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A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
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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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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...
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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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Outcome measure
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- Informal education (1)
- K-12 (5)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- _No mention (1)
- At-risk (2)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (2)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (2)
- Feedback (1)
- Gender (1)
- Grade/education level (1)
- Length of time (5)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (3)
- Subject (2)
- Teacher involvement (2)
- Teacher pedagogy/implementation (2)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (5)
- Handheld device (1)
- Internet (1)
- Laptops (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (2)
- Dynamic Geometry Software (1)
- E-book software (1)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- Simulations (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (6)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (2)
- Game-based learning (1)
- Group learning (3)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Project-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- LMIC (middle/low) (1)
- Mixture or unknown (5)