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This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
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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 purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
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Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
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Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
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Outcome measure
Instructional domain (subject)
- Computing (1)
- Mathematics (1)
- Multiple (3)
- Science (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (3)
- Informal education (1)
- K-12 (5)
- Primary 7-10 (4)
- Secondary 11-16 (3)
- Tertiary (4)
Groups of students
- _No mention (3)
- At-risk (1)
- Learning difficulties (1)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (1)
- School (4)
Moderating variables
- __ no obvious moderating variables (1)
- Gender (1)
- Grade/education level (3)
- Length of time (2)
- Peer involvement/group learning (1)
- Subject (1)
- Teacher involvement (2)
- 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
- Handheld device (1)
- Internet (1)
- Multimedia (1 or more) (1)
- Tablet (1)
- Touch-screen (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (1)
- Game-based learning (2)
- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- LMIC (middle/low) (1)
- Mixture or unknown (3)
Quality of research
- High: 6+ (3)
- Low: 3 or below (1)
- Medium: 4 or above (2)
Geography if specific
- _no mention (1)
- Turkey (2)