Meta-Analysis of Studies on the Effect of Concept Cartoons on Mathematics Achievement: The Case of Türkiye
KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ, cilt.13, sa.2, ss.571-592, 2026 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 13 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.30900/kafkasegt.1766868
- Dergi Adı: KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ
- Derginin Tarandığı İndeksler: Central & Eastern European Academic Source (CEEAS), EBSCO Education Source, Directory of Open Access Journals, TR DİZİN (ULAKBİM), Education Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.571-592
- Marmara Üniversitesi Adresli: Evet
Özet
This study aimed to examine the effect of concept cartoons used in mathematics education on students' mathematical achievement. Specifically, it sought to answer the research question: "What is the overall effect size of concept cartoons on students' mathematical achievement in studies conducted in Türkiye?" In addition, subgroup analyses were performed to determine whether the effect varied by study type, sample size, grade level, and duration of implementation. A systematic search was conducted using relevant keywords across academic databases, yielding 57 studies (including journal articles and theses). Of these, 22 studies that met the inclusion criteria were included in the meta-analysis. Effect size values were calculated, and data were analyzed using the random-effects model with the Comprehensive Meta- Analysis (CMA) software. The results revealed a positive and large overall effect size (.87) for the impact of concept cartoons on students' mathematical achievement. Moreover, the effect sizes did not significantly differ according to study type, sample size, grade level, or implementation duration.