A Meta-Analysis: The Effects of Writing Interventions on Students' Mathematics Success

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-1 - Innovations to Support Students' Mathematical Learning

Abstract

The purpose of this meta-analysis was to examine the effects of writing interventions on students’ mathematics success based on their achievement (mathematics test scores) and their attitudes towards mathematics (mathematical motivation and interest). Twelve studies containing 19 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size equaled 0.42, and the average of the weighted mean effect sizes equaled to 0.36 with SD = 0.05. The implication from the present study is that integrating writing into mathematics classrooms can be a useful instructional strategy to increase students’ mathematics success.

Authors

• Ali Bicer, University of Wyoming

• Burhan Ozfidan, Texas A&M University - College Station

• Mary Margaret Capraro, Texas A&M University

• Robert M. Capraro, Texas A&M University

• Sandra B. Nite, Texas A&M University - College Station