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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students’ science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the...
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Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
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Outcome measure
- Attitudes (2)
- Behaviour (1)
- Learning (6)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Languages (1)
- Literacy (2)
- Mathematics (2)
- Multiple (3)
- Science (3)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- K-12 (3)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- At-risk (1)
- EAL (1)
- Low socio-economic status (2)
- SEND (2)
- typically-developing students (1)
Moderating variables
- __ no obvious moderating variables (2)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (1)
- Length of time (2)
- Novelty Effect (1)
- Parent/carer involvement (1)
- Subject (2)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Handheld device (2)
- Interactive whiteboards (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (3)
- Touch-screen (1)
Tech Software
Tech mechanism
- _No mention (2)
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (2)
- Gamification (1)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (1)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (1)
- Group learning (2)
- Individualised (1)
- PC mixed with real objects (2)
- Peer learning (1)
- Project-based learning (1)
- Scaffolding (2)
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 (2)