A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms

Autor/inn/en	Ran, Hua; Kasli, Murat; Secada, Walter G.
Titel	A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms
Quelle	In: Journal of Educational Computing Research, 59 (2021) 1, S.119-153 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ran, Hua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120952063
Schlagwörter	Intervention; Mathematics Achievement; Low Achievement; Kindergarten; Elementary Secondary Education; Educational Research; Problem Solving; Web Based Instruction; Computer Assisted Instruction; Courseware; Game Based Learning; Individualized Instruction; Program Length; Instructional Effectiveness; Student Characteristics + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Bildungsforschung; Pädagogische Forschung; Problemlösen; Web Based Training; Computer based training; Computerunterstützter Unterricht; Lernsoftware; Individualisierender Unterricht; Unterrichtserfolg
Abstract	This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([d-bar] = 0.56) on low-performing students' mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system ([d-bar] = 0.86), followed by tutoring ([d-bar] = 0.80), game-based intervention ([d-bar] = 0.58), and computerized practice ([d-bar] = 0.23). Furthermore, other moderators were found to explain variation in CT effects on low-performing students' mathematics achievement. Study findings contributed to clarifying the effect of CT for low-performing students' mathematics achievement. Implications for instructional design and practices are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01