The Relationship Between Reading and Mathematics Achievement: Findings from Meta-Analysis

Authors : Hakan Ulum, Tuncay Küçükdanacı

Pages : 153-170

Doi:10.52911/itall.1494180

View : 38 | Download : 77

Publication Date : 2024-06-30

Article Type : Review Paper

Abstract :This meta-analysis study aims to analyse the findings of quantitative studies examining the relationship between reading skills and mathematics achievement. Articles discussing the relationship between reading skills and mathematics achievement in the education field constitute this study\'s data source. Data from 13 studies and 397882 students were combined. The Difference in Standardized Means was used to calculate the effect size in the meta-analysis. Quantitative data such as correlation, t-value, p-value, mean, standard deviation and sample size were obtained from each study. Inter-coder reliability was ensured by receiving a 92% agreement rate with two independent coders. Meta-analysis was performed with Comprehensive Meta-Analysis software, and both fixed and random effects models were examined. Heterogeneity in effect sizes was determined by Q and I2 analyses. Publication bias was tested with four different methods. The results underline a strong link between reading and math achievement. However, the data analysis reveals heterogeneity, suggesting a potential complexity in this relationship and that the influence of various factors may vary. The study found no statistically significant differences between subgroups. Moderators such as education level, geographical location and type of research did not significantly affect the relationship between reading and math achievement. This suggests that the relationship between reading and math achievement is generally consistent across different groups. This meta-analysis of the relationship between reading and math achievement has critical educational practice and policy implications.
Keywords : Okuma, Matematik, Başarı, Meta analiz