A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms. (March 2021)

• Record Type: Journal Article
• Authors: Ran, Hua; Kasli, Murat; Secada, Walter G.
• Is Part Of: Journal of educational computing research. Volume 59:Number 1(2021)
• Page Start: 119
• Page End: 153
• Publication Date: 2021-03
• Subjects: computer technology -- mathematics -- instructional design -- meta-analysis -- low-performing -- K-12; Computer literacy -- Periodicals; Computer-assisted instruction -- Periodicals; Computer managed instruction -- Periodicals; Education -- Data processing -- Periodicals; 371.334
• DOI: 10.1177/0735633120952063
• Languages: English
• ISSNs: 0735-6331

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 ¯ = 0.56) on low-performing students' mathematics achievement. Of four CT types, the largest CT effect was found with problem-solving system (d ¯ = 0.86), followed by tutoring( d ¯ = 0.80), game-based intervention (d ¯ = .58), and computerized practice (d ¯ = .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.