The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis

Resource type
Journal Article
Authors/contributors
Title
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis
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.
Publication
Educational Research Review
Volume
9
Pages
88-113
Date
2013-06-01
Journal Abbr
Educational Research Review
ISSN
1747-938X
Short Title
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms
Accessed
16/01/2024, 10:15
Library Catalogue
ScienceDirect
Citation
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001