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- W4313291170 abstract "Meta-analysis studies regarding the cultivation of students’ mathematical critical thinking skills (MCTS) using problem-based learning (PBL) have been carried out by some researchers. However, the use of technology such as online platform or mathematics software in PBL for students’ MCTS still seems to be rarely conducted. To summarize and estimate the effect of technology-assisted PBL on students’ MCTS, and investigate some potential factors such as technology type, PBL sample size, students’ education level, PBL treatment duration, and mathematics material predicted as the causative factors of the heterogeneity of students’ MCTS, we employed meta-analysis by selecting the random effect model. In addition, we selected Hedge’s equation to measure its effect size and used Comprehensive Meta-Analysis (CMA) software as a calculation tool. From seven primary studies synthesized, this study revealed that the overall effect size of technology-assisted PBL implementation on students’ MCTS was g=0.962 and it was categorized as a moderate effect. Moreover, technology-assisted PBL implementation was able to cultivate significantly students’ MCTS. Furthermore, some factors investigated did not cause significantly the heterogeneity of students’ MCTS. Thus, this study suggests mathematics teachers that should apply technology-assisted PBL in mathematics learning as one of the best solutions to cultivate students’ MCTS." @default.
- W4313291170 created "2023-01-06" @default.
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- W4313291170 date "2022-01-01" @default.
- W4313291170 modified "2023-09-23" @default.
- W4313291170 title "Cultivating secondary school students’ mathematical critical thinking skills using technology-assisted problem-based learning: A meta-analysis" @default.
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- W4313291170 doi "https://doi.org/10.1063/5.0102422" @default.
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