Abstract:

The current study aims to investigate the effect of teaching materials on mathematics achievement. For this purpose, a meta-analysis study was carried out. As a result of the literature review, a total of 22 studies, including 5 articles, 2 doctorate and 15 master's theses, were included in the analysis process between 2003-2020. A sample size of 1237 was reached in these 22 studies. 25 datasets were obtained from a total of 22 studies. Considering the purpose and method of the study, the meta-analysis process in the study was carried out according to the random effects model. The overall effect size value calculated in the meta-analysis process shows the large effect level according to the determined classification. As a result of the moderator variable analysis, the following outputs were obtained in the analyzes performed: the duration of material use in the studies, the level of education in which the application was carried out, and the mathematics field in which the application was made do not make a statistically significant difference on the effect size. Based on these results, the following recommendations were made. It is recommended to use materials in almost every subject, especially geometry, in the mathematics course. Provided that it is not carried out in very short periods, the use of materials in the long and medium term is effective on success. Teaching mathematics by using materials for all education levels, from pre-school to university, with a priority at primary school level, is effective on success.

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