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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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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/readers in grades 1–12. Based on 27 studies with weaker writers, 20 of which were not considered in prior reviews, findings from this meta-analysis...
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Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
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Outcome measure
- Learning (4)
- Motivation (1)
Instructional domain (subject)
- Literacy (1)
- Mathematics (2)
- Multiple (2)
- Science (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (2)
- Informal education (1)
- K-12 (1)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16
- Tertiary (1)
Groups of students
- _No mention (1)
- At-risk (2)
- EAL (1)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (1)
- typically-developing students (1)
Moderating variables
Tech Hardware
- Computer (2)
- Handheld device (1)
- Multimedia (1 or more) (1)
Tech Software
- Computer Algebra Systems (1)
- Game learning (2)
- General apps (2)
- Intelligent Tutoring (1)
- Simulations (2)
- Tutorials (2)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (1)
- Feedback (1)
- Game-based learning (2)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (2)
- Medium: 4 or above (2)
Geography if specific
- _no mention (2)
- Mixture (1)
- Taiwan (1)
- Turkey (1)