Demir, MustafaKaya, MetinÇelik, AhmetFiliz, Tunahan2024-10-042024-10-0420242147-1908https://doi.org/10.17943/etku.1401897https://search.trdizin.gov.tr/tr/yayin/detay/1250947http://hdl.handle.net/20.500.12403/4774It is mentioned that all types of technological supports used in the mathematics instruction process have positive impacts on student mathematics performance without analyzing their educational dimension of them. In this context, the purpose of this research is to analyze the impact of technology-based mathematics instruction on the mathematics performance of students. 22 meta-analyses about the effects of technology-based mathematics instruction on student performance were carried out between 2017 and 2022; 27 impact sizes collected from these researches are combined with second-order meta-analyses. It is found that technology- based instruction’s impact on mathematics performance is medium-level. On the other hand, in studies about technology-based instruction, it is determined that the location and quality of the article caused important improvements in the mathematics performance of students. On the other hand, technology-based instruction, performance type, grade level, bias status, report type, and year range moderator variables didn’t cause statistical differences. It is determined that technology-based instruction methods increase the mathematics performance of students; however, Digital Tools Based Instruction and Software Based Instruction models are more efficient when compared to the other learning methods. Suggestions based on the research results are presented in the study.eninfo:eu-repo/semantics/openAccessTeaching methodtechnology-based instructionmathematics performancemeta- analysis.Article14226028510.17943/etku.14018971250947