprehensive analysis of academic research that explored the effects of technology incorporation on mathematics students' engagement and academic performance. As technology usage in education has grown more prevalent, understanding its impact on student outcomes has become increasingly significant. The primary goal of this systematic review was to examine existing research and generate a comprehensive synthesis of the outcomes. A rigorous methodology was utilized, involving a thorough examination of pertinent databases, and adhering to stringent inclusion and exclusion criteria. A quantitative approach was taken, and data were extracted utilizing a tailored data extraction form. The target population included students of all age groups enrolled in mathematics courses that integrated technology, and purposive sampling was employed as the sampling strategy. Fifteen research studies satisfied the inclusion criteria and were integrated into the final analysis. The results suggest that the integration of technology has a favorable influence on mathematics students' engagement and academic achievement. Specifically, technology integration has a noteworthy impact on student motivation, attitudes, and academic performance. The usage of technology also supports the growth of critical thinking skills and problem-solving abilities. Technology-based interventions are effective for learners of various ages and skill levels. These research findings have implications for policymakers and educators, emphasizing the prospective benefits of technology integration in enhancing student outcomes in mathematics education. Additionally, the results signal the necessity for further studies to investigate the specific means by which technology can enhance mathematics education. This systematic review presents informative insights into technology's impact on mathematics education and highlights the potential advantages of technology integration in advancing student outcomes.
References
Abdullah, F., Yusoff, M. S. B., & Ismail, Z. (2018). Mobile application for mathematics learning: Effects on mathematical achievement and attitude. Malaysian Journal of Learning and Instruction, 15(1), 173-194.
Abdullah, M. H., Abdullah, S. A., & Alikhan, A. (2018). Impact of mobile applications in enhancing mathematics achievement of grade 10 students. Journal of Educational Technology & Society, 21(2), 225-236.
Aboagye, E., & Yidana, I. (2016). The effect of instructional technology integration on students’ academic achievement. International Journal of Education and Development using Information and Communication Technology, 12(1), 42-59.
Alammary, A., & Alhajri, R. (2021). The impact of using mathematics mobile applications on student achievement and attitudes. International Journal of Emerging Technologies in Learning, 16(3), 129-140.
Alghamdi, S. S., Alghamdi, H. A., & Alshehri, A. M. (2020). The impact of using mobile applications on students' mathematics achievement. International Journal of Emerging Technologies in Learning, 15(16), 71-83.
Ali, R., Ahmad, I., & Alshumaimeri, Y. (2014). The impact of e-books on mathematics achievement and attitude in higher education. International Journal of Emerging Technologies in Learning (iJET), 9(5), 17-24.
Alzahrani, H. M., Alshehri, A. M., & Alfarhan, M. S. (2020). The impact of interactive whiteboards on students' achievement and attitudes towards mathematics. Journal of Educational Technology & Society, 23(3), 148-157.
Alzahrani, M. S., & Alghamdi, S. (2020). Impact of electronic interactive whiteboards on EFL learners' achievement and attitude. Journal of Language Teaching and Research, 11(6), 943-950.
Chang, C. C., Chen, G. D., & Liang, C. (2018). Effects of augmented reality on student achievement and self-efficacy in vocational education and training. Educational Technology & Society, 21(2), 222-223.
Chen, L., & Lin, S. (2020). The impact of digital pen and interactive whiteboard on mathematics learning outcomes. Education and Information Technologies, 25(4), 3251-3274.
Chen, Y. H., Liu, Y. C., & Chen, Y. W. (2019). The effects of augmented reality on student achievement and motivation in a STEM education environment. Educational Technology & Society, 22(4), 136-148.
Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.
Dağ, F., & Kavak, N. (2017). Impact of digital storytelling on students’ achievement in mathematics. Journal of Educational Technology & Society, 20(2), 228-240.
Feng, X., Jin, H., Wu, D., & Li, Q. (2021). The impact of technology-enhanced mathematics instruction on academic achievement: A meta-analysis. Computers & Education, 160, 104025.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., ... & Jiménez, B. A. (2021). The effects of technology-based mathematics interventions on mathematics achievement and mathematics behavior outcomes: A meta-analysis. Journal of Educational Psychology, 113(1), 1-24.
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-E70.
Jahan, I., & Ferdousi, R. (2019). The impact of mathematical games on student achievement and motivation. Journal of Mathematics Education, 12(2), 29-42.
Johnson, D., Johnson, R., & Zhang, W. (2021). Online games, mathematics achievement, and student engagement: A randomized controlled trial study. Journal of Educational Computing Research, 59(1), 128-149.
Karpudewan, M., & Kavitha, P. (2018). The effect of multimedia on students’ mathematics achievement and attitudes. Journal of Applied Research in Higher Education, 10(3), 319-330.
Lee, S. M., & Lee, K. W. (2016). Effect of tablet-assisted instruction on academic achievements of preschoolers in mathematics. Computers in Human Behavior, 55, 223-229.
Lee, Y., Wang, L., & Chen, G. (2016). The effectiveness of tablet-assisted instruction in preschool education: A Taiwanese study. Educational Technology & Society, 19(1), 142-154.
Li, C., Lu, J., & Gong, X. (2020). The impact of gamification on students' motivation and achievement in mathematics. Journal of Educational Computing Research, 58(6), 1451-1468.
Li, W., Song, W., & Liu, X. (2021). The impact of virtual reality on students' mathematics achievement and motivation: A meta-analysis. Computers & Education, 167, 104160.
Liu, F., Wang, L., & Wang, C. (2020). Educational software and mathematics learning: A systematic review. International Journal of Emerging Technologies in Learning, 15(14), 211-228.
Liu, M., Peng, W., & Lin, J. H. (2017). Effects of video lectures on learning: A meta-analysis. Journal of Educational Psychology, 109(5), 750-765.
Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2017). The impact of video lectures on mathematics achievement and student satisfaction. Journal of Educational Technology Development and Exchange, 10(1), 1-14.
Ma, X., Li, Y., & Jiang, Y. (2020). The impact of online platforms on student engagement and achievement in mathematics: A meta-analysis. Journal of Educational Technology & Society, 23(3), 69-82.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
Mohammed, N., & Abdu-Raheem, A. (2018). Effectiveness of using blended learning on academic achievement and attitude. Education and Information Technologies, 23(5), 2025-2042.
Nasir, M., Ibrahim, R., & Abdallah, M. (2020). The impact of a web-based intelligent tutoring system on mathematics achievement: A meta-analysis. Computers & Education, 156, 103951.
Niederhauser, D. S., Perkmen, S., Holmes, S. Y., & Flanigan, A. E. (2020). Impact of interactive whiteboard technology on mathematics instruction and student achievement: A meta-analysis. Journal of Educational Computing Research, 58(6), 1166-1189.
Singh, M., & Mehta, M. (2009). Effectiveness of multimedia-based instruction on mathematics achievement. Journal of Educational Technology & Society, 12(4), 339-348.
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59(3), 623-664.
Tan, C. W., & Soh, J. L. (2019). The impact of using digital manipulatives on primary school students' mathematics achievement: A meta-analysis. Educational Research Review, 27, 141-156.
Wang, C. H., Lee, J. H., Hsia, C. H., & Liang, J. C. (2019). The effects of augmented reality on students' engagement, achievement, and academic self-efficacy in science education. Journal of Educational Technology & Society, 22(2), 222-232.
Wang, J., & Li, S. (2021). Technology enhanced mathematics instruction and academic achievement: A meta-analysis. Computers & Education
Wang, Z., Wang, L., Wang, Y., & Dai, J. (2019). The impact of augmented reality on student engagement and mathematics achievement. Interactive Learning Environments, 27(4), 547-560.
Yuen, S. C., & Ma, W. W. (2018). Augmented reality-based mobile learning system to improve students' learning achievements and motivations. Journal of Educational Technology & Society, 21(2), 224-235.
Yuen, S. C., & Ma, W. W. (2018). Investigating the effects of augmented reality on learning motivation and retention: A quasi-experimental study. Journal of Educational Technology Development and Exchange, 11(1), 1-14.
Copyright (c) 2023 Muhammad Sher Baz Ali; Razia Yasmeen, Zeeshan Munawar
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.