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IJIET 2024 Vol.14(3): 382-397
doi: 10.18178/ijiet.2024.14.3.2060

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Yetti Ariani1,*, Suparman2, Yullys Helsa1, Melva Zainil1, and Rahmatina1
1. Department of Elementary Education, Universitas Negeri Padang, Indonesia
2. Department of Mathematics Education, Universitas Pendidikan Indonesia, Indonesia
E-mail: yettiariani@fip.unp.ac.id (Y.A.); arman95@upi.edu (S.); yullys@fip.unp.ac.id (Y.H.); melvazainil@fip.unp.ac.id (M.Z.); rahmatina@fip.unp.ac.id (R.)
*Corresponding author

Manuscript received August 2, 2023; revised September 12, 2023; accepted November 3, 2023; published March 8, 2024

Abstract—Numerous empirical studies related to the use of Information and Communication Technology (ICT) in mathematics learning for enhancing numerical literacy have been increasingly carried out in three last decades. Of those studies, however, it can be stated that ICT-based or -assisted mathematics learning has an inconsistent effect on numerical literacy. Consequently, this recent study aims to examine the effectiveness of ICT-based or -assisted mathematics learning on numerical literacy skills, and several substantial factors in differentiating students’ numerical literacy. A systematic review combined to meta-analysis was performed to carry out this study whereby 53 documents published in the period of 2001–2023 were involved as the data. Overall, those documents generated 64 units of effect size and 6,599 students. Some tests, such as Z, Q Cochrane, fill & trim, and funnel plot were used to analyze the data. The results of this current study reported that ICT-based or -assisted mathematics learning had positive moderate effect (g = 0.527; p < 0.05) on students’ numerical literacy, and significantly enhanced students’ numerical literacy. Additionally, educational level, learning environment, intervention duration, and instrument type were significant factors in differentiating students’ numerical literacy. Meanwhile, there was no sufficient evidence to state that other substantial factors, such class capacity, participant, technology used, mathematical content, and technology role significantly affected students’ heterogeneous numerical literacy. This study suggests mathematics educator, such as teacher and lecturer to integrate ICT in mathematics learning, especially in enhancing numerical literacy. Moreover, they have to consider some factors, such as educational level, learning environment, intervention duration, and instrument type in performing ICT-based or -assisted mathematics lesson, mainly in cultivating students’ numerical literacy.

Keywords—Information and Communication Technology (ICT), mathematics learning, meta-analysis, numerical literacy, systematic review


Cite: Yetti Ariani, Suparman, Yullys Helsa, Melva Zainil, and Rahmatina, "ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis," International Journal of Information and Education Technology vol. 14, no. 3, pp. 382-397, 2024.

Copyright © 2024 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).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net


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