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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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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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How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability...
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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 = +...
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This is a word document comparing meta-analyses pre-2000
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Outcome measure
- Attitudes (3)
- Behaviour (6)
- Engagement (3)
- Learning (68)
- Motivation (5)
- Qualification (1)
- Socio-emotional learning (3)
Instructional domain (subject)
- Computing (5)
- Languages (3)
- Literacy (22)
- Mathematics (21)
- Multiple (29)
- Physical activity (1)
- Science (13)
- Social Studies (6)
- STEM (5)
Education Level and Type
- ECE 0-7 (14)
- High school 16-18 (12)
- Informal education (6)
- K-12 (38)
- Middle school (6)
- Primary 7-10 (21)
- Secondary 11-16 (16)
- Tertiary (23)
Groups of students
- _No mention (9)
- At-risk (7)
- EAL (7)
- Examination years (2)
- Gifted students (1)
- Learning difficulties (8)
- Low-performing (11)
- Low socio-economic status (10)
- SEND (15)
- typically-developing students (4)
School or home
- _No mention (7)
- Home (5)
- Mixture (7)
- School (33)
Moderating variables
- __ no obvious moderating variables (8)
- Assessments (4)
- Attainment level of students (2)
- Class size (1)
- Country / culture (3)
- Design-type/ testing instruments (15)
- Ethnicity (1)
- Feedback (3)
- Gender (3)
- Grade/education level (15)
- Implementation fidelity (1)
- IQ (1)
- Length of time (25)
- Multiple exposures (7)
- Novelty Effect (5)
- Parent/carer involvement (2)
- Peer involvement/group learning (8)
- School-level factors (4)
- SEND (3)
- Socio-economic status (1)
- Student characteristics (7)
- Subject (8)
- Teacher involvement (18)
- Teacher pedagogy/implementation (4)
- Teacher professional development (5)
- Tech structure (11)
- Type of instruction methods (student/teacher centered) (7)
- Type of knowledge or task (exposing, procedural, active, etc (7)
Tech Hardware
- Assistive Devices for SEND (1)
- CD ROM/ DVD (4)
- Computer (41)
- E-book hardware - e.g. kindle (5)
- Handheld device (8)
- Infrastructure (2)
- Interactive whiteboards (4)
- Internet (4)
- Laptops (2)
- Mobile/Smartphone (5)
- Multimedia (1 or more) (21)
- Radio (1)
- Tablet (8)
- Touch-screen (3)
- TV (2)
Tech Software
- Audio books (3)
- Augmented Reality (3)
- Building blocks (1)
- Clicker-integrated instruction (1)
- Computer Algebra Systems (2)
- Computer-Assisted Instruction (CAI) (25)
- Computer-Based Teaching (CBT) (10)
- Digital Media (audiovisuals) (8)
- Dynamic Geometry Software (1)
- E-book software (8)
- Game learning (16)
- General apps (13)
- Graphic organisers/Visualisations (7)
- Intelligent Tutoring (3)
- LMS (4)
- Robotics (1)
- Serious games (4)
- Simulations (10)
- Tutorials (4)
- Virtual manipulatives (3)
- Virtual Reality (6)
- Word processor (3)
Tech mechanism
- _No mention (12)
- Cooperative learning (e.g. discussion areas) (4)
- Direct instruction (2)
- Drill and practice (3)
- Feedback (16)
- Gamification (13)
- Graphic modelling (2)
- Instructional supports/Demos: worked out examples (12)
- Multimedia effects (4)
- Personalization effect (3)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (11)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (11)
- Blended learning (7)
- Classroom learning (30)
- Remote learning (6)
Teacher Pedagogy
- _No mention (13)
- Collaboration (8)
- Feedback (7)
- Flipped classroom (1)
- Game-based learning (8)
- Group learning (10)
- Individualised (1)
- PC mixed with real objects (2)
- Peer learning (5)
- Project-based learning (1)
- Scaffolding (9)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (17)
- LMIC (middle/low) (3)
- Mixture or unknown (41)
Quality of research
- High: 6+ (36)
- Low: 3 or below (3)
- Medium: 4 or above (21)
Geography if specific
Publication year
- Between 1900 and 1999 (1)
- Between 2000 and 2024 (113)