Abstract—The previous studies regarding hybrid learning and mathematics concept showed that there is an inconsistent effect of hybrid learning on students’ conceptual understanding skills in mathematics. The purpose of this study is to approximate and examine the effect of hybrid learning on students’ mathematical conceptual understanding skills and some moderating factors predicted in affecting students’ heterogeneous mathematics concept. Meta-analysis was employed to conduct this study by selecting random effect model. The process of literature search and selection established 39 documents published in 2011 – 2021. Hedges’ equation was used to measure the effect size. Data analysis employed Z test and Q Cochrane test supported by the Comprehensive Meta-Analysis (CMA) software. The results showed that hybrid learning had a moderate positive effect (g = 0.867; p < 0.05) on students’ conceptual understanding skills in mathematics. This study indicates that hybrid learning is effective in enhancing students’ mathematical conceptual understanding skills. Furthermore, educational level, geographical location and group size of intervention were not the significant moderating factors. It means that students’ heterogeneous mathematics concept in hybrid learning process were not affected by the moderating factors. This study suggests mathematics teacher and lecturer to implement hybrid learning as an alternative mathematics learning in enhancing students’ mathematics concept.
Index Terms—Conceptual understanding, hybrid learning, mathematics, meta-analysis.
Yullys Helsa is with the Department of Elementary Education, Universitas Negeri Padang, Indonesia. Now, she is also doctoral student in the Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia.
Dadang Juandi and Turmudi are with the Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia.
Cite: Yullys Helsa*, Turmudi, and Dadang Juandi, "Hybrid Learning for Conceptual Understanding Skills in Mathematics: A Meta-Analysis," International Journal of Information and Education Technology vol. 13, no. 2, pp. 355-363, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).