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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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Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
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In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
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The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
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Outcome measure
Instructional domain (subject)
- Literacy (1)
- Mathematics (1)
- Multiple (3)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (1)
Groups of students
- _No mention (2)
- EAL (1)
- Low-performing (1)
- SEND (2)
Moderating variables
- __ no obvious moderating variables (2)
- Assessments (1)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (2)
- Length of time (3)
- Multiple exposures (2)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Subject (1)
- Teacher involvement (1)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- Handheld device (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (2)
Teacher Pedagogy
- Collaboration (1)
- Feedback
- Game-based learning (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)