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

Hua Ran, Murat Kasli, Walter G. Secada

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

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

Original languageEnglish (US)
Pages (from-to)119-153
Number of pages35
JournalJournal of Educational Computing Research
Volume59
Issue number1
DOIs
StatePublished - Mar 2021

Keywords

  • K-12
  • computer technology
  • instructional design
  • low-performing
  • mathematics
  • meta-analysis

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Fingerprint

Dive into the research topics of 'A Meta-Analysis on Computer Technology Intervention Effects on Mathematics Achievement for Low-Performing Students in K-12 Classrooms'. Together they form a unique fingerprint.

Cite this