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This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see...
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A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
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The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
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Outcome measure
Instructional domain (subject)
- Computing (2)
- Languages (1)
- Literacy (4)
- Mathematics (2)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7
- High school 16-18 (2)
- K-12 (1)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- At-risk (1)
- EAL (2)
- Learning difficulties (3)
- Low-performing
- Low socio-economic status (2)
- SEND (3)
School or home
- _No mention (2)
- Mixture (2)
- School (1)
Moderating variables
Tech Hardware
- CD ROM/ DVD (2)
- Computer (5)
- E-book hardware - e.g. kindle (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Radio (1)
- Tablet (1)
- TV (2)
Tech Software
- Audio books (2)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (3)
- E-book software (3)
- Game learning (1)
- General apps (3)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- Simulations (1)
- Tutorials (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (3)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (2)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (2)
Geography if specific
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- UK (1)
- USA (1)