A Meta-Analysis of the Past Decade of Mathematics Learning Based on the Computer Algebra System (CAS)

Abstract

Hundreds of studies have been found in the literature on mathematics learning supported by the use of the computer algebra system (CAS). However, there are numerous reports with mixed and even contradictory findings. This has the potential to lead to errors in concluding. This meta-analysis study was conducted to test the overall effect size (ES) of CAS-based mathematics learning. This study also aims to analyze the level of variation in individual studies and consider its implications. The ERIC, SAGE, SpringerLink, and Google Scholar databases were examined to achieve relevant research. The search results found 136 related journal articles published between 2010 and 2020. As per the study protocol, 31 articles were eligible, and 36 ES were analyzed. The calculation tool is Comprehensive Meta-Analysis (CMA) software, and the Hedges-g equation is used based on the random-effect model. The analysis results revealed that overall the use of CAS ES had a large positive impact on students’ mathematical abilities (ES = 0.89; standard error 0.08). Moderator analysis shows that CAS’s use is more effective, considering the difference in education level and CAS type. The research implications are discussed and provide important information as a fundamental idea for further meta-analysis studies on CAS’s effects.