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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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The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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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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Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate...
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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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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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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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Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...
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Outcome measure
- Attitudes (2)
- Behaviour (2)
- Learning (11)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (5)
- Mathematics (4)
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- Science (2)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (3)
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- Secondary 11-16 (5)
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Groups of students
- At-risk (2)
- EAL (1)
- Examination years (2)
- Learning difficulties (2)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (3)
- typically-developing students (1)
School or home
Moderating variables
- __ no obvious moderating variables (5)
- Design-type/ testing instruments (1)
- Gender (1)
- Length of time (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
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Tech Hardware
- Computer (11)
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- Multimedia (1 or more) (1)
Tech Software
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- Computer-Assisted Instruction (CAI) (8)
- Computer-Based Teaching (CBT) (1)
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Tech mechanism
- _No mention (8)
- Gamification (1)
Learning Approach
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- Classroom learning (6)
Teacher Pedagogy
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- Feedback (1)
- Game-based learning (2)
- Group learning (2)
- Scaffolding (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (9)
- Medium: 4 or above (1)
Geography if specific
- _no mention (6)
- USA (2)