The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis

• In Event: Roundtable Session 118
  In Roundtable Session: Educational Technology and Mathematics Learning

Abstract

The main objective of this review is to examine all methodologically adequate studies since the 1970s to look at the overall effectiveness of educational technology for enhancing mathematics achievement in K-12 classrooms. A total of 73 qualified studies based on over 30,000 K-12 participants were included in the final analysis: 34 elementary studies and 39 secondary studies. The findings of this review indicate that educational technology applications produce a positive, but small effect (ES=+0.15) on math achievement. Our findings are consistent with the more recent reviews conducted by Slavin et al (2008; 2009) and Rakes et al (2010). In addition to the overall findings, the differential impact by various study and methodological features are also being examined and discussed.

Authors

• Alan Cheung, The Chinese University of Hong Kong

• Robert Slavin, Johns Hopkins University