The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis |
| |
| Institution: | 1. The Chinese University of Hong Kong, Department of Educational Administration and Policy, Shatin, Hong Kong;2. Johns Hopkins University, The Center for Research and Reform in Education, United States;1. Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA;2. Department of Human Development and Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA;3. Department of Psychology and Committee on Education, The University of Chicago, Chicago, IL 60637, USA;4. Department of Human Development, The University of Chicago, Chicago, IL 60637, USA;1. Maastricht University, TIER, Kapoenstraat 2, 6200 MD Maastricht, The Netherlands;2. Faculty of Business and Economics, Naamsestraat 69, 3000 Leuven, Belgium;1. Division of Mathematics and Science Education, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China;2. Division of Chinese Language and Literature, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China;1. Department of Educational Studies, Research Foundation Flanders, Ghent University, Ghent, Belgium;2. Department of Teacher Education and School Research, Faculty of Educational Sciencies, University of Oslo, Oslo, Norway;3. Centre for Educational Measurement at University of Oslo (CEMO), Faculty of Educational Sciences, Oslo, Norway;4. Department of Educational Studies, Ghent University, Ghent, Belgium |
| |
| Abstract: | The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N = 31,555) and 29 secondary studies (N = 25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES = +0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed. |
| |
| Keywords: | Educational technology applications Mathematics achievement K-12 Meta-analysis |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
