A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K-12 Students' Mathematical Learning

Autor/inn/en	Steenbergen-Hu, Saiying; Cooper, Harris
Titel	A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K-12 Students' Mathematical Learning
Quelle	In: Journal of Educational Psychology, 105 (2013) 4, S.970-987 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032447
Schlagwörter	Meta Analysis; Intelligent Tutoring Systems; Mathematics Instruction; Mathematics Achievement; Elementary Secondary Education; Instructional Effectiveness; Teaching Methods; Literature Reviews; Intermode Differences; Conventional Instruction; Effect Size; Bias; Program Length; Models; Achievement Gains; Homework; Time Perspective; Outcomes of Education; Research Design; Research Methodology; Educational Attainment; Educational Practices + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Intelligentes Tutorsystem; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Achievement gain; Leistungssteigerung; Hausaufgabe; Zeitbezug; Lernleistung; Schulerfolg; Forschungsdesign; Research method; Forschungsmethode; Bildungsabschluss; Bildungsgut; Bildungspraxis
Abstract	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) overall, ITS had no negative and perhaps a small positive effect on K-12 students' mathematical learning, as indicated by the average effect sizes ranging from g = 0.01 to g = 0.09, and (b) on the basis of the few studies that compared ITS with homework or human tutoring, the effectiveness of ITS appeared to be small to modest. Moderator analyses revealed 2 findings of practical importance. First, the effects of ITS appeared to be greater when the interventions lasted for less than a school year than when they lasted for 1 school year or longer. Second, the effectiveness of ITS for helping students drawn from the general population was greater than for helping low achievers. This finding draws attentions to the issue of whether computerized learning might contribute to the achievement gap between students with different achievement levels and aptitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01