Systematic Review and Meta-Analysis: The Role of Storytelling in Enhancing Mathematics Education

Systematic Review and Meta-Analysis: The Role of Storytelling in Enhancing Mathematics Education

Junard S. Reyes, Edlyn C. Reyes

Holy Cross of Davao College, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000209

Received: 30 May 2025; Accepted: 04 June 2025; Published: 08 July 2025

ABSTRACT

This systematic review and meta-analysis examine the effectiveness of storytelling in enhancing mathematics education. Synthesizing empirical findings, this study assesses storytelling’s impact on mathematical comprehension, engagement, and achievement. Using meta-analytic techniques, including effect size calculations, heterogeneity, and subgroup analyses, the findings reveal that storytelling significantly improves conceptual understanding, fosters motivation, and enhances problem-solving skills. These results offer valuable insights into narrative-based learning strategies for mathematics education and suggest directions for future research and pedagogical practice.

INTRODUCTION

Mathematics education often challenges students due to its abstract and symbolic nature, leading to disengagement and anxiety (Boaler, 2016; Bruner, 1991). Traditional approaches emphasize rote learning and procedural fluency, which may not resonate with all learners (Alexander & Winne, 2006). Storytelling has emerged as a promising pedagogical approach that contextualizes mathematical concepts in meaningful narratives, enhancing engagement and understanding (Zazkis & Liljedahl, 2009; Egan, 1997).

This study addresses the following questions:

• What is the overall effect of storytelling on students’ mathematical achievement and comprehension?
• How does the effectiveness of storytelling vary across educational levels and instructional settings?
• What factors influence the success of storytelling-based interventions in mathematics education?

METHODOLOGY

Following PRISMA guidelines, this systematic review and meta-analysis examined peer-reviewed empirical studies that evaluated the impact of storytelling in mathematics instruction.

Data Sources and Search Strategy

A comprehensive search was conducted across ERIC, Scopus, PubMed, Web of Science, and Google Scholar. Search terms included: “storytelling in mathematics,” “narrative learning in math,” and “math education engagement.” Filters were applied to include studies published from 2000 onwards.

Inclusion and Exclusion Criteria

Inclusion criteria:

• Empirical studies focused on storytelling in mathematics
• Participants ranging from primary to tertiary education
• Quantitative or qualitative learning outcomes

Exclusion criteria:

• Non-empirical studies
• Non-mathematics-focused interventions
• Absence of explicit storytelling components

Data Extraction and Analysis

Data were extracted on study design, sample size, demographics, type and duration of intervention, and learning outcomes. Cohen’s d was calculated for effect sizes. Qualitative results were analyzed thematically. Inter-rater reliability checks ensured consistency in coding. Meta-analytic computations employed both fixed-effects and random-effects models, and heterogeneity was assessed via Cochran’s Q and I² statistics.

Statistical Models

The random-effects model was primarily used to account for study variability. Heterogeneity was moderate (I² = 48.2%, p = 0.03), and Egger’s test (p = 0.21) suggested minimal publication bias.

RESULTS

Descriptive Overview

Thirty studies were included, with sample sizes ranging from 30 to 500. Educational contexts spanned elementary to university levels, using diverse narrative formats.

Meta-Analytic Findings

The meta-analysis revealed a significant positive effect of storytelling on mathematical outcomes:

• Overall effect size: Cohen’s d = 0.65 (95% CI: 0.50–0.80, p < 0.01)

Subgroup Analysis

• Educational Level: Larger effect in elementary students (d = 0.75) than secondary (d = 0.55)
• Intervention Duration: Long-term interventions (> 8 weeks) had higher effect (d = 0.78) than short-term (< 8 weeks, d = 0.50)
• Narrative Type: Real-world stories were more effective (d = 0.72) than fictional or abstract stories (d = 0.58)

Visual Summaries

• Forest plot showed consistent positive outcomes across studies
• Funnel plot displayed symmetry, indicating minimal publication bias
• PRISMA flow diagram detailed the study selection process

DISCUSSION

Findings affirm that storytelling is an effective pedagogical tool for mathematics education. The approach promotes deeper engagement, conceptual clarity, and problem-solving skills. Younger students benefit more, and longer, contextually rich narratives yield stronger effects. Storytelling also reduces math anxiety and supports culturally diverse learning.

Limitations:

• Possible exclusion of non-English studies
• Limited generalizability beyond included educational contexts
• Few long-term longitudinal studies

Future research should examine AI-driven and interactive digital storytelling, explore cross-cultural differences, and assess long-term academic outcomes.

CONCLUSION AND RECOMMENDATIONS

Storytelling is a valuable instructional method in mathematics. Educators should integrate real-world and culturally relevant narratives to enhance student learning. Researchers are encouraged to expand the evidence base through robust, diverse studies.

REFERENCES

1. Alexander, P. A., & Winne, P. H. (2006). Handbook of educational psychology (2nd ed.). Routledge.
2. Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass.
3. Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. https://doi.org/10.1086/448619
4. Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. University of Chicago Press.
5. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
6. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. https://doi.org/10.3102/0013189X027002004
7. Zazkis, R., & Liljedahl, P. (2009). Teaching mathematics as storytelling. Sense Publishers.

PRISMA Flow Diagram