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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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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 (1)
- Mathematics (3)
- Multiple (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- EAL (2)
- Low-performing (2)
- Low socio-economic status (1)
Moderating variables
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments
- Ethnicity (1)
- Gender (1)
- Grade/education level (3)
- Length of time (5)
- Multiple exposures (1)
- Novelty Effect (1)
- SEND (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (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 (4)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (2)
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- General apps (3)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (2)
- LMS (2)
- Tutorials (1)
- Virtual manipulatives (1)
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (3)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (4)
Quality of research
- High: 6+ (5)
- Medium: 4 or above (1)