A meta-analysis of the impact of computer technology versus traditional instruction on students in Kindergarten through twelfth grade in US

Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods. Based on specified selection criteria, 31 studies were collected and analyzed for homogeneity. From this original group, 23 studies were systematically reviewed under standard meta-analytical procedures. According to Cohen’s (1988) classification of effect sizes in the field of education, the obtained weighted mean effect size of .24 shows a medium difference. This finding indicates that students who are taught with technology outperform their peers who are taught with traditional methods of instruction. In addition, five secondary analyses were conducted on higher-order thinking skills, ES = .82, motivation, ES = .17, retention-attendance rates, ES = .16, physical outcomes, no data were found, and social skills, ES = .21. Eleven ancillary analyses were then conducted to assess study findings across various dimensions including duration of study, type of technology used, and grade-level analyzed.