Abstract:

The purpose of this investigation is to examine the effect of LMS (Learning Management System) use on students’ mathematic achievement through a meta-analysis method. 43 experimental studies with a data set including standard deviations, mean scores and sample sizes were incorporated in the analysis. The total number of samples from the studies included in the analysis is 15.296. Data were analyzed using Comprehensive Meta Analysis (CMA) software. After the analysis was completed in accordance with the random effects model, the Cohen d effect value of LMS use on students' mathematics achievement was calculated as 0.363. The results of the subgroup analysis of this effect size value indicated that the effect of LMS use on mathematics achievement did not differ significantly between subgroups with reference to the variables of sample, type of publication, duration of application and method of application. On the other hand, it was found that there was a significant difference between the subgroups for the variables of year, country, subject and education level.

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