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The purpose of this study is to determine the effect of digital stories on academic achievement. In order to achieve this purpose, meta analysis method was used in the study. Within the scope of the study, ERIC, Google Academic, YÖK Thesis Center, ProQuest, Science Direct and ULAKBİM databases were scanned and 23 studies (10 theses, 13 articles) were included in the meta-analysis using the criteria determined by the researchers. Cochran’s X2 (Q = 285,155, p < .05) test was conducted to test...
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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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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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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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Outcome measure
Instructional domain (subject)
- Mathematics (2)
- Multiple
- Science (3)
- Social Studies (1)
- STEM (1)
Education Level and Type
- High school 16-18 (1)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- _No mention (2)
- EAL (1)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (1)
- School (3)
Moderating variables
- __ no obvious moderating variables (2)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (3)
- Length of time (2)
- Novelty Effect (1)
- Subject (3)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- 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 (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Tablet (2)
Tech Software
- Augmented Reality (2)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- _No mention (1)
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (2)
- Gamification (2)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (2)
- Scaffolding/Varying difficulty levels (2)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Collaboration (2)
- Feedback (1)
- Group learning (1)
- PC mixed with real objects (2)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- LMIC (middle/low) (1)
- Mixture or unknown (1)
Quality of research
- High: 6+ (2)
- Low: 3 or below (1)
- Medium: 4 or above (4)