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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 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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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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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 (1)
- Languages (1)
- Literacy (1)
- Mathematics (3)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- EAL (1)
- Learning difficulties (1)
- Low-performing
- Low socio-economic status (1)
- SEND (1)
School or home
- _No mention (1)
- Home (1)
- Mixture (2)
- School (1)
Moderating variables
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- E-book hardware - e.g. kindle (1)
- Internet (1)
- Multimedia (1 or more) (2)
- Radio (1)
- TV (1)
Tech Software
- Audio books (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- General apps (1)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (2)
- Simulations (1)
- Tutorials (1)
- Word processor (1)
Tech mechanism
- _No mention (1)
- Feedback (1)
- Multimedia effects (1)
- Scaffolding/Varying difficulty levels (2)
Learning Approach
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- Blended learning (1)
- Classroom learning (1)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (3)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)
Geography if specific
- _no mention (2)