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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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The purpose of this study is to determine the effect of digital stories on academic achievement. In order to achieve this purpose, meta analysis method was used in the study. Within the scope of the study, ERIC, Google Academic, YÖK Thesis Center, ProQuest, Science Direct and ULAKBİM databases were scanned and 23 studies (10 theses, 13 articles) were included in the meta-analysis using the criteria determined by the researchers. Cochran’s X2 (Q = 285,155, p < .05) test was conducted to test...
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Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...
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The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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Outcome measure
Instructional domain (subject)
- Literacy (3)
- Mathematics (3)
- Multiple (2)
- Science (2)
- Social Studies (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (3)
- Middle school
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (1)
Groups of students
- _No mention (1)
- Examination years (2)
- Low-performing (1)
School or home
- _No mention (1)
- Mixture (1)
- School (2)
Moderating variables
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Multimedia (1 or more) (3)
Tech Software
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (3)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Tutorials (2)
- Word processor (1)
Tech mechanism
- _No mention (1)
- Feedback (1)
Learning Approach
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (4)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)
Geography if specific
- _no mention (3)
- Turkey (1)