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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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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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The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
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Outcome measure
- Learning (5)
Instructional domain (subject)
- Literacy (2)
- Mathematics (1)
- Multiple (2)
Education Level and Type
- ECE 0-7 (1)
- K-12 (4)
- Primary 7-10 (1)
- Tertiary (1)
Groups of students
- _No mention (1)
- EAL (3)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (2)
- SEND (1)
Moderating variables
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level (4)
- Length of time (4)
- Multiple exposures (1)
- Novelty Effect (1)
- SEND (1)
- Subject (2)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- E-book hardware - e.g. kindle (1)
- Interactive whiteboards (1)
- Internet (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Radio (1)
- Tablet (1)
- TV (1)
Tech Software
Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (2)
- Gamification (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (4)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (5)
- Medium: 4 or above (1)