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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting...
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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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