Differentiated instruction in mathematics education: A systematic review and meta-analysis of recent experimental studies

I The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review

The integration of CT serves as a vital bridge to transform mathematics pedagogy into a more explorative and meaningful experience, highlighting the urgent need for continuous teacher professional development and standardized CT assessment tools.

The Impact of Computational Thinking Skills on Mathematics Learning – Systematic Literature Review

The effectiveness of the flipped classroom on mathematical higher order thinking skills: a meta-analysis

Higher order thinking skills (HOTS) are a core competency in 21st-century mathematics education, yet they remain difficult to achieve through conventional instruction. The flipped classroom has been proposed as an alternative that reverses the allocation of learning time so that higher order thinking activities can be facilitated more intensively in class. This study quantitatively synthesized the magnitude of the flipped classroom effect on mathematical HOTS through a meta-analysis. Eleven effect sizes drawn from experimental and quasi-experimental studies with a total of 1,091 participants were analyzed using a random-effects model with Hedges g as the effect size index. The pooled effect size was g = 0.82 (95% CI [0.59, 1.05]; p < 0.001), which is large, with moderate to substantial heterogeneity (I-squared = 67.6%). Publication bias tests indicated robust findings. Moderator analysis showed that education level, country, and flipped classroom variant acted as significant moderators, whereas the HOTS domain did not. These findings strengthen the evidence that the flipped classroom is effective for developing mathematical HOTS across contexts.

Problem-Based Learning and Academic Achievement in STEM Education: A Systematic Review and Meta-Analysis

In this meta-analysis, the goal was to look at how Problem-Based Learning (PBL) impacted the comprehension and performance levels of students in different STEM subject areas. The analysis consisted of 13 peer-reviewed journals that were published between 2022 and 2025, as well as a review of the data using a random effects model. All studies met PRISMA criteria for inclusion. The pooled effect size was large (Hedges' g = 1.21; 95% CI [0.80, 1.62]), suggesting that PBL produces a more significant improvement in learning outcomes than traditional teaching methods. There was also a high level of heterogeneity across studies (I² = 87.2%), which resulted from differences among study designs, disciplines and settings. The three disciplines with the largest improvement as a result of PBL were nursing, pharmacy, and biochemistry, suggesting that PBL is most effective when used with hands-on or laboratory experience. Low levels of publication bias were evident in the funnel plot analysis, lending to the credibility for the findings. Overall, the results from this study show that PBL positively impacts both understanding (improved) and significantly helps students develop critical thinking and/or problem-solving skills as well as support the growing population of student self-directed learners. PBL should always be incorporated into all areas of STEM curriculum and be further supported by appropriate teacher training and policies at the institutional level, this practice could lead to increased student interest and achievement in 21st century education.

Beyond the average: a systematic review and meta-analysis of differentiated instruction for diverse English learners

Across 45 studies contributing 56 effect sizes in 18 countries, differentiated instruction helps diverse English learners, on average. But the same lesson can transform one classroom and barely move the next. This systematic review and meta-analysis looks past that average to ask how much the benefit of differentiated instruction depends on where, how, and with whom it is used. Following PRISMA 2020 guidelines, we searched six databases, identified additional studies through citation tracking and expert advice, and analyzed 56 effect sizes from controlled studies conducted between 2011 and 2024 and involving 16,773 learners. For each study, we calculated a standardized effect size (Hedges’ g ) from group means and standard deviations, and combined the estimates using a random-effects model in Jamovi. Differentiated instruction produced a medium-to-large average improvement in cognitive academic language outcomes [Hedges’ g  = 0.78, 95% CI (0.557, 1.003)]. This pooled mean, however, masked substantial between-study heterogeneity ( I ² = 97.75%): true effects varied so widely that the 95% prediction interval (−0.84 to 2.40) included the possibility of no benefit, indicating that the effect is conditional rather than uniform. This pooled mean should therefore not be read as a reliable expected effect for any new classroom, nor used on its own as a policy benchmark; the conditional pattern of effects, not the single average, is the primary result. Three conditions were each associated with a three- to fourfold difference in the effect: when the study was conducted, whether English was taught as a foreign or a second language, and the learners’ educational level. A close look at the 13 exemplar studies with very high effects ( g  ≥ 1.20) revealed eight shared practices, which we organize into a simple, usable evidence-derived framework (SAM-DI). The key point is not that differentiation works or fails, but that its benefits are conditional: strong where it is used strategically and for the learners who need it most, and weak or absent elsewhere. Interpreted cautiously about the direction of causation, reading past the average gives teachers and policymakers a clearer, fairer guide to where differentiation is worth the effort for diverse English learners.

Meta-Analysis on Effects of Teaching Methods on Students’ Academic Achievement, Retention and Interest in Mathematics

This study conducted a meta-analytic review of the effects of teaching methods on students’ academic achievement, retention, and interest in mathematics. The primary aim was to synthesize existing empirical and opinion-based selected research from 2020 to 2025 to provide a comprehensive understanding of how instructional approaches influence learning outcomes. The review examined a range of teaching methods, including activity-based learning, collaborative problem-solving, inquiry-based approaches, and ethnomathematics, and assessed their reported impacts on cognitive, affective, and motivational dimensions of mathematics learning. The meta-analysis indicated that student-centered methods consistently produced higher academic achievement compared to traditional lecture-based instruction, as they engaged learners actively, promoted critical thinking, and facilitated meaningful knowledge construction. Moreover, approaches that incorporated cultural relevance, and interactive engagement were found to enhance long-term retention by allowing students to revisit and apply concepts in multiple contexts. The study also revealed that learners’ interest in mathematics was strongly influenced by instructional methods that provided autonomy, relevance, and interactive opportunities, which in turn reinforced both achievement and retention. Implications for teaching emphasized the necessity of adopting multi-dimensional instructional strategies, integrating formative assessments. Suggestions included professional development for teachers, curriculum designs that support active and culturally responsive learning, and policy interventions to facilitate resources and training. Limitations of the study were noted in its reliance on secondary sources, variability of contexts among reviewed studies, and the broad categorization of teaching methods without topic-specific detail. The study contributed to the educational sector by informing teachers, curriculum designers, policymakers, and researchers about effective strategies for enhancing mathematics learning. Overall, the review underscored the importance of evidence-based, learner-centered approaches that simultaneously promote academic achievement, retention, and interest, thereby supporting the development of holistic and sustainable mathematics education practices.