Id: 745493 The effects of student-centered teaching methods used in mathematics courses on mathematics achievement, attitude, and anxiety: a meta-analysis study

School Levels 
f 
% 
Primary School 
12 
22,2 
Middle School 
34 
63,0 
High School 
8 
14,8 
TOTAL 
54 
100,0 
Studies examining academic achievement are at the highest level for middle school by 63% 
while they are at the lowest for high school level, by 14.8%. 
Descriptive Data on Studies Investigating the Effects of Student-Centered Methods 
Used in Mathematics Teaching on Mathematics Attitude 
Frequency and percentage distributions according to the year, publication type and 
level of education regarding 42 studies examining the effect of student-centered methods used 
in mathematics teaching on mathematics attitude are given in Tables 4, 5 and 6, respectively. 
Table 4. Frequency and Percentage Distributions by Years Regarding the Studies Examining 
the Effect of Student-Centered Methods Used in Mathematics Teaching on the Mathematics 
Attitude 
Year 
f 
% 
2005 
4 
9,6 
2006 
2 
4,8 
2007 
8 
19,0 
2008 
5 
11,9 
2009 
3 
7,1 
2010 
3 
7,1 
2011 
5 
11,9 
2012 
2 
4,8 
2013 
1 
2,4 
2014 
3 
7,1 
2015 
1 
2,4 
2016 
3 
7,1 
2017 
2 
4,8 
Total 
42 
100,0 

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Participatory Educational Research (PER), 8(2) 240-259, 1 April 2021 
Participatory Educational Research (PER) 
-247- 
When the studies examining the effects of student-centered methods on mathematics attitude 
are analyzed, the year in which the highest number of studies was conducted is seen to be 
2007 by 19%. 2008 and 2011 are the years with a high number of work, by 11.9%. 2013 and 
2015, with 2.4%, are seen to be the years in which the effects of student-centered methods on 
mathematics attitude were examined the least. 
Table 5. Frequency and Percentage Distributions According to the Type of Publication 
Regarding the Studies Examining the Effect of Student-Centered Methods Used in 
Mathematics Teaching on Mathematics Attitude