Do Computer Tutors Work? A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K-12 Students’ Mathematical Learning

• In Event: Roundtable Session 15
  In Roundtable Session: Instructional Tools for Learning Mathematics

Abstract

This study quantitatively synthesizes empirical research comparing the effectiveness of intelligent tutoring systems (ITS) (i.e., computer tutors) on K-12 students’ mathematical learning with that of regular classroom instruction. Findings include: (a) the effectiveness of ITS on students’ mathematical learning appeared to be small when compared with regular classroom instruction, with average effect sizes ranging from .01 to .08, (b) the effects of ITS on students’ learning of algebra and math appeared to be inconsistent, (c) ITS may have negative effects on low achievers relative to regular classroom instruction, and (d) ITS effectiveness appeared to be smaller when outcomes were measured by standardized tests than when measured by other less rigorous measurements, such as course grades, or course passing rates.

Authors

• Saiying Steenbergen-Hu, Duke University

• Harris M. Cooper, Duke University