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

Abstract

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.