Your search
Results 4 resources
-
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...
-
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...
-
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....
-
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Explore
Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning (4)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (3)
- Multiple (2)
- Science
- Social Studies (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- K-12 (2)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (2)
Groups of students
- _No mention (1)
- Low-performing (1)
- SEND (1)
- typically-developing students (2)
School or home
- _No mention (2)
- School (1)
Moderating variables
Tech Hardware
- Computer (3)
- Multimedia (1 or more) (1)
Tech Software
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (1)
- Game learning (1)
- General apps (1)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
- _No mention (3)
Learning Approach
Teacher Pedagogy
- _No mention (1)
- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- LMIC (middle/low) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (2)
- Low: 3 or below (1)
- Medium: 4 or above (2)
Geography if specific
- _no mention (2)
- Mixture (1)
- Taiwan (1)
- Turkey (2)
- USA (1)