The Effect of Multiple Representation Based Instruction on Mathematical Achievement: A Meta-Analysis

The aim of this study is to determine the overall effect of multiple representation based instruction on mathematical achievement. Meta-analysis method was used for this aim. The sample of the study consisted of 33 experimental studies within 10 publications which were selected according to certain criteria. In data analysis, mean effect size of the selected studies was examined. The effect size distribution of the selected studies demonstrated a heterogeneous structure which led to a preference for random effects model (Q=66.320; p=.000).The data of the current study were analyzed using Comprehensive Meta-Analysis (CMA), which is a specialized statistical software. The result of the Z-test revealed a statistically significant effect size (Z=7.015; p<.05). In order to find evidence for reliability, both a graphic approach (funnel plot) and Orwin's fail-safe N method were used to assess the potential publication bias. Findings of these tests suggested no bias in the data. As a result, the current investigation revealed that there was an overall medium and positive relationship between multiple representation based instruction and mathematical achievement.