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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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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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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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Outcome measure
- Learning (4)
Instructional domain (subject)
- Literacy (1)
- Mathematics (1)
- Multiple (2)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- _No mention (1)
- At-risk (1)
- EAL (1)
- Low-performing (1)
- typically-developing students (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (2)
- Grade/education level (3)
- Length of time
- Multiple exposures (2)
- Novelty Effect (1)
- Subject (2)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (2)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Interactive whiteboards (2)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (2)
- Touch-screen (1)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (1)
- E-book software (2)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- LMS (1)
- Tutorials (1)
- Virtual manipulatives (1)
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Feedback (1)
- Game-based learning (1)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (2)
Quality of research
- High: 6+ (4)